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M. Zaini Miftah
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INDONESIA
Journal on English as a Foreign Language (JEFL)
Published by Universitas Islam Negeri Palangka Raya
ISSN : 20881657     EISSN : 25026615     DOI : https://doi.org/10.23971/jefl
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Journal on English as a Foreign Language (JEFL) is a peer reviewed and open access journal on teaching and learning English as a foreign and second language. The journal follows a double blind review policy. The primary objective of this journal is to publish research based articles that delve into a comprehensive examination of the theories and practices involved in teaching and learning English as a foreign and second language. The specific focus lies on developing and non English speaking countries. The journal scope is international, extending a warm invitation to English language practitioners, academics, and researchers with diverse interdisciplinary perspectives. The journal publishes original research articles and review articles. The journal scope addresses English language teaching (ELT) and learning areas, including ELT pedagogy, ELT and learning resources, ELT and teacher professional development, English language teachers training and education, Academic writing in ELT research, Innovation in ELT, Language assessment, Literacy education in ELT, and Technology-based ELT.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 285 Documents
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The language-mind interface in psycholinguistics: A systematic literature review and cross-disciplinary synthesis Budianto Hamuddin; Dessi Natalia; Meutya Rizki Ramadhani; Fatma Setya Ningrum; Alexsander Yandra
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.9912

Abstract

While psycholinguistic research has advanced significantly, gaps persist in understanding how linguistic diversity, bilingualism, and socio-emotional factors influence cognitive mechanisms in language processing, particularly beyond monolingual and Western contexts. This study aims to address these gaps by conducting a systematic literature review of 24 peer-reviewed articles published between 2019 and 2024. Utilizing a structured analytical framework – PRISMA, the study synthesizes findings on the roles of working memory, executive functions, and neural structures in language acquisition and processing. The results highlight that bilingualism enhances executive control and cognitive flexibility, yet methodological inconsistencies and limited representation of non-Western linguistic contexts remain challenges. Additionally, the integration of neuroimaging, artificial intelligence, and interdisciplinary approaches is emphasized as a means to develop more comprehensive models of language cognition. The study has practical implications for bilingual education, language therapy, and AI-driven linguistic analysis, with broader contributions to cognitive science, language policy, and cross-cultural communication. By bridging linguistic, psychological, and neuroscientific perspectives, this research advances the field of psycholinguistics. It underscores the need for culturally adaptive, technology-integrated methodologies to inform education, healthcare, and global communication strategies.
Well-being pedagogy in English language teaching: A systematic literature review Ika Meilinda Ummul Ma’rufa; Joko Widodo; Nurul Zuriah; Arisandi Setiyawan
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10015

Abstract

Well-being pedagogy has attracted the attention of researchers in various disciplines. Although well-being pedagogy has been widely discussed in education, a clearer understanding of how it is integrated into English language teaching (ELT) is still needed. This systematic literature review seeks to explore current trends, key thematic areas, and notable gaps in the literature, intending to offer insights into strategies for effectively incorporating well-being into ELT. This research uses Scopus as the main data source for the initial data search through the database to the selection of studies for synthesis according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The findings reveal several important trends. First, research on well-being in ELT has gradually increased over time, with a noticeable rise after 2020. Second, most studies are located within the social sciences, indicating that well-being is mainly examined from educational and social perspectives. Third, a large proportion of publications originates from developed countries. The research indicates that existing studies mainly focus on supportive learning environments, teacher support, and the integration of innovative pedagogical approaches to enhance learning experiences. The study implies that it should provide practical approaches for integrating well-being pedagogy into ELT classrooms.
Emotional landscape of cultural diversity: A study of international students’ experiences Rahmawati Salim; Titin Rahmiatin; Rahmat Nasrullah; Sitti Nurfaidah; Analiza B. Tanghal
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10175

Abstract

Despite the growing trend in international student mobility, research on the emotional journeys of Indonesian students in this context remains limited. This phenomenological case study seeks to explore the emotional experiences of Indonesian students participating in the International Credit Transfer Program (ICT) under the Merdeka Belajar Kampus Merdeka (MBKM) program at the university in the Philippines. It analyzes how these students cope with emotional challenges and cultural adjustment during their five-month exchange. Data were collected through semi-structured interviews with six participants of the students of the ICT program purposively selected and then analyzed using thematic analysis. The interviews were transcribed verbatim in Indonesian and systematically coded to identify recurring emotional themes. Findings revealed various emotional transitions, ranging from initial excitement and anxiety to feelings of cultural enrichment and emotional growth by the end of the program. This study highlights the importance of emotional support and cultural integration in enhancing the experience of international students. It is recommended that host institutions implement structured support systems to promote student well-being. Further research is recommended to explore long-term emotional impacts and cross-cultural comparisons.
Looking into the causes and coping strategies of reading anxiety among Indonesian EFL students Nasywa Salsabila; Radiatan Mardiah; Sri Wachyunni
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10197

Abstract

While reading anxiety considerably hinders English as a foreign language (EFL) students’ English proficiency, research precisely exploring the causes of reading anxiety and coping strategies in the Indonesian EFL context remains limited. This qualitative case study investigated the experiences of ten purposively selected female undergraduate students at a public university in Jambi,  Indonesia. Data were gathered through a semi-structured interview and a reading stimulus task during the interviews, then analyzed using thematic analysis and validated through member-checking to ensure trustworthiness. Results reveal that participants’ anxiety stems from three primary themes: personal factors, material-related features, and procedural factors. Specific triggers include the fear of making pronunciation mistakes, embarrassment over accents, unfamiliar vocabulary, and pressure from timed reading tasks. To mitigate these challenges, students employ self-relaxation techniques, such as positive self-affirmation and physical relaxation, and self-preparation strategies, including reviewing materials and utilizing digital learning tools. These findings suggest that reading anxiety is a multidimensional issue shaped by both personal insecurities and classroom dynamics. Consequently, educators must play a pivotal role by fostering supportive environments and selecting culturally accessible materials to minimize anxiety triggers, ultimately helping students achieve their learning goals. 
From words to action: Long-term changes in environmental literacy among EFL students Sari Karmina; Salsabila Firda Hudaya; Lestari Setyowati; Niamika El Khoiri; Latisha Asmaak Shafie
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10272

Abstract

While previous research has demonstrated positive short-term effects of such courses, few studies have examined changes sustained over an extended period, particularly in urban contexts facing ecological challenges. This study seeks to explore the long-term impact of integrating environmental topics into essay writing courses on EFL university students’ environmental literacy in Malang, Indonesia. Using a qualitative case study design, semi-structured interviews were conducted with ten students two years after they participated in the course. Thematic analysis revealed significant transformations across cognitive, affective, and behavioral dimensions. Students developed a deeper understanding of environmental issues, formed emotional connections to ecological concerns, and adopted sustainable practices in daily life. They also showed increased motivation to share environmental knowledge with their communities. These findings suggest that essay writing courses that incorporate environmental themes can foster meaningful, long-lasting changes in students’ attitudes and behaviors. This research contributes to the broader discourse on environmental education in EFL settings and highlights the potential of writing courses as a platform for cultivating environmental awareness and action.
From Marvel scenes to speech delivery rates: A TBLT model for Pesantren-based EFL listening enhancement Aries Fachriza; Ervina Rahma Neysa; Ana Maghfiroh; Tintin Susilowati
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10281

Abstract

Although films and task-based language teaching (TBLT) have been widely applied in EFL listening instruction, their combined use to examine speech delivery rates (SDRs) outcomes, particularly in Pesantren-based educational settings, remains underexplored.  This study seeks to investigate the effectiveness of Marvel movie scenes in enhancing SDRs in listening among EFL students in a Pesantren context. A quasi-experimental quantitative study involved two groups of 74 students from a private Islamic boarding school in East Java, Indonesia. Both groups were exposed to the same Marvel movie. The experimental group was taught using TBLT with communicative tasks, while the control group received conventional instruction. An independent samples t-test was applied to determine differences between the groups, and a paired samples t-test examined retention after a two-week interval. Results showed that the TBLT group outperformed the non-TBLT group by 8.35 points, with Sig. value 0.001 in both comprehension and retention. The TBLT group indicated stronger retention of SDR features. Retention scores differed significantly between the TBLT and non-TBLT groups, t = 3.48, p < .001, SE = 7.11.  These findings imply that EFL teachers can adopt TBLT-supported authentic film media to enhance SDR-focused listening, significantly improving listening skills and long-term memory retention among Pesantren students in practice.
Mapping the AI revolution: A bibliometric analysis of ChatGPT's role in academic writing Sophia Binnendyk; Mansye Sekewael; Hedyan Putra
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10313

Abstract

The rapid emergence of ChatGPT has significantly reshaped research on academic writing within higher education, particularly in second language (L2) and EFL contexts. Despite the growing volume of studies, a systematic synthesis of how this research domain has evolved remains limited. This study aims to map the conceptual and social development of ChatGPT-related scholarship in academic writing through a bibliometric analysis of Scopus-indexed journal articles published between 2023 and early 2025. The relevant metadata, including citation information, bibliographic details, abstracts, and author keywords, were exported in RIS format and imported into VOSviewer for analysis. The analysis examined publication trends, dominant research themes, theoretical frameworks, methodological orientations, and patterns of scholarly collaboration. The findings reveal a clear developmental trajectory in the literature. Early studies primarily focused on academic integrity, plagiarism, authorship, and the detectability of AI-generated text. From 2024 onward, research increasingly emphasised pedagogical integration, highlighting ChatGPT’s potential to support linguistic accuracy, rhetorical organisation, and revision processes. More recent studies extend this focus to assessment practices, institutional governance, personalization, metacognition, and self-regulated learning, reflecting the growing conceptual maturity of AI-assisted academic writing research.
Promoting literature to build college students Dian Nurrachman
Journal on English as a Foreign Language Vol 1 No 1 (2011): JEFL
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v1i1.23

Abstract

The relationship of classroom to the outside world is a reciprocal one, meaning that classrooms are part of the world in which socio-politics is included. The students become successful literary readers as well as critical thinkers who have socio-political awareness if the classroom conducts an ‘extensive reading
Appropriate writing assessment, how do we do it properly? Martin Surya Putra
Journal on English as a Foreign Language Vol 1 No 1 (2011): JEFL
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v1i1.32

Abstract

This paper describes the assessment upon the 3rd semester Business Administration students
Research problems in S-2 theses Rahmadi Nirwanto
Journal on English as a Foreign Language Vol 1 No 1 (2011): JEFL
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v1i1.33

Abstract

The study is intended to identify, classify, evaluate, describe, and explain the quality and the patterns of research problems in the S-2 theses of the English Education Program at Islamic University of Malang. Qualitative approach and evaluation designs were used. The data of the study were 135 of S-2 theses of the English Education Program at Islamic University of Malang from 2003-2008. The study reveals that the majority of the research problems, as written in the theses, indicate clarity, researchability, variables being involved, areas, designs, non-factual data or information, and significance.

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