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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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Video-based project learning in Indonesian EFL classrooms: Students’ speaking development and environmental awareness Desri Maria Sumbayak; Indah Putri Tamala; Rosalyn Magdalena Br. Sitorus
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.v16i2.10524

Abstract

Previous research has examined project-based learning (PBL), video-based tasks, and environmental education in EFL contexts. However, research on how a single video-based project can assist students in enhancing speaking skills while simultaneously fostering environmental awareness remains underexplored. This descriptive qualitative study aims to investigate students' perceptions of the project, determine the most enhanced speaking components, and assess the project's impact on their environmental awareness and dedication. During a two-week study on local environmental concerns, forty-one EFL students from the second semester at a university in Sumatera Utara took part in this study. Data were gathered using a ten-item open-ended questionnaire completed after the study and examined thematically to discover recurring trends in students' perspectives. The results demonstrate that students found the project intriguing since it was collaborative, innovative, and real-world in nature. The enormous improvements in speaking elements such as fluency, vocabulary, pronunciation, and confidence have resulted in less focus on grammar. It also increases students' environmental consciousness and sense of responsibility by teaching them about local ecological challenges and the need for environmental protection. This study implies that video-based PBL has the potential to increase both speaking skills and environmental awareness, making it a meaningful and socially relevant method for language learning.
Shifts in communicative competence and metacognitive awareness during podcast-based ESP tasks: A mixed-methods study with pre-service primary teachers Sri Lestari; Aulia Putri; Eka Wilany; Desi Surlitasari Dewi
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.v16i2.10538

Abstract

Podcast-based speaking tasks are increasingly used in English for Specific Purposes (ESP), but evidence on how they relate to communicative competence and metacognitive awareness in teacher education remains limited. This study examined pretest-to-posttest changes in these outcomes and explored participants’ experiences. An explanatory sequential mixed-methods design was used with 42 second-semester pre-service primary teachers at a private university in East Java, Indonesia. All participants completed a speaking assessment and an adapted Metacognitive Awareness Inventory (MAI) before and after six weeks of podcast-based tasks. Ten participants then joined semi-structured interviews. Paired-samples t tests showed higher posttest scores for communicative competence, t(41) = -13.34, p < .001, and metacognitive awareness, t(41) = -10.39, p < .001. Interviewees described how planning, recording, playback, and revision supported confidence, fluency, audience awareness, and reflection; they also reported vocabulary, pronunciation, and technical challenges. Because the study used a one-group pretest–posttest design, the score changes cannot be attributed to podcasting alone. The findings suggest that structured podcast tasks may connect speaking practice with reflection when teachers provide clear goals, feedback, and self-evaluation.
Balancing authority and agency to build student ownership: A thematic study in Indonesian EFL classrooms Hamzah Puadi Ilyas; Jiehad Akbar Pria Utama
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.v16i2.10601

Abstract

Student ownership is widely linked to autonomy, motivation, and responsibility in English as a Foreign Language (EFL) learning, yet little is known about how secondary teachers share control while maintaining instructional authority in exam-driven, authority-oriented settings. This descriptive qualitative study examined how Indonesian senior secondary EFL teachers balance authority and student agency to strengthen learners’ ownership of the learning process. Twenty teachers (12 female; 8 male; aged 27–45) from 16 public and private schools across Jakarta, Tangerang, Bogor, Depok, and Bekasi in Indonesia participated in this study. Data were generated through semi-structured interviews (face-to-face or Zoom) and teacher reflective journals, then analyzed using thematic analysis. Results revealed that teachers described ownership as responsibility and voice, shown when students initiate actions, make learning-related choices, and reflect on progress. Rather than relinquishing authority, teachers reshaped it through a staged transfer of responsibility, combining clear routines with scaffolding, dialogic feedback, and student-led activities. However, examination demands and cultural expectations of deference restricted the scope of agency. These findings suggest that ownership in exam-oriented EFL classrooms develops through structured, gradual autonomy support; teacher education and assessment policy should therefore align classroom authority with meaningful opportunities for student choice and reflection.
Integrating Islamic values into technology-enhanced English learning: A design-based research study of an e-portfolio model Hidayah Nor; Afifah Linda Sari; Raida Asfihana
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.v16i1.10659

Abstract

Digital media use in English as a foreign language (EFL) classes has grown in Indonesia. In Islamic schools, however, the focus is often on technical skills, with less emphasis on character education. This study aims to develop the integration of Islamic values-based e-portfolio into technology-enhanced English learning (TELL) for students’ engagement and skill development to foster their character development and reflection. Using a design-based research (DBR) approach, the study applied three stages: needs analysis, instructional design and development, and classroom implementation. Data were garnered through open-ended questionnaires, classroom observations, and interviews with EFL teachers and students at the secondary schools in South Kalimantan, Indonesia. The collected data were analyzed using thematic analysis. The results demonstrate that e-portfolios enhanced EFL students’ engagement, participation, and reflective learning. The students found the materials more meaningful and relevant due to the integration of Islamic values such as amanah (trustworthy), sidq (truthfulness), and muhasabah (self-reflection). Reflective activities supported self-regulated learning, and teachers improved instructional efficiency and a greater ability to incorporate values such as sabr (patience) and ihtiram (respect) into language tasks. The study implies a practical model for TELL in EFL instruction in faith-based educational settings to integrate Islamic values using the e-portfolio model.
Understanding Saudi EFL teachers' technology integration experiences in university English instruction Fadi Maher Al-Khasawneh; Sahar Mohammed Alshawaf
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.v16i1.10774

Abstract

Digital tools are increasingly available in higher education, yet meaningful integration depends on educators' acceptance and professional competencies. EFL teachers' lived experiences with technology integration remain underexplored in the literature. This case study investigates how Saudi EFL teachers integrate technology in English language teaching. Twelve EFL teachers at a Saudi university were purposively selected as participants. Data were collected through semi-structured interviews and were analyzed thematically. Results reveal that teachers used technology strategically to strengthen relationships and enhance traditional instruction, treating it as an engagement tool rather than a driver of fundamental pedagogical change. Their positive attitudes were constrained by interconnected barriers, including limited institutional access, inadequate training, and concerns about relevance and student capability. Technology integration thus emerges as a balancing act between teaching goals and real-world limitations. These findings suggest that effective technology integration requires holistic institutional support addressing both infrastructure and human development. Policymakers and academic leaders should prioritize targeted professional development programs and context-sensitive support systems to better equip EFL teachers in similar settings.
Religious missionary life abroad and English-speaking motivation among Canossian Sisters: A phenomenological study Natalina Antónia dos Santos; Concilianus Laos Mbato
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.v16i1.10805

Abstract

While there is considerable research on the motivation to learn and speak English among students and teachers, there is little research on the motivation to speak English among religious women living in another country. This study aimed to investigate the lived experiences of four Timorese Canossian Sisters, three of whom are currently living in the Philippines, and one lived there years ago. A phenomenological design was employed to capture the lived experiences of the participants and to understand how they navigated their new environment relating to language, culture, and mission. Data were collected through self-reflective narratives and focus group discussions, and were analysed thematically. The findings show that participants’ motivation to speak English evolved from obligation and compliance to intrinsic and integrative motivation, which in turn helped them overcome personal insecurities such as language anxiety and shyness. Community encouragement, cultural adaptation, religious missions, self-belief, and peer support contributed to this change. This research implies creating an environment that supports religious communities, identifies sensitive practices, and mediates social learning to increase learners’ speaking motivation in various cultural and faith-based contexts. It contributes to the literature on second language motivation in relation to religious life and transnationalism.
ChatGPT vs. human-made argumentative essays: Which is more critical? Agunawan Agunawan; Utami Widiati; Nunung Suryati; Kardi Nurhadi
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.v16i1.10998

Abstract

The integration of artificial intelligence (AI) into the education sector is becoming increasingly unavoidable; however, the ability of AI systems, such as ChatGPT, to generate critically argumentative texts remains insufficiently examined. This study explored whether argumentative essays authored by humans exhibit greater critical depth than those generated by ChatGPT. This study employed a sequential explanatory mixed-methods design. Ten Indonesian university students voluntarily composed two argumentative essays—on the topics of “city dumps” and “slum neighborhoods”—following an experiential learning model, resulting in 20 human-produced texts. ChatGPT was tasked with generating 20 essays on the same topics. The data were analyzed using the Holistic Critical Thinking Scoring Rubric (HCTSR) developed by Facione (2020), as follows: three blind raters assessed all 40 essays for critical thinking using standardized rubrics. Quantitative analysis (t-tests) and qualitative content inspection revealed that human essays consistently achieved higher scores for experiential breadth, perspective diversity, counterargument integration, and emotional resonance. These findings indicate that despite advancements in natural language generation, AI-produced argumentative writing still lacks the critical sophistication that human authors demonstrate. This study indicates that future AI development must move beyond surface-level fluency to better emulate the nuanced socio-contextual sophistication of human reasoning.
Cross-national effects of brain-based learning on low-achieving EFL learners’ proficiency and perceptions: A mixed-methods study in Indonesia and the Philippines I Ketut Wardana; Ida Ayu Made Wedasuwari; Ni Luh Sukanadi; Marie Claudette M. Calanoga; Verlino D. Baddu
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.v16i2.11060

Abstract

Brain-based learning (BBL) has shown promise for enhancing English as a foreign language (EFL) learning; however, evidence concerning its application to low-achieving learners in Southeast Asian contexts remains limited. This study examined changes in English proficiency and learning perceptions among low-achieving EFL learners in Indonesia and the Philippines following a BBL intervention. An explanatory sequential mixed-methods design was employed, involving 80 students and 30 teachers equally distributed between the two countries. Achievement tests and perception questionnaires were analyzed using descriptive statistics and paired-samples t-tests, while interview data were analyzed thematically. The findings showed significant improvements in English proficiency across the participating grade levels (p < .001), with large standardized effect sizes (Cohen’s d = 2.08–5.82). Questionnaire findings indicated that 83% of responses were positive, comprising 42% Agree and 41% Strongly Agree. The qualitative findings identified teacher competence, multisensory instruction, and supportive classroom environments as key factors facilitating BBL implementation, while limited training and resources presented notable challenges. The study provides cross-national evidence of changes in EFL proficiency and positive learner perceptions associated with BBL implementation and highlights implications for differentiated instruction in inclusive EFL classrooms, while recognizing contextual and design-related limitations.
Translanguaging practices in legal English vocabulary learning: A qualitative study of student perceptions and practices in a Vietnamese ESP classroom Nguyen Van Huynh Chieu; Huynh Gia Huy; Duong Tran Ngoc Thach; Nguyen Thi Huynh Mi
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.v16i2.11093

Abstract

Legal English is often challenging for EFL learners due to its specialised terminology and distinct linguistic features (Nhac, 2021). While translanguaging is increasingly discussed as a pedagogical resource in EFL contexts, little is known about how learners engage with it in legal English vocabulary learning in Vietnam. Addressing this gap, this study investigates students’ perceptions and reported classroom practices in learning legal English vocabulary. Adopting a qualitative case study design, data were collected through in-depth semi-structured interviews with ten purposively selected Legal English students at a Vietnamese university. The interviews were conducted in Vietnamese and analysed thematically. Results indicated that participants generally viewed translanguaging as a useful scaffold for enhancing conceptual understanding and supporting vocabulary retention. However, some expressed concerns about potential over-reliance on the first language. In practice, students reported using translanguaging strategically for collaborative meaning-making, clarifying complex legal concepts, and checking lexical accuracy before producing English output. Overall, the study highlights translanguaging as a facilitating but cautiously negotiated resource in legal English vocabulary learning. The findings contribute to ESP and translanguaging research by offering insights into learner agency and classroom language practices in a specialized Vietnamese context, with implications for more flexible multilingual pedagogy.
From anxiety to confidence: How microteaching lesson study develops TPACK, emotional readiness, and professional identity of pre-service EFL teachers Sulastri Manurung; Sri Setyarini; Susi Septaviana Rakhmawati; Novita Mandasari Hutagaol; Hilda Wiryanti Manurung
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.v16i2.11129

Abstract

The rising integration of technology in EFL teacher education highlights the need for effective, structured, and reflective training models that support pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) development. However, previous studies have largely emphasized self-reported TPACK with limited evidence from practice-based interventions. This study aims to examine the effects of Microteaching Lesson Study (MLS) training on the development of TPACK among pre-service EFL teachers and explores their reflections on the implementation of the training. Using an explanatory sequential mixed-methods design, the study involved 27 pre-service EFL teachers at a private university in Riau Kepulauan, Indonesia. Quantitative data gained from pre-experimental research with EFL-TPACK surveys were analyzed using a paired-samples t-test, which revealed significant improvements in participants’ TPACK after treatment (t = -17.812, p = <001) with a very large effect size (Cohen’s d = 3.49), indicating a strong positive effect of the training. Qualitative narratives were analyzed thematically, revealing how collaborative learning, pedagogical refinement, technological integration, emotional development, and professional learning experiences shaped their development during the MLS-TPACK training. The study offers pedagogical implications for designing technology-enhanced teacher preparation programs, highlighting the value of combining MLS with the TPACK framework in EFL contexts.

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