cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Zaini Miftah
Contact Email
m.zaini.miftah@iain-palangkaraya.ac.id
Phone
-
Journal Mail Official
jefl@iain-palangkaraya.ac.id
Editorial Address
-
Location
Kota palangkaraya,
Kalimantan tengah
INDONESIA
Journal on English as a Foreign Language (JEFL)
  • http://e-journal.iain-palangkaraya.ac.id/index.php
  • Website
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 775 Documents
 74   75   76   77   78 
Understanding classroom participation and identity construction of Indonesian EFL teachers as language teaching assistants in U.S. universities Faridatul Istighfaroh; Ana Kumalasari; Vita Nugrah Septiana; M. Faruq Ubaidillah; Mutmainnah Mustofa
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.v15i2.9898

Abstract

Studies on the interplay of teacher identity and classroom participation have contributed significant findings in transnational settings. However, in-depth research on identity construction and classroom participation of Indonesian EFL teachers serving as Indonesian language teaching assistants in U.S. universities remains scant. This study aims to explore the identity construction of Indonesian EFL teachers as they enact their roles as Indonesian language teaching assistants in U.S. universities. The study employed a narrative inquiry, collecting data through semi-structured interviews. Three EFL teachers serving as Indonesian language teaching assistants with Fulbright scholarships for Foreign Language Teaching Assistants (FLTA) participated in this study. Findings reveal that participants were actively engaged in all phases of instruction, including pre-teaching preparation, classroom interaction, and post-teaching reflection. Their collaboration with American supervisors and use of various digital tools demonstrates professional adaptability and commitment to effective language teaching. Additionally, participants constructed and negotiated their identities through daily interactions with students, colleagues, and members of the local community. Language use, cultural participation, and religious/national identity served as key dimensions in this identity construction. While participants maintained their Indonesian and Muslim values, they also embraced certain American cultural norms, illustrating the dynamic interplay between cultural adaptation and identity preservation. 
The language-mind interface in psycholinguistics: A systematic literature review and cross-disciplinary synthesis Budianto Hamuddin; Dessi Natalia; Meutya Rizki Ramadhani; Fatma Setya Ningrum; Alexsander Yandra
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.v16i1.9912

Abstract

While psycholinguistic research has advanced significantly, gaps persist in understanding how linguistic diversity, bilingualism, and socio-emotional factors influence cognitive mechanisms in language processing, particularly beyond monolingual and Western contexts. This study aims to address these gaps by conducting a systematic literature review of 24 peer-reviewed articles published between 2019 and 2024. Utilizing a structured analytical framework – PRISMA, the study synthesizes findings on the roles of working memory, executive functions, and neural structures in language acquisition and processing. The results highlight that bilingualism enhances executive control and cognitive flexibility, yet methodological inconsistencies and limited representation of non-Western linguistic contexts remain challenges. Additionally, the integration of neuroimaging, artificial intelligence, and interdisciplinary approaches is emphasized as a means to develop more comprehensive models of language cognition. The study has practical implications for bilingual education, language therapy, and AI-driven linguistic analysis, with broader contributions to cognitive science, language policy, and cross-cultural communication. By bridging linguistic, psychological, and neuroscientific perspectives, this research advances the field of psycholinguistics. It underscores the need for culturally adaptive, technology-integrated methodologies to inform education, healthcare, and global communication strategies.
Exploring the link between teacher-student interactions and EFL student motivation: Insights from Rwandan secondary schools Jean d'Amour Ndayisenga; Paulus Kuswandono
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.v15i2.9978

Abstract

Many studies have reported that strong motivation between students and their teachers leads to successful English language learning. The vital function of teacher-student interactions in improving student learning still lacks comprehensive research in multilingual countries, particularly in the Rwandan EFL context. This research investigates how teacher-student relations affect the motivational levels of EFL students from Rwandan secondary schools, and how senior English teachers and students develop intrinsic and extrinsic motivation through emotional support, individualized teaching methods, and interactive respect. The study employed a qualitative method with a case study design. Data were gathered from ten teachers and four high school students using semi-structured interviews, and then analyzed thematically. The results indicate that good teacher-student relations promote English learning by motivating students' active participation and better results, which are ensured by the teacher's interest and positive attitude towards students. The research affirms the need for teacher professional development programs, which have the potential to impart practical, relational teaching strategies to various students. The result of studies assists in the acquisition of multicultural language learning. Policymakers can consider these findings to develop education policies promoting student motivation and EFL success in Rwandan classrooms.
Assessing the levels and prevalence of public speaking anxiety among Indonesian EFL university students Mohammad Muhyidin; Ector Geovanny Pupiales Chuquin
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.v15i2.9982

Abstract

Research on speaking anxiety among ESL/EFL students has been documented. However, research on speaking anxiety, particularly in the context of public speaking or oral performance at the higher education level, remains underexplored. This research aims to assess the anxiety levels and prevalence of Indonesian EFL university students in public speaking classes. The study involved undergraduate students enrolled in a public speaking class in the fourth semester of the English department at a university in Kediri, Indonesia. A sample (n=51) completed the distributed speaking anxiety survey questionnaire of the Foreign Language Classroom Anxiety Scale (FLCAS) adapted from Horwitz et al. (1986). The collected data were then statistically analyzed using SPSS. The results show that the EFL university students exhibited varying degrees of anxiety from the lowest to the highest levels: anxious, very relaxed, mildly anxious, and relaxed. The most prevalent anxiety among the EFL university students in public speaking was at a relaxed level. Several factors that affect how much speaking anxiety students feel in English classes include not being interested in the subject, their age, not getting enough practice, and their gender. Findings highlight the need for special support in public speaking classes to assist EFL students in dealing with their anxiety.
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. 
Well-being pedagogy in English language teaching: A systematic literature review Ika Meilinda Ummul Ma’rufa; Joko Widodo; Nurul Zuriah; Arisandi Setiyawan
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.
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.
Emotional landscape of cultural diversity: A study of international students’ experiences Rahmawati Salim; Titin Rahmiatin; Rahmat Nasrullah; Sitti Nurfaidah; Analiza B. Tanghal
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.v16i1.10175

Abstract

Despite the growing trend in international student mobility, research on the emotional journeys of Indonesian students in this context remains limited. This phenomenological case study seeks to explore the emotional experiences of Indonesian students participating in the International Credit Transfer Program (ICT) under the Merdeka Belajar Kampus Merdeka (MBKM) program at the university in the Philippines. It analyzes how these students cope with emotional challenges and cultural adjustment during their five-month exchange. Data were collected through semi-structured interviews with six participants of the students of the ICT program purposively selected and then analyzed using thematic analysis. The interviews were transcribed verbatim in Indonesian and systematically coded to identify recurring emotional themes. Findings revealed various emotional transitions, ranging from initial excitement and anxiety to feelings of cultural enrichment and emotional growth by the end of the program. This study highlights the importance of emotional support and cultural integration in enhancing the experience of international students. It is recommended that host institutions implement structured support systems to promote student well-being. Further research is recommended to explore long-term emotional impacts and cross-cultural comparisons.
Looking into the causes and coping strategies of reading anxiety among Indonesian EFL students Nasywa Salsabila; Radiatan Mardiah; Sri Wachyunni
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. 
From words to action: Long-term changes in environmental literacy among EFL students Sari Karmina; Salsabila Firda Hudaya; Lestari Setyowati; Niamika El Khoiri; Latisha Asmaak Shafie
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.v16i1.10272

Abstract

While previous research has demonstrated positive short-term effects of such courses, few studies have examined changes sustained over an extended period, particularly in urban contexts facing ecological challenges. This study seeks to explore the long-term impact of integrating environmental topics into essay writing courses on EFL university students’ environmental literacy in Malang, Indonesia. Using a qualitative case study design, semi-structured interviews were conducted with ten students two years after they participated in the course. Thematic analysis revealed significant transformations across cognitive, affective, and behavioral dimensions. Students developed a deeper understanding of environmental issues, formed emotional connections to ecological concerns, and adopted sustainable practices in daily life. They also showed increased motivation to share environmental knowledge with their communities. These findings suggest that essay writing courses that incorporate environmental themes can foster meaningful, long-lasting changes in students’ attitudes and behaviors. This research contributes to the broader discourse on environmental education in EFL settings and highlights the potential of writing courses as a platform for cultivating environmental awareness and action.

Page 76 of 78 | Total Record : 775

 74   75   76   77   78 

Filter by Year

2011 2026


Reset
Filter By Issues
All Issue Vol 16 No 2 (2026): Issued in September 2026 Vol 16 No 1 (2026): Issued in March 2026 Vol 15 No 2 (2025): Issued in September 2025 Vol 15 No 1 (2025): Issued in March 2025 Vol 14 No 2 (2024): Issued in September 2024 Vol 14 No 1 (2024): Issued in March 2024 Vol 13, No 2 (2023): Issued in September 2023 Vol 13 No 2 (2023): Issued in September 2023 Vol 13 No 1 (2023): Issued in March 2023 Vol 13, No 1 (2023): Issued in March 2023 Vol 12, No 2 (2022): Issued in September 2022 Vol 12 No 2 (2022): Issued in September 2022 Vol 12 No 1 (2022): Issued in March 2022 Vol 12, No 1 (2022): Issued in March 2022 Vol 11, No 2 (2021): Issued in September 2021 Vol 11 No 2 (2021): Issued in September 2021 Vol 11 No 1 (2021): Issued in March 2021 Vol 11, No 1 (2021): Issued in March 2021 Vol 10 No 2 (2020): Issued in September 2020 Vol 10, No 2 (2020): Issued in September 2020 Vol 10, No 1 (2020): Issued in March 2020 Vol 10 No 1 (2020): Issued in March 2020 Vol 9, No 2 (2019): Issued in September 2019 Vol 9 No 2 (2019): Issued in September 2019 Vol 9 No 1 (2019): Issued in March 2019 Vol 9, No 1 (2019): Issued in March 2019 Vol 8, No 2 (2018): September 2018 Vol 8, No 2 (2018): Issued in September 2018 Vol 8 No 2 (2018): Issued in September 2018 Vol 8 No 1 (2018): Issued in March 2018 Vol 8, No 1 (2018): Issued in March 2018 Vol 8, No 1 (2018): March 2018 Vol 7, No 2 (2017): September 2017 Vol 7 No 2 (2017): Issued in September 2017 Vol 7, No 2 (2017): Issued in September 2017 Vol 7, No 1 (2017): March 2017 Vol 7 No 1 (2017): Issued in March 2017 Vol 7, No 1 (2017): Issued in March 2017 Vol 6, No 2 (2016): Issued in September 2016 Vol 6 No 2 (2016): Issued in September 2016 Vol 6, No 2 (2016): September 2016 Vol 6, No 1 (2016): Issued in March 2016 Vol 6 No 1 (2016): Issued in March 2016 Vol 6, No 1 (2016): March 2016 Vol 5, No 2 (2015): Issued in September 2015 Vol 5, No 1 (2015): Issued in March 2015 Vol 4, No 2 (2014): Issued in September 2014 Vol 4, No 1 (2014): Issued in March 2014 Vol 3, No 2 (2013): Issued in September 2013 Vol 3, No 1 (2013): Issued in March 2013 Vol 2, No 2 (2012): Issued in September 2012 Vol 2, No 1 (2012): Issued in March 2012 Vol 5, No 2 (2015): JEFL Vol 5, No 2 (2015): September Vol 5 No 2 (2015): JEFL Vol 5, No 1 (2015): March Vol 5, No 1 (2015): JEFL Vol 5 No 1 (2015): JEFL Vol 4 No 2 (2014): JEFL Vol 4, No 2 (2014): September Vol 4, No 2 (2014): JEFL Vol 4 No 1 (2014): JEFL Vol 4, No 1 (2014): March Vol 4, No 1 (2014): JEFL Vol 3, No 2 (2013): JEFL Vol 3 No 2 (2013): JEFL Vol 3, No 2 (2013): September Vol 3, No 1 (2013): JEFL Vol 3 No 1 (2013): JEFL Vol 3, No 1 (2013): March Vol 2, No 2 (2012): September Vol 2 No 2 (2012): JEFL Vol 2, No 2 (2012): JEFL Vol 2, No 1 (2012): March Vol 2, No 1 (2012): JEFL Vol 2 No 1 (2012): JEFL Vol 1, No 2 (2011): September 2011 Vol 1, No 2 (2011): Issued in September 2011 Vol 1 No 2 (2011): Issued in September 2011 Vol 1, No 2 (2011): September Vol 1, No 1 (2011): JEFL Vol 1, No 1 (2011): March Vol 1 No 1 (2011): JEFL More Issue