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English Education Department, Faculty of Language Education, Universitas Muhammadiyah Yogyakarta. Jl. Lingkar Selatan, Kasihan, Bantul, Yogyakarta 55183
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INDONESIA
Journal of Foreign Language Teaching and Learning
Published by Universitas Muhammadiyah Yogyakarta
ISSN : 25277650     EISSN : 25802070     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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
Arjuna Subject : Umum - Umum
Articles 203 Documents
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Peer Tutoring Model in Enhancing Student Learning Outcomes at the Educational Action Research Ishaka, Humaira
Journal of Foreign Language Teaching and Learning Vol. 11 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v11i1.29229

Abstract

Background: There has been a limited use of engaging, student-centered instructional strategies in Educational Research courses. Conventional lecture-based approaches often restrict students’ active participation and hinder the development of research literacy and collaborative learning skills. To address this issue, this study examines peer tutoring as an alternative instructional approach to support active learning and conceptual understanding. Objective: The main objective of this study is to examine the effectiveness of peer tutoring in enhancing students’ understanding and engagement in Educational Research courses. Specifically, it aims to assess whether peer tutoring can improve learning outcomes and contribute to a more inclusive and interactive classroom environment. Methods: The study employed a quasi-experimental design involving 58 sixth-semester students: 30 from the English Education Study Program and 28 from the Indonesian Language Education Program. Two groups were formed—an experimental group that received instruction through peer tutoring, and a control group that received conventional teaching methods. Data were analyzed using quantitative techniques to compare learning outcomes between the two groups. Findings: The peer tutoring method significantly improves students' mastery of concepts in Educational Action Research, particularly in identifying research problems, formulating research questions, and designing classroom-based inquiry. Students in the experimental group demonstrated higher levels of engagement, collaboration, and academic achievement compared to those in the control group. Conclusion: The results indicate that peer tutoring is an effective instructional strategy for improving students’ learning outcomes in Educational Action Research courses. Pedagogically, peer tutoring supports active engagement, collaborative learning, and deeper understanding of research concepts, suggesting its potential application in other research-based and methodology courses in higher education. Future studies are encouraged to investigate the long-term impact of peer tutoring, explore its implementation across disciplines, and incorporate qualitative data to deepen insights into students’ learning experiences. 
Exploring Common Pronunciation Errors Faced by English Majors at a Vietnamese Public University Luu, Phi Dat; Nguyen, Phat Tan
Journal of Foreign Language Teaching and Learning Vol. 11 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v11i1.29346

Abstract

Background: Although pronunciation is fundamental to communicative competence, it remains a major challenge for English as a Foreign Language (EFL) learners. This study fills a scholarly gap by presenting beyond descriptive analysis, providing empirical evidence to improve educational strategies and promote awareness of mistakes in high-stakes academic settings. Objective: This study investigates the prevalence and nature of pronunciation errors among EFL students at a Vietnamese public university, while examining the influence of gender and proficiency levels on these errors. Methods: Utilizing a cross-sectional quantitative design, the study sampled 186 first-year English majors. Data were collected using the Common English Pronunciation Errors Questionnaire (CEPEQ) and were validated through an independent diagnostic performance assessment. Statistical analyses, including independent-samples t-tests and one-way ANOVA, were used to compare group differences. Findings: Results indicated a moderate error level, with segmental features (individual vowels and consonants) posing greater difficulty than suprasegmental ones (stress, rhythm, and intonation). Significant differences were found by gender and proficiency level in segmental and overall pronunciation errors, with higher-proficiency learners reporting greater error awareness; however, no significant differences emerged in suprasegmental aspects. Conclusion: The findings highlight that segmental features remain the primary hurdle for Vietnamese EFL learners. The study suggests that pedagogical interventions should integrate automated speech evaluation and speech-recognition technology to prioritize articulatory accuracy alongside prosodic awareness, particularly for lower-proficiency students.
Corrective Feedback in eTandem Learning: A Socially Shared Regulation Perspective Tam, Chui Ling
Journal of Foreign Language Teaching and Learning Vol. 11 No. 2 (2026): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v11i2.21576

Abstract

Background: While tandem learning has gained increasing popularity, limited attention has been paid to how corrective feedback functions as a mechanism of socially shared regulation. Objective:This study, therefore, examines how learners in eTandem contexts negotiate corrective feedback practices during the provision and reception of feedback. This study adopted a qualitative exploratory design. Methods: Eleven participants with prior eTandem experience responded to an open-ended questionnaire, and the data were analyzed using thematic analysis. Findings: The findings indicate that, as providers, learners tended to provide corrective feedback based on their own beliefs about appropriate practices, whereas, as recipients, they generally accepted corrective feedback passively without explicitly negotiating their expectations. Despite this limited negotiation, most participants reported satisfaction with the feedback process. These findings suggest that although co-regulatory processes were present, they rarely developed into socially shared regulation. Conclusion: This study contributes to a deeper understanding of eTandem learning as a collaborative regulatory process and highlights the need to enhance learners' capacity for socially shared regulation.

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