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EDUCAFL : E-Journal of Education of English as a Foreign Language
Published by Universitas Brawijaya
ISSN : -     EISSN : 25407775     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
EDUCAFL :Journal of Education of English as a Foreign Language. EDUCAFL is a refereed publication which aims at providing online access to all those involved in the research, teaching and learning of English as a Foreign Language. For more information such as article submission and other information, don't hesitate to contact our editorial office.
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Articles 4 Documents
 1 
Search results for , issue "Vol. 8 No. 2 (2025): EDUCAFL" : 4 Documents clear
The Role of Artificial Intelligence in Developing EFL and ESL Students' Critical Thinking A Systematic Literature Review Nurhalisa, Hafidzah; Anjaniputra, Agung Ginanjar
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 2 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.008.02.03

Abstract

Artificial Intelligence’s contribution to supporting critical thinking in language learning has received significant attention. However, although the role of AI in English learning has been widely studied, studies specifically addressing the role and challenges of AI in developing critical thinking in ESL/EFL learners are still limited. Therefore, this study analyses the contribution and constraints of using AI in developing critical thinking through a systematic literature review (SLR) of 390 articles from the Scopus and ERIC databases published between 2023-2025. The findings indicate that AI contribute to develop critical thinking by providing rapid feedback, supporting learning, and strengthening higher order thinking skills. However, Ai integration also faces challenges such as overreliance and the perception that AI results are perfect, which encourage students to accepts answers without critical evaluation. These findings emphasize the important of using AI ethically and critically by providing students with strategies to examine and question AI generated content.
Integrating Local Culture into Early Literacy through Storybook Development for Children Febiola, Anisa; Aryanti, Nurul; Heriani, Dian
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 2 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2025.008.02.01

Abstract

This study analyzes the ability of children's storybook writing, supported by cultural integration programs, to effectively promote local heritage preservation through early literacy. This study emphasizes the creation of a storybook titled "A Jumputan Miracle," which exemplifies the innovative integration of cultural aspects, traditional crafting methods, and narrative techniques to introduce young readers to the old art of Jumputan. This project employed a Research and Development (R&D) methodology, integrating requirements analysis, field research, and collaborative design to investigate the role of storytelling as an educational tool for enhancing cultural literacy and language acquisition. Illustrated narratives demonstrate the ability of storybooks to depict Palembang's unique traditions in an engaging and accessible way. Local artists and educators are prioritized for engagement to guarantee the authenticity of the content. This research highlights the substantial impact of storybooks on improving children's literacy and protecting intangible cultural heritage through the integration of creative storytelling and cultural preservation. This effort demonstrates the utilization of literature to preserve local customs and enhance early childhood education.
Students' and Teacher' Perceptions on Oral Corrective Feedback Toward Students' Speaking Performance Sirait, Jenifer Jane Patricia; Hesti Wahyuni Anggraini
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 2 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.008.02.02

Abstract

Oral corrective feedback is an important strategy in improving students' speaking skills, but teachers and students usually have different perceptions of how feedback should be given. This discrepancy can reduce the effectiveness of feedback and slow down student progress, so this study is useful for understanding the perceptions of teachers and students. The research was conducted at Methodist High School 3 Palembang with research participants consisting of 1 teacher and 8 grade 11 students. This study used a qualitative approach by applying a case study design. Observations and interviews were conducted to identify common mistakes made by students during speaking performances and to determine the types of verbal corrective feedback most often used by teachers when providing feedback to students. In addition, interviews were conducted to explore teachers' and students' perceptions of verbal corrective feedback on students' speaking performances. Thematic analysis was used to identify the main themes in the teacher and student interviews. The results of the study show that students generally make pronunciation errors, and explicit correction is the type of oral corrective feedback most frequently used by teachers. Furthermore, both teachers and students view this positively and consider oral corrective feedback important in improving students' speaking skills.
International Internship Students’ Interventions toward Islamic School Teachers’ English Proficiency Jupri
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 2 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2025.008.02.05

Abstract

This study aimed to enhance the English-speaking proficiency, self-confidence, and vocabulary knowledge of Islamic school teachers at Yayasan Pondok Pesantren Alhamidiyah NW Sidemen, Batulayar District, West Lombok, West Nusa Tenggara. The program involved five international internship students from Saxion University, the Netherlands, who served as tutors in a four-month intervention. Employing a mixed-methods approach, the study adopted direct role-play activities in which the international students acted as school principals and used English as the main medium of communication four times per week. Participants included twenty teachers and five staff members from elementary, junior high, and senior high school levels. Quantitative and qualitative data were collected to examine changes in teachers’ speaking activity, confidence, and vocabulary use. The findings indicate a substantial improvement in teachers’ participation in English communication, beginning with basic greetings and progressing to interactive responses. Teachers’ self-confidence increased markedly, as reflected in their enthusiasm and willingness to compete in responding during the role-play sessions. Vocabulary knowledge also improved, evidenced by the growing frequency and variety of teachers’ responses. Overall, formerly passive teachers demonstrated behavioral change toward more active engagement. The study concludes that the direct involvement of international internship students through sustained role-play activities effectively contributes to improving Islamic school teachers’ English proficiency.

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