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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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Beyond external support: The primacy of student-related factors in predicting English achievement among Lao EFL university students Khamphone Duangpaserth; Yommala Meunviseth; Khambane Pasanchay; Valine Sisavath; Phouanglaphan Phommathep
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.v16i2.11192

Abstract

Despite growing concern regarding English language achievement in Lao higher education, empirical evidence on factors associated with students’ academic achievement remains limited. This study examined the relationships between six factors—student, family, teacher, school, social, and accommodation factors—and the academic achievement (CGPA) of Lao EFL students at a public university in Vientiane, Laos. Using a quantitative cross-sectional correlational design, data were collected from 272 randomly selected English-major students through a validated Likert-scale questionnaire (α = .855). Pearson correlation analysis revealed that the Student Factor was the only variable significantly associated with CGPA (r = .140, p < .05), although the relationship was weak. No significant associations were found for the other factors. However, one-way ANOVA and post-hoc comparisons showed significant differences in family factors across achievement groups, F(2, 269) = 4.22, p = .016, with high-achieving students reporting stronger family support than moderate- and low-achieving students. The findings suggest that learner-related characteristics are more closely associated with academic achievement than external factors. The study highlights the importance of fostering learner autonomy and strengthening family support to enhance academic achievement among Lao EFL university students.
Pedagogical pathways to sustainability in ELT: A systematic literature review and bibliometric mapping of Eco-ELT research (2015–2025) Ahmad Nizar Zuhdi Al-Hakimi; Lulut Widyaningrum
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.v16i2.11328

Abstract

The growing ecological crisis has increased the urgency of integrating sustainability into education, including English language teaching (ELT). Although ecological English language teaching (Eco-ELT) has received increasing scholarly attention, existing studies remain conceptually fragmented and pedagogically uneven. This study aims to systematically map the development of Eco-ELT research published between 2015 and 2025 by identifying dominant pedagogical models, theoretical orientations, and reported learning outcomes. Employing a Systematic Literature Review guided by PRISMA, bibliographic data were retrieved from the Scopus database. A total of 37 empirical studies were selected from an initial dataset of 185 publications. The study combined bibliometric mapping using VOSviewer with qualitative thematic analysis. The findings reveal four dominant pedagogical clusters in Eco-ELT research: environmental content-based ELT, critical eco-literacy tasks, eco-critical literature and multimodal texts, and place-based community projects. The review further shows that sustainability integration in ELT is predominantly mediated through teacher agency, instructional design, and curriculum practices, while deeper ecological epistemologies and long-term behavioral transformation remain underexplored. This study contributes an integrative conceptual framework that links pedagogical approaches, theoretical orientations, and sustainability objectives within Eco-ELT research.
News-based problem-based learning and policy reasoning: A qualitative case study in an English for political science classroom in Thailand Ali Akbar Jalbani; Kosiah Jalbani
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.v16i2.11364

Abstract

Authentic news is increasingly recommended in English for Specific Purposes (ESP), yet little is known about how news-based Problem-Based Learning (PBL) supports policy reasoning and academic writing in English for Political Science. This study aimed to examine how students demonstrated engagement and response quality, comparative policy reasoning and climate-policy vocabulary, and writing challenges during a four-week news-based PBL intervention. This qualitative case study, supplemented by descriptive frequency counts, analyzed written policy reflections from 19 second-year undergraduates using flood-related news from Southern Thailand and Malaysia. Directed qualitative content analysis examined response quality, comparative reasoning, climate-policy vocabulary, and writing clarity. Results showed strong topical relevance and connections to regional events, although engagement was inferred from written content rather than directly observed. Most responses remained descriptive or moderately analytical, with limited evaluative comparison, uneven use of specialized vocabulary, and recurring problems in coherence, sentence structure, verb tense, and transitions. The findings indicate that authentic news-based PBL can create meaningful ESP learning opportunities but requires explicit cognitive and linguistic scaffolding to support analytical policy writing. The study identifies where staged support is needed and informs the application of Vygotskian scaffolding concepts to policy-oriented ESP.
Associations between instructional components and student satisfaction in EFL writing: Evidence from a Cambodian university Sek Sopheak; Michael Renfrew
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.v16i2.11522

Abstract

Most previous studies have focused on overall course satisfaction or general teaching effectiveness, providing limited evidence regarding which specific instructional components are most strongly associated with students’ learning experiences. However, limited research has examined how specific instructional components relate to student satisfaction in EFL writing courses. This study investigated the relationships between instructional components and student satisfaction in an undergraduate EFL writing course at a Cambodian university, using Expectancy-Disconfirmation Theory as an interpretive framework. Employing a descriptive correlational design, questionnaire data were collected from 123 undergraduate students and analyzed using descriptive statistics and Pearson correlation analysis. The findings revealed a generally high level of student satisfaction, with all five instructional dimensions showing positive associations with overall satisfaction, although the strength of these relationships varied. Expectancy-Disconfirmation (r = .882) and Interaction and Support (r = .838) showed the strongest observed associations, while other instructional dimensions also demonstrated positive relationships with satisfaction. The study contributes context-specific evidence to the limited literature on student satisfaction in Cambodian higher education and offers practical implications for instructors and course designers, particularly regarding structured feedback practices, peer-learning opportunities, timely instructional support, and clearer alignment between assignments and course objectives.
Developing oral fluency through immersion learning among adolescent learners in Kampung Inggris: A narrative inquiry Novia Fitria Ramadani; Emy Sudarwati; Putrie Rahayuningtyas
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.v16i2.11592

Abstract

Many studies on the growing popularity of immersion-based language learning have been documented. However, limited studies have specifically explored how adolescent learners experience the process of developing oral fluency within intensive English-speaking environments. This study examines how adolescent learners develop oral fluency through participating in an immersion program at Kampung Inggris Pare, Kediri, Indonesia, and investigates the challenges and opportunities they encounter during the program. This study employed a qualitative narrative design involving three learners who participated in the immersion program in Kampung Inggris during their adolescence. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings reveal that the immersion program contributed positively to participants’ oral fluency development, particularly in pronunciation, vocabulary mastery, grammatical awareness, self-confidence, and motivation to learn English. Participants reported challenges in developing oral fluency related to anxiety, accent, and fear of making mistakes. However, these challenges gradually reduce as participants have the opportunity to practice communication directly and engage in meaningful interactions within a supportive environment. This study contributes to the body of research on the effectiveness of immersive learning by highlighting the role of sustained language exposure and peer support in enhancing learners’ oral fluency and self-confidence.

Page 29 of 29 | Total Record : 285

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