Journal of Foreign Language Teaching and Learning
The journal focus and scope of JFLTL is to publish research articles within the field of an advanced understanding of strategies in learning English, strategies in teaching English. The scope research based paper on the interactions about: teaching skills communication learning strategies writing strategies
Articles
203 Documents
<![CDATA[The Impact of Inquiry-Based Learning (IBL) on the Expository Writing Skills of Learners in Nigeria: An Experimental Study on Improving Writing Structure and Organization ]]>
<![CDATA[Abdulkareem, Mariam Jenrola]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 10 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v10i2.26811
<![CDATA[Background: The Nigerian English language curriculum for writing mostly encourages a teacher-centred approach whereby the teacher simply gives writing task to students and leave them to figure it out on their own. This leaves many of the students stuck and thereby losing interest in English composition.
Objective: This study hereby investigates how Inquiry-Based Learning (IBL) impacts the writing performance of secondary school students in Nigeria to see if a more student-centered approach might change the students’ perspective and performance. The study specifically focuses on organization and structure in expository writing. It primarily aims to determine whether using a student-centred approach like IBL can improve students’ writing performance.
Methods: A seven-week experimental study was conducted, and this involved an experimental group that was taught using IBL strategies and a control group that received traditional instruction. At the beginning of the study, each group consisted of 20 students, making the initial sample size 40. However, only 10 students from each group completed both the pre-test and post-test, which resulted in 20 valid responses. This reduction was largely because of the students’ motivation and attitudes toward the process, which affected their participation. Data collection included pre-tests and post-tests to assess students’ writing performance.
Findings: The results of the experiment underscore that no significant differences were observed between the performance of the experimental and control group. While IBL did not lead to measurable improvements in students’ ability to organize and structure expository essays, the study highlights the value of active student engagement in the learning process.
Conclusion: The findings suggest that the results may differ with a larger sample size and a longer period of intervention.]]>
<![CDATA[Digitalization in Reading Classroom: How University Students View Digital Texts? ]]>
<![CDATA[Nurjanah, Ratih Laily]]>;
<![CDATA[Talenta, Pratama Irwin]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 10 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v10i2.26814
<![CDATA[Background: The implementation of digital texts in classrooms can be helpful yet coming with some issues faced by the students. The research gap targeted by this paper is related to how students view digital texts in terms of the implementation and how digital texts influence their reading comprehension.
Objective: This paper aims to present how students perceived the use of digital text in a reading classroom.
Methods: It was a case study involving 40 students of 4th semester as the respondents selected with purposive sampling technique to fill out a questionnaire distributed by the lecturer. 20 students of them were selected with snowball sampling as the respondents of interview. The responses were analyzed with thematic analysis approach.
Findings: The findings revealed that using digital texts mostly can be enjoyable for students since it is easy for them to bring the text in their smartphones though it comes with several problems such as eyes fatigue. It also revealed that students’ comprehension skill was not significantly helped by digital texts.
Conclusion: The implication is presenting insights on how to manage the use of digital texts based on students’ perceptions.]]>
<![CDATA[Lecturers' Beliefs and Classroom Practices in Promoting Students' Critical Thinking Skills in Language Research Class ]]>
<![CDATA[Trisnanto, Dimas Adika]]>;
<![CDATA[Fitriati, Sri Wuli]]>;
<![CDATA[Wulandari, Rini Susanti]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 10 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v10i2.27027
<![CDATA[Background: Developing students' critical thinking skills has become an essential goal that needs to be realized in the scope of EFL education learning. Still, the application of learning practices often experiences various challenges. Thus, this study explored how English language education lecturers' beliefs and their classroom practices in promoting students' critical thinking skills in Language Research classrooms.
Objective: The study aimed to examine English language lecturers' beliefs and how they are represented in their teaching practices.
Methods: This study used a qualitative case study research design involving English language education study program lecturers in the Language Research class. Data was obtained through various sources, including interviews, classroom observations and document analysis. Data was analyzed using thematic analysis, referring to Braun and Clarke's (2006) six analysis steps.
Findings: Lecturers believed positively in the importance of critical thinking skills, grounded in their educational background and teaching philosophy. In teaching practice, they used strategies including dialogic and Socratic questions, real-world case studies, inquiry-based approaches, collaborative learning and feedback.
Conclusion: This study concludes that although lecturers are relatively high agencies in the context of critical thinking promotion, there is a need that institutional and contextual support to maintain congruence between beliefs and practice. Further studies can explore the viewpoint of students and the effects of institutional arrangements on teaching critical thinking skills.]]>
<![CDATA[Developing and Validating Pre-Service EFL Teachers’ Grit Scale: Evidence from Indonesia ]]>
<![CDATA[Arfiandhani, Puput]]>;
<![CDATA[Takeuchi, Osamu]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 10 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v10i2.27306
<![CDATA[Background: Training to become an English teacher can be challenging for pre-service non-native English language teachers. In L2 English settings, they need to play a unique dual role as L2 teachers-in-training and L2 learners. Unlike trainees in other subjects, EFL teacher trainees use the target language they are still learning as the medium of instruction. Grit, a positive psychology concept referring to passion and perseverance, may help explain their perseverance and passion to become future EFL teachers. However, a specific grit scale to measure pre-service EFL teachers’ grit is still unavailable.
Objective: The purpose of the present study is to develop and validate a pre-service EFL teachers’ (PET) grit scale. The scale was designed to measure pre-service EFL teachers’ grit to become English language teachers.
Methods: To develop and validate the scale, an Exploratory Factor Analysis (EFA) (n = 117) and a Confirmatory Factor Analysis (CFA) (n = 149) were conducted. Participants were final year pre-service EFL teachers in a private teacher training institution in Indonesia.
Findings: The self-report questionnaire comprised 11 items which were categorized into three subscales: passion for professional development, perseverance for professional development, and determination to become English teachers. The results indicated that the scale demonstrated moderate fit indices (RMSEA = .081; CFI = .92; TLI = .89; SRMR = .079, RNI = .92) with a chi-square value of χ² = 81.077 (df = 41). Furthermore, the empirical findings suggested that the newly designed instrument was valid and reliable (ω = 0.81; α = 0.80) for measuring pre-service EFL teachers’ grit.
Conclusion: The present study provides a valid and reliable measurement tool to evaluate the success of pedagogical interventions targeting grit among pre-service EFL teachers. For example, the scale can be utilized to identify pre-service EFL teachers who may need additional support to sustain their grit during challenging phases (e.g., teaching practicum, early stages of teacher training), thus enabling targeted interventions aimed at improving their grit levels. PET-Grit which can help improve teacher training programs and contribute to the growing body of research in this area. Theoretically, the present study highlights the complexity of pre-service EFL teachers' dual roles as both L2 learners and future L2 teachers, demonstrating that grit manifestation is culturally and contextually sensitive, thereby supporting the need for context-sensitive psychological constructs in applied linguistics.]]>
<![CDATA[Memes in Motion: A Semiotic Analysis of Student-Produced Memes for Italian as a Foreign Language ]]>
Bautista, Naidyl Isis; Guban-Caisido, Danica Anna
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 11 No. 1 (2026): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v11i1.28120
<![CDATA[Background: In FL classrooms, multimodal texts like memes offer a twofold benefit: they enhance students’ digital literacy and foster authentic engagement with the content. However, much of the previous research focused on grammar-focused FL courses rather than content-focused ones. Objective: The paper uniquely explores how memes can be leveraged as an engaging tool in FL content courses. Methods: Barthian semiotics was used to analyze memes produced by university students enrolled in Italian content courses to understand how they engaged with the academic content, disseminated their understanding, and navigated among semiotic elements to deliver effective and entertaining memes in the FL. Findings: Findings indicated that students used humor to highlight key concepts, carefully combining visual and textual elements to convey a nuanced understanding of the lessons. Humor functioned to clarify ideas while engaging peers, and memes functioned as social semiotic prompts that invited multiple interpretations. Conclusion: As a result, students used them to either strengthen or challenge the prevailing narrative. Future directions recommend integrating memes into FL pedagogy, whether for teaching pragmatics or intercultural awareness, as they promote both practical language competencies and collective, socially engaged learning.]]>
<![CDATA[Boosting Confidence: Kampung Inggris Students’ Journey in Improving Speaking Skill ]]>
Dwi Astuti; Mustofa, Mutmainnah; Dzulfikri, Dzulfikri; Subarjo, Subarjo
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 11 No. 1 (2026): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v11i1.28652
<![CDATA[Background: Speaking confidence is a critical affective factor in English as a Foreign Language (EFL) learning, yet it remains one of the most challenging aspects for learners, particularly in non-native contexts like Indonesia. This study offers a novel perspective by exploring the emotional and experiential dimensions of speaking confidence through the lens of students enrolled in Kampung Inggris, a non-formal, immersive English learning environment. Objective: This research investigated how EFL learners develop speaking confidence, overcome anxiety, and engage in authentic communication through daily interaction. Methods: Using a qualitative narrative approach, the study was conducted in Kampung Inggris, Pare, East Java, with three EFL learners from varied educational backgrounds and varying lengths of stay. Data were collected through semi-structured interviews, reflective journals, and observational notes, and they were analyzed thematically to identify patterns in emotional readiness, peer support, and strategic adaptation. Findings: Consistent exposure to English, emotionally supportive peer interaction, and empathetic tutor feedback significantly contribute to EFL learners' transformation from hesitant speakers to confident communicators. Informal practice and community-driven support emerged as key elements in fostering fluency and self-assurance. Conclusion: Immersive and emotionally supportive communication environments play a vital role in shaping EFL learners’ speaking confidence, and they should be considered in the design of learner-centered language programs.]]>
<![CDATA[Language Enhancement Activities in the EFL Interpreting Classroom: A Cognitive Approach Proposal to Mitigate Omissions and Grammatical Errors ]]>
Rakhmawati, Susi Septaviana; Emilia, Emi; Rodliyah, Rojab Siti
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 11 No. 1 (2026): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v11i1.28737
<![CDATA[Background: Language enhancement activities (LEAs) are among targeted pedagogical intervention which can be proposed in developing critical skills of simultaneous interpreting among beginner trainee to address any cognitive-linguistic constrains causing common interpreting errors. As a cognitively demanding task, simultaneous interpreting can be demanding for Indonesian undergraduate students learning English as a Foreign Language who must manage both interpreting subskils and B language (English) proficiency simultaneously. Objective: This research investigates the predominant error profiles of Indonesian interpreter trainees, maps these errors to cognitive effort imbalances using Gile's (2009) Effort Model and Gravitational Model, and proposes a Reflective LEA Framework to mitigate comprehension omissions and grammatical errors in bidirectional interpreting tasks. Methods: A qualitative case study within an action-research framework was conducted over 14 weeks. Twelve stratified undergraduate students were selected from a class of 24 to ensure diverse performance representation. A total of 200 errors from transcribed SI performances of two authentic speeches were analyzed using an integrated coding scheme combining Barik's (1971) omission typology and Gile's (2011) Errors, Omissions, and Infelicities framework. Student questionnaires provided qualitative data on perceived cognitive effort and LEA effectiveness. Findings: Comprehension omissions were the most frequent error type, predominantly in B→A (English-to-Indonesian) interpreting, indicating Listening Effort (L) overload. Grammatical errors were concentrated in A→B (Indonesian-to-English) interpreting, reflecting Production Effort (P) deficits arising from L1 interference such as, copula deletion, article omission, tense inconsistency. Authentic, contextualized LEAs received significantly higher student effectiveness ratings than decontextualized drills. Conclusion: The study proposed a reflective LEA framework grounded in the Cognitive Effort Model and Gile's Gravitational Model, integrating directionality-aware activities within a cyclical diagnostic-intervention-evaluation structure. The framework offers a practical model for integrating language enhancement into undergraduate EFL interpreter training curricula.]]>
<![CDATA[Exploring Moroccan EFL Teachers’ Emotional Regulation Strategies and Their Impact on Classroom Dynamics ]]>
Oussaleh, El-Houssine; Teimi, Cherif
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 11 No. 1 (2026): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v11i1.27819
<![CDATA[Background: Emotions play an essential role in challenging situations. However, unnecessary or inappropriate emotional expression can undermine a person’s ability to manage conflicts effectively. Emotion regulation, therefore, involves the processes through which individuals manage their emotional states, including specific emotions, affect, mood, and stress. Objective: This qualitative study aims to examine how Moroccan English as a Foreign Language (MEFL) high school teachers understand and apply emotional regulation (ER) strategies to manage classroom dynamics. It explored the most frequently employed ER strategies among these teachers, the influence of the learning environment on their emotional regulation, and the impact of ER on students’ learning and performance. Methods: Using a qualitative descriptive research design, this study was conducted in the Rabat-Salé-Kénitra region of Morocco with 15 EFL high school teachers. Data were collected through semi-structured interviews, and a conceptual content analysis was employed to analyse the data. Findings: It led to the emergence of various themes and categories, including teachers’ ability to choose and make effective decisions, adapt to specific contexts, balance their attention, reassess situations, and adjust their responses accordingly. These strategies were thoroughly examined and discussed within the framework of Gross’s Model of Emotion Regulation. Conclusions: The study's findings revealed that respondents were well aware of the significant impact that teachers’ emotion regulation has on their pedagogical practices. The results led us to consider several suggestions and recommendations, including the need for further research to examine other aspects of self-regulation and to address its diverse demands in the twenty-first century.]]>
<![CDATA[Factors Affecting English Teachers’ Implementation of Active Learning: A Case from Ethiopia ]]>
Addisu, Mulugeta; Regassa, Taye
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 11 No. 1 (2026): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v11i1.27441
<![CDATA[Background: The Ethiopian Ministry of Education introduced active learning into the education system because the traditional teacher-centered method effectively limited students’ target-language learning. However, teachers still dominate most of the instructional process, and students remain passive listeners. Objective: This study aims to investigate factors affecting the implementation of active learning by secondary school English teachers in North Shoa Zone, Oromia, Ethiopia. Methods: A descriptive survey research design using a mixed-methods approach was employed. The study participants were 72 English teachers teaching grades 11 and 12 across 15 public schools. Data were collected through questionnaires, interviews, and classroom observations. The data collected through questionnaires were analyzed using descriptive statistics, including mean and standard deviation, in SPSS. Conversely, data obtained through interviews and observations were analyzed thematically. Finally, the data were merged and interpreted side-by-side. Findings: The findings revealed student-related challenges, including limited language proficiency, a lack of interest, and fear of class discussion. The result also showed that resource-related factors, including large class sizes, fixed seating arrangements, insufficient instructional time, and teachers’ tendency to use teacher-centered methods, posed major challenges to the effective implementation of active learning. Conclusion: The findings indicated that although active learning has been introduced into the education system, its implementation remains partial due to various factors that impede its effective implementation. Therefore, teachers should shift their teaching methods from teacher-centered to active learning. Furthermore, to improve the successful implementation of active learning, stakeholders should address the identified challenges by providing adequate resources and support.]]>
<![CDATA[The Role of Subtitled Videos in Enhancing Intensive Listening Comprehension and Learning Motivation ]]>
Ilham, Ilham
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol. 11 No. 1 (2026): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.v11i1.28884
<![CDATA[Background: Despite the growth of multimedia in EFL, the role of subtitles in intensive listening, which demands high precision and rapid processing, is underexplored. This study addresses that gap by examining the dual impact of subtitles on both comprehension and motivation. Objective: This study aimed to investigate EFL students’ perceptions of the use of subtitled videos in relation to intensive listening comprehension and their motivation to engage in listening practice. Methods: The study employed a descriptive qualitative design at an English Education Department in Indonesia, involving 75 undergraduate students. Data were collected through a structured questionnaire and semi-structured interviews to obtain both quantitative and qualitative insights. Questionnaire data were analyzed using descriptive statistics, and interview data were analyzed using thematic analysis to identify recurring patterns in students’ perceptions. Findings: Subtitles were perceived as clear and appropriately timed, supporting learners’ comprehension of main ideas, detailed information, and the speaker's intent. Subtitles also helped students recognize new vocabulary, retain important information, and follow the flow of speech more effectively. Beyond cognitive support, subtitles enhanced learners’ focus, comfort, and confidence during listening tasks. Importantly, subtitles also fostered motivation, with students reporting increased enthusiasm, satisfaction, and consistency in practicing listening both inside and outside the classroom. Conclusion: Subtitled videos enhance both comprehension and motivation for intensive EFL listening. This dual cognitive and affective impact underscores their pedagogical value and suggests they should be integrated into multimedia listening instruction.]]>
