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Journal on English as a Foreign Language (JEFL)
  • http://e-journal.iain-palangkaraya.ac.id/index.php
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Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 20881657     EISSN : 25026615     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal on English as a Foreign Language (JEFL) is an open access academic, scholarly peer-reviewed journal and follows a double blind review policy. The Journal is scheduled for publication biannually, in March and September, with the first issue to appear in March 2011. This Journal has been indexed on DOAJ since 2016 and accredited “Sinta 3” as a scientific journal under the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education since 2017.
Arjuna Subject : -
Articles 500 Documents
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Well-being pedagogy in English language teaching: A systematic literature review Ma’rufa, Ika Meilinda Ummul; Widodo, Joko; Zuriah, Nurul; Setiyawan, Arisandi
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.v16i1.10015

Abstract

Well-being pedagogy has attracted the attention of researchers in various disciplines. Although well-being pedagogy has been widely discussed in education, a clearer understanding of how it is integrated into English language teaching (ELT) is still needed. This systematic literature review seeks to explore current trends, key thematic areas, and notable gaps in the literature, intending to offer insights into strategies for effectively incorporating well-being into ELT. This research uses Scopus as the main data source for the initial data search through the database to the selection of studies for synthesis according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The findings reveal several important trends. First, research on well-being in ELT has gradually increased over time, with a noticeable rise after 2020. Second, most studies are located within the social sciences, indicating that well-being is mainly examined from educational and social perspectives. Third, a large proportion of publications originates from developed countries. The research indicates that existing studies mainly focus on supportive learning environments, teacher support, and the integration of innovative pedagogical approaches to enhance learning experiences. The study implies that it should provide practical approaches for integrating well-being pedagogy into ELT classrooms.
Integrating critical thinking in junior high school EFL classrooms: Teachers' perspectives and instructional practices Jumariati, Jumariati; Yamin, Moh.; Sutiono, Cayandrawati
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. 
From Marvel scenes to speech delivery rates: A TBLT model for Pesantren-based EFL listening enhancement Fachriza, Aries; Neysa, Ervina Rahma; Maghfiroh, Ana; Susilowati, Tintin
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.v16i1.10281

Abstract

Although films and task-based language teaching (TBLT) have been widely applied in EFL listening instruction, their combined use to examine speech delivery rates (SDRs) outcomes, particularly in Pesantren-based educational settings, remains underexplored.  This study seeks to investigate the effectiveness of Marvel movie scenes in enhancing SDRs in listening among EFL students in a Pesantren context. A quasi-experimental quantitative study involved two groups of 74 students from a private Islamic boarding school in East Java, Indonesia. Both groups were exposed to the same Marvel movie. The experimental group was taught using TBLT with communicative tasks, while the control group received conventional instruction. An independent samples t-test was applied to determine differences between the groups, and a paired samples t-test examined retention after a two-week interval. Results showed that the TBLT group outperformed the non-TBLT group by 8.35 points, with Sig. value 0.001 in both comprehension and retention. The TBLT group indicated stronger retention of SDR features. Retention scores differed significantly between the TBLT and non-TBLT groups, t = 3.48, p < .001, SE = 7.11.  These findings imply that EFL teachers can adopt TBLT-supported authentic film media to enhance SDR-focused listening, significantly improving listening skills and long-term memory retention among Pesantren students in practice.
Religious missionary life abroad and English-speaking motivation among Canossian Sisters: A phenomenological study dos Santos, Natalina Antónia; Mbato, Concilianus Laos
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.
Looking into the causes and coping strategies of reading anxiety among Indonesian EFL students Salsabila, Nasywa; Mardiah, Radiatan; Wachyunni, Sri
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.v16i1.10197

Abstract

While reading anxiety considerably hinders English as a foreign language (EFL) students’ English proficiency, research precisely exploring the causes of reading anxiety and coping strategies in the Indonesian EFL context remains limited. This qualitative case study investigated the experiences of ten purposively selected female undergraduate students at a public university in Jambi,  Indonesia. Data were gathered through a semi-structured interview and a reading stimulus task during the interviews, then analyzed using thematic analysis and validated through member-checking to ensure trustworthiness. Results reveal that participants’ anxiety stems from three primary themes: personal factors, material-related features, and procedural factors. Specific triggers include the fear of making pronunciation mistakes, embarrassment over accents, unfamiliar vocabulary, and pressure from timed reading tasks. To mitigate these challenges, students employ self-relaxation techniques, such as positive self-affirmation and physical relaxation, and self-preparation strategies, including reviewing materials and utilizing digital learning tools. These findings suggest that reading anxiety is a multidimensional issue shaped by both personal insecurities and classroom dynamics. Consequently, educators must play a pivotal role by fostering supportive environments and selecting culturally accessible materials to minimize anxiety triggers, ultimately helping students achieve their learning goals. 
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.
Integrating Islamic values into technology-enhanced English learning: A design-based research study of an e-portfolio model
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.
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.
Mapping the AI revolution: A bibliometric analysis of ChatGPT's role in academic writing Binnendyk, Sophia; Sekewael, Mansye; Putra, Hedyan
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.v16i1.10313

Abstract

The rapid emergence of ChatGPT has significantly reshaped research on academic writing within higher education, particularly in second language (L2) and EFL contexts. Despite the growing volume of studies, a systematic synthesis of how this research domain has evolved remains limited. This study aims to map the conceptual and social development of ChatGPT-related scholarship in academic writing through a bibliometric analysis of Scopus-indexed journal articles published between 2023 and early 2025. The relevant metadata, including citation information, bibliographic details, abstracts, and author keywords, were exported in RIS format and imported into VOSviewer for analysis. The analysis examined publication trends, dominant research themes, theoretical frameworks, methodological orientations, and patterns of scholarly collaboration. The findings reveal a clear developmental trajectory in the literature. Early studies primarily focused on academic integrity, plagiarism, authorship, and the detectability of AI-generated text. From 2024 onward, research increasingly emphasised pedagogical integration, highlighting ChatGPT’s potential to support linguistic accuracy, rhetorical organisation, and revision processes. More recent studies extend this focus to assessment practices, institutional governance, personalization, metacognition, and self-regulated learning, reflecting the growing conceptual maturity of AI-assisted academic writing research.
Exploring students’ acceptance of ChatGPT in assisting EFL writing tasks: A technology acceptance model perspective Faridah, Fita; Luthfiyati, Dian; Fatmawaty, Riryn
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.

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