Journal on English as a Foreign Language (JEFL)
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.
Articles
285 Documents
<![CDATA[Self-determined learning in EFL classroom: a trajectory for the future research ]]>
<![CDATA[Deni Sapta Nugraha]]>;
<![CDATA[Ninuk Lustyantie]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ Journal on English as a Foreign Language Vol 12 No 2 (2022): Issued in September 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v12i2.4068
<![CDATA[The development of technology has rapidly affected the growth complexity of the 21st century's work environment which also influences educational environment. Thus, approaches in teaching and learning such as self-determined learning has been considered relevant to enhance the quality of learning. Researchers and educators have been pursuing to accomodate the praxis of self-determined learning. The purpose of the study was to uncover research trends and try to bridge the gap of future research of self-determined learning (SDL) in the English as a foreign language (EFL) context. Using meta-synthesis, 13 selected articles were examined drawn from a single database from the last five years between 2017 and 2021. The articles were systematically selected through several criteria using the query "Self-determined Learning+AND+EFL" in the Sopus database. They contributed to the growing interest related to research and practice of heutagogy or SDL. Results showed that research areas of SDL had been widely investigated in different levels of students; primary (23%), secondary (23%), and university (54%). In addition, a few research studies were conducted to examine students' language skills and language components (listening and vocabulary) (15%). It implicated that many EFL research area could be investigated from different levels and focus in the future.]]>
<![CDATA[Experiencing problems in data collection by undergraduate EFL students as novice researchers ]]>
<![CDATA[Faisal Mustafa]]>;
<![CDATA[Merina Devira]]>;
<![CDATA[Heri Apriadi]]>;
<![CDATA[Bonjovi Hassan Hajan]]>
<![CDATA[ Journal on English as a Foreign Language Vol 12 No 2 (2022): Issued in September 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v12i2.4111
<![CDATA[Data collection is a research process determining the validity and reliability of a study, and novice researchers have been found to experience many problems in this process. However, little study addressed the problem in data collection among these researchers. Therefore, this study was conducted to uncover problems experienced by English as a Foreign Language (EFL) undergraduate students without any previous experience in data collection. Seventeen undergraduate EFL students were assigned to collect data using a two-item questionnaire, which involved communicating with research participants before sending the questionnaire to the participants. After the data collection, they were requested to write a brief report explaining their communication with the participants and the problems they experienced. The reports written by the students were treated as the data for this research and were subjected to qualitative analysis to understand the problems they faced in the data collection. The results show that students experienced some problems in collecting the data, i.e., lack of responses, late responses, a negative response, and uncompleted questionnaires. The results of the study suggest that potential problems in data collection should be introduced to undergraduate EFL students before they conduct their undergraduate research.]]>
<![CDATA[Speech intelligibility of English spoken by Indonesian and Taiwanese speakers and judged by Taiwanese listeners: application of TOCS+ automatic software ]]>
<![CDATA[Windiahsari Windiahsari]]>;
<![CDATA[Li-Mei Chen]]>
<![CDATA[ Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v13i1.4179
<![CDATA[Former investigations were about the familiarity advantage that people with the same language backgrounds are more intelligible. Besides, particular English was most intelligible to participants with high certain English familiarity. This study investigated how Taiwanese listeners judge the English speech intelligibility of Taiwanese and Indonesian speakers. Thirty Indonesian speakers and thirty Taiwanese speakers participated in this study. Ninety Taiwanese listeners were recruited to judge speech intelligibility. The recording and judging process used the TOCS+ software (Hodge et al., 2009). The software provided 124 contrast items of minimal pairs for the recognition task, including contrast of syllable shape, vowels, and consonants. The listeners' judgments were then analyzed by the TOCS+ software automatically. It was found that Taiwanese English speaker is more intelligible to Taiwanese listeners. The variables that predict intelligibility for Indonesian speakers are syllable shape contrast item correct (SSIC) and consonant item correct (CIC), while Taiwanese speakers]]>
<![CDATA[Google Books Corpus and designing English for specific purposes materials ]]>
<![CDATA[Munassir Alhamami]]>
<![CDATA[ Journal on English as a Foreign Language Vol 12 No 2 (2022): Issued in September 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v12i2.4254
<![CDATA[Designing language-learning materials that target the needs of specific groups of students can be a challenge because students' needs vary. There is a research gap in identifying learning materials that meet the needs of a specific group of students. The study objective is to utilize open educational resources to design English for specific purposes (ESP) materials. The study implements a corpus linguistics method by using the Google Books Corpus (GBC) to develop language-learning materials for engineering students. The application analyzed the corpora by frequency that was the default analysis procedure in GBC. The findings show the procedures to create English grammar materials for engineering students and engineers who need to improve their knowledge about the commonly used grammar structures in engineering texts. The results of analyzing GBC present five chapters: nouns, verbs, adjectives, adverbs, and prepositions that are commonly used in engineering texts using authentic examples. The findings demonstrate the importance of corpus technologies such as GBC in language learning classrooms. The implication is that language educators should utilize open educational resources such as GBC to provide students with learning materials that have authentic examples, commonly used words, and widely used grammar structures in the students' academic majors.]]>
<![CDATA[Exploring EFL students ]]>
<![CDATA[Abel Yohanis Romrome]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![CDATA[ Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v13i1.4561
<![CDATA[Although writing motivation has been widely investigated, limited research has focused on the three elements of internal motivation: writing beliefs, self-efficacy, and attitudes, let alone in the Papuan context. This study explored 32 Papuan EFL undergraduate students' internal motivation in essay writing through a purposive sampling technique. This research adopted a mixed method of quantitative and qualitative data. In collecting the quantitative data, a questionnaire was distributed through the Google Forms platform and analyzed using SPSS 26.0. Meanwhile, semi-structured interviews were conducted to gain qualitative data and analyzed by reading the data transcription and listening to the data recording three times to gain more valid information about the students' internal motivation in writing. The findings revealed that most EFL students had realized the importance of writing (WB1; M=3.63). Some students also demonstrated self-efficacy as writers (SE1; M=3.67), while others still felt anxious during writing (SE4; 3.60). Furthermore, some participants had created a positive attitude toward writing, whereas others did not. This research offers pedagogical implications for the lecturers and educators to promote the importance of writing to their students, encourage them to increase their self-efficacy as writers, and create positive attitudes toward writing.]]>
<![CDATA[Exploring students ]]>
<![CDATA[Faidah Yusuf]]>;
<![CDATA[Ameer Ali]]>
<![CDATA[ Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v13i1.4571
<![CDATA[Students' self-confidence in speaking English remains low. Many students are still embarrassed to speak English since teachers use outdated teaching methods. This study aims to explore students' perspectives on using live-streaming projects on the Facebook group in EFL classes. This study involved forty English Department students at a university in Makassar, Indonesia. They engaged in the live streaming project-based learning (PBL) using the Facebook group in language learning in English classes. Four participants from the four groups consisting of ten participants were selected through random sampling and agreed to participate in a semi-structured interview. The qualitative data obtained from the interview were analyzed through a thematic analysis. Results show that live streaming on the Facebook group as PBL facilitated and increased the students]]>
<![CDATA[Islamic junior high school students ]]>
<![CDATA[Andri Jamaul Rifiyani]]>;
<![CDATA[Mutmainnah Mustofa]]>;
<![CDATA[M. Faruq Ubaidillah]]>;
<![CDATA[Huan Yik Lee]]>;
<![CDATA[Suatmo Pantja Putra]]>
<![CDATA[ Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v13i1.5046
<![CDATA[The L2 motivational self-system (L2MSS) has been extensively investigated in multiple contexts. However, few studies have explored its correlation with Islamic junior high English students]]>
<![CDATA[The role of self-regulated learning on foreign vocabulary learning: a multi-case study ]]>
<![CDATA[Baihaqi Zakaria Muslim]]>;
<![CDATA[Moh. Arif Mahbub]]>
<![CDATA[ Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v13i1.5238
<![CDATA[In recent years, a considerable body of empirical research has acknowledged the role of self-regulated learning (henceforth SRL) in the domain of English as a foreign language (EFL). However, the study investigating the role and mechanism of SRL in vocabulary learning is still in scarcity particularly in Indonesian contexts. To address this noticeable gap, this multi-case study aims to explore the role of SRL on vocabulary learning strategies use and mechanism from the experience of undergraduate EFL learners. After signing the informed of consent form sheets, two undergraduate students from two different countries (Indonesia and Egypt) voluntarily participate in this study. By employing a series of semi-structured interviews and conducting narrative thematic analysis (Braun & Clarke, 2006), the findings showcase that both participants employ a myriad of vocabulary learning strategies such as rehearsal, elaboration, and social strategy. Additionally, the empirical evidence indicates that they have higher level of motivation and persistence to maintain vocabulary-learning activity. The findings suggest the important practical implications for teachers, learners, and institution. This article also discusses limitations and recommendations.]]>
<![CDATA[Combination of photos, definitions, and fill-in-the-blank tasks in Quizlet: a concern about learning academic vocabulary in online listening classes ]]>
<![CDATA[Tien Thinh Vu]]>;
<![CDATA[Diem Bich Huyen Bui]]>
<![CDATA[ Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v13i1.5239
<![CDATA[The role of vocabulary has been proven to be crucial in learning both receptive and productive skills. However, in terms of listening skills, students may face enormous challenges in comprehending the content of a listening passage and, therefore, fail to take notes. This study aimed to investigate the impact of using Quizlet more creatively in the vocabulary section of online academic listening classes. Participants were 62 intermediate-level students from two online academic listening classes, divided into a control and an experimental group. While students in the control group did the tasks in their books or handouts from the teacher, those in the experimental group used Quizlet for eight weeks. A mixed method with t-tests and questionnaires was applied in this research. Results from t-tests revealed that students in the experimental group had better performance in remembering the definition of vocabulary they had learned and using correct vocabulary to fill in the blanks in sentences. Findings in questionnaires supported the improvement in the post-test that the students in the experimental group showed a high level of concentration, engagement, and excitement in class. The study's outcome sheds light on further research on using Quizlet in EFL classrooms.]]>
