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M. Zaini Miftah
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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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EFL secondary teachers’ pedagogical practice of motivational strategies through mentorship programs Ista Maharsi; Khusnul Khotimah
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.10013

Abstract

Previous studies have explored motivational strategies among ESL/EFL teachers in varied educational contexts. In contrast, mentorship programs that facilitate EFL teachers in developing their motivational strategies have drawn less attention. This study scrutinized EFL secondary teachers' motivational strategies after participating in a series of mentorship programs. Nested in action research, this study recruited three in-service teachers and sixty-three students from three vocational high schools in Indonesia. The teacher participants attended the mentorship program which encompassed training sessions and mentorship conferences. Data were collected from questionnaires, reflective journals, observations, and interviews. Data from the questionnaires were analyzed statistically using the t-test. The qualitative data obtained from reflective journals, observations, and interviews were analyzed using thematic analysis. This study reveals that teachers enacted varied motivational strategies catering to students' needs, which led to cultivating student motivation and learning engagement, especially for high achievers. Meanwhile, low achievers require more time and indicate more thoughtful treatment. The teachers positively perceived the mentorship and training program as instrumental in advancing their pedagogical practices. This study suggests practical recommendations for English teachers to enact motivational strategies to boost students' learning and sustain their motivation. 
Investigating EFL lecturers’ perceived and demonstrated TPACK competence in online and blended language teaching Nurfisi Arriyani; Rudi Hartono; Sri Wuli Fitriati; Hendi Pratama
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.10078

Abstract

In response to the shift to online instruction, English language lecturers in Indonesian higher education are expected to integrate digital tools that embody technological, pedagogical, and content knowledge (TPACK). Prior studies often report only tool use frequency, neglecting whether such use advances language teaching goals. This study investigates Indonesian EFL lecturers’ perceived and demonstrated TPACK competence through their use of digital tools and instructional strategies in online English teaching. This convergent mixed-method study examined 59 EFL lecturers from universities across Java, Sumatera, and Sulawesi. Data were garnered from closed and open-ended questionnaires using digital tools. Quantitative analysis using SPSS showed relatively high perceived TPACK competence, with a mean score of 3.962 (SD = 0.826) on a five-point Likert scale measuring tool selection aligned with TPACK principles. Frequently used tools included WhatsApp and the campus Learning System, while Flipgrid and Google Docs were popular for speaking and writing. Thematic analysis revealed varying TPACK alignment; some lecturers deliberately integrated tools for pedagogy and content, whereas others selected technologies mainly for convenience or institutional constraints. Findings suggest that, despite widespread technology use, stronger pedagogical support and ongoing TPACK-focused professional development are essential for meaningful integration in Indonesia.
Mapping podcast use in EFL listening classrooms: A scoping review of the literature (2014–2024) Diah Ayu Puspitasari; Dewi Nur Suci; Ima Fitriyah; Irma Khoirot Daulay; Ary Setya Budhi Ningrum; Widyasari Widyasari
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.10329

Abstract

The growing use of digital audio in language education calls for a review of how podcasts support EFL listening across educational levels. This scoping review examined trends, practices, reported outcomes, and challenges in podcast-assisted EFL listening instruction. Data were collected from Crossref records and screened against criteria covering English-language empirical journal articles published from 2014 to 2024. Of the 27 shortlisted articles, 23 were included in the review following eligibility assessment. The selected studies were analyzed descriptively and thematically. The findings showed that the British Broadcasting Cooperation (BBC) and Voice of America (VOA) were the most frequently used podcast sources, while publications peaked in 2023. Podcasts were mainly implemented at senior high school and university levels, with teachers playing a dominant role in their integration. Most studies reported improvements in students' listening skills, although authentic language exposure and learning accessibility received limited attention. Key challenges included technical problems, low learner self-awareness, inadequate instructional design, and complex vocabulary. Future EFL pedagogy should promote more student-centered podcast use and address technical and pedagogical barriers to strengthen autonomous listening development.
From rejection to publication: A content analysis of reviewers’ feedback to strengthen research papers in English education Yustinus Calvin Gai Mali
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.v16i1.10358

Abstract

Academics need to publish research papers in scholarly journals successfully for various purposes. However, practical tips and tricks to help readers successfully publish their research in academic peer-reviewed journals, particularly in English education and teaching-related fields, remain limited. As a response, this study aims to present lessons learned from various journal reviewers on ways to substantially enhance a research paper so that it can be successfully published in a reputable academic journal, particularly in the English education and teaching-related fields. To meet the research objective and address the empirical gap in the literature, a qualitative content analysis was conducted on reviewers’ feedback from nine manuscript submissions (both accepted and declined) to SCOPUS (Q1 and Q2) and SINTA 2-indexed journals. The analysis results showed various lessons learned summarized in a checklist table, providing specific, actionable writing guidelines for each section of a paper, emphasizing clarity, coherence, detail, and argumentation. Main research implications regarding the importance of reviewers’ feedback for substantially enhancing a research paper and the essence of using the text deconstruction strategy in writing a quality, publishable research paper are discussed.
Exploring students’ acceptance of ChatGPT in assisting EFL writing tasks: A technology acceptance model perspective Fita Faridah; Dian Luthfiyati; Riryn Fatmawaty
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.v16i1.10378

Abstract

Research on the integration of ChatGPT revolutionizing English language learning in EFL contexts has been documented. Yet, research on the acceptance of ChatGPT from the perspective of a technology acceptance model (TAM) in the EFL writing context remains underexplored. This descriptive qualitative study aims to explore the students' acceptance of ChatGPT in assisting writing tasks using the TAM framework. The study involved six eleventh-grade students enrolled in the language program of a senior high school in Lamongan, Indonesia. Data were gathered through semi-structured interviews and classroom observation and then analyzed using a thematic pattern. The findings reveal a nuanced dynamic. EFL students view ChatGPT not merely as a correction tool in writing but as a cognitive scaffold that offers psychological safety through non-judgmental feedback, fostering self-regulated learning. Conversely, while the technical interface is intuitive, the students face significant semantic barriers when writing, requiring iterative "prompt engineering" to mitigate AI hallucinations. These results indicate that successful integration relies less on the tool's mechanics and more on the user's digital capabilities. The study implies a pedagogical shift towards critical AI literacy, encouraging educators to guide students in treating AI as a collaborative partner in hybrid intelligence rather than a replacement for critical thinking.
“Edo, wash the pan for me, please”: A critical discourse analysis of gender-based social actor constructions in an Indonesian EFL textbook Agis Andriani; Fuad Abdullah; Restika Arisandi; Soni Tantan Tandiana; Dewi Rosmala
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.10411

Abstract

Textbooks not only function as a medium to transmit knowledge but also play their role as a transmitter of ideologies, values, beliefs, and cultures. However, scrutinizing the gender construction in ELT textbooks, notably in the Indonesian EFL setting, remains limited. This study aimed to investigate how gender was represented discursively in an Indonesian EFL textbook. The corpus of this study was selected chapters of a mandated Indonesian EFL textbook. The study used document analysis and applied van Leeuwen’s social actor framework to examine the representation of gender in the textbook Bahasa Inggris Think Globally Act Locally for Grade IX (Wachidah et al., 2018). The findings outlined that the textbook tends to glorify males as social actors through metaphorical praise, depict males as economically productive social actors, portray females as busy social actors, construct gendered characteristics discursively, and address males and females as proportional characters. Although males and females were represented equally, they were unfairly treated in some contexts. The textbook still prioritizes males as more dominant social actors than females. In other words, gender bias persists in the textbook. Designing equal gender representation in ELT textbooks remains crucial to help students raise their awareness of equal gender-based ELT materials in textbooks.
Integrating critical thinking in junior high school EFL classrooms: Teachers' perspectives and instructional practices Jumariati Jumariati; Moh. Yamin; Cayandrawati Sutiono
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.v16i1.10439

Abstract

EFL teachers’ knowledge, perceptions, and practices regarding integrating critical thinking (CT) in English language teaching are essential. However, research on this area shows conflicting results, particularly in Asian contexts. This study investigated EFL teachers’ perceptions and practices on integrating CT in their classrooms. Three EFL teachers of junior high schools in Banjarmasin, South Kalimantan, Indonesia, participated in the study. They were selected purposely based on teaching experience, professional teachers’ certification status, and participation in CT workshops. A qualitative phenomenological design was adopted through the use of semi-structured interviews and documentation on teachers’ lesson plans. A thematic analysis was used in the data analysis. Results showed that the teachers had a good understanding of CT and perceived its integration in EFL lessons positively. They incorporated CT through analyzing texts, evaluating characters, separating facts from opinions, drawing conclusions, making presentations, discussions, and writing paragraphs, which aligned with their lesson plans. The study also revealed that students’ English proficiency affected their ability to express ideas and explain reasons during CT activities. This study highlights the need for further research incorporating students’ views and utilizing classroom observations to verify the suitability between teachers’ perceptions and their teaching practices. 
Bridging the digital gap: The impact of an android-based interactive digital book on integrated English language skills Husni Mubarok; Nina Sofiana; Danang Mahendra; Clementine Salaun
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.10462

Abstract

Research on mobile-assisted English learning has examined digital tools for specific skills, but curriculum-aligned interactive textbooks covering six language domains require further investigation. This study examined an android-based interactive digital book (IDB) for tenth-grade English instruction in Indonesia. A pre-test–post-test comparison involved 188 students from eight high schools in northern coastal Java: 108 in the experimental group and 80 in the control group. A 30-item multiple-choice test assessed comprehension and knowledge associated with listening, speaking, reading, viewing, writing, and presenting. Descriptive statistics and independent-samples t-tests were reported. The experimental group had higher scores at both pre-test, t(186) = −4.248, p < .001, and post-test, t(186) = −10.608, p < .001. School-level summaries indicated increasing scores in the experimental group and decreasing scores in the control group. However, baseline differences, unequal post-test variances, and school-level allocation limit causal interpretation. The findings suggest that the IDB warrants further evaluation as a curriculum-aligned instructional resource. They do not establish improvements in actual speaking, writing, or presenting performance, which require direct assessment.
Translanguaging in problem-based learning: Fostering critical speaking skills in an Islamic boarding school Aisyatul Lubaba; Imam Nur Aziz
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.v16i1.10464

Abstract

Although problem-based learning (PBL) and translanguaging are recognized as effective pedagogical strategies, their synergistic integration remains underexplored. This study seeks to investigate the integration of translanguaging into PBL to foster students' critical speaking skills. This explanatory mixed-methods research involved the sixty-two students of the 12th grade of the Islamic senior high school at an Islamic boarding school in Gresik, Indonesia. The quantitative data were obtained from a quasi-experimental research design divided into an experimental group (PBL with translanguaging) and a control group (regular instruction) through pre- and post-speaking tests and questionnaires. Meanwhile, the qualitative data were obtained from reflective journals and semi-structured interviews. The quantitative data were subsequently analyzed using SPSS 26, and the qualitative data were analyzed using a thematic pattern. The results showed a significant improvement in the experimental group (p < 0.001); the students demonstrated significant gains in fluency and coherence based on IELTS criteria, alongside increased confidence. The translanguaging reduced anxiety and enabled students to express critical ideas in their native language during the planning phase. The study implies incorporating translanguaging into student-centered pedagogy as it is crucial for affirming multilingual identities and ensuring equitable participation, and for offering a scalable framework for bridging trilingual repertoires with critical English discourse.
Exploring ChatGPT’s role in reducing EFL students’ speaking anxiety across varying anxiety levels: An explanatory mixed-methods study Candra Sihura; Sari Hidayati; Siti Mukminatun; Ari Purnawan
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.10483

Abstract

Speaking anxiety remains a significant barrier in EFL learning, even among master’s students, while empirical evidence on the role of artificial intelligence tools such as ChatGPT in addressing this issue remains limited. This study aimed to identify EFL students’ speaking anxiety levels and explore their perceptions of ChatGPT as a tool for reducing anxiety in speaking English. An explanatory mixed-methods design was employed. Data were collected through questionnaires and semi-structured interviews with 17 master’s students in an English Language Education program at a public university in Yogyakarta, purposively selected based on prior experience using ChatGPT for speaking practice. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analysis. The findings revealed that most participants experienced moderate to high levels of speaking anxiety. ChatGPT was perceived as a supportive speaking partner that enables flexible practice, enhances confidence, stimulates diverse speaking activities, and provides constructive feedback, contributing to a low-anxiety learning environment. These findings suggest that ChatGPT can serve as a supplementary tool to support speaking practice and reduce anxiety in EFL contexts. However, the small sample size limits generalizability; therefore, future research should involve larger samples and examine long-term effects through experimental or longitudinal designs.

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