International Conference on English Language Teaching (ICON-ELT)
THE 6th INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE TEACHING (ICON ELT) 2025 ELT In Digital Era: Bridging Technology, Culture and Pedagogy
Students’ Self-Directed English Learning Strategies and Challenges at Non-English Department (NED): Narrative Inquiry
The purpose of this study was to analyze students’ self-directed English learning strategies and challenges that were raised during the self-directed learning process among the non-English department (NED). This study involved three participants from a non-English department in Central Java, Indonesia, who implemented self-directed learning in learning English with some criteria such as being active and engaged in international seminars and workshops, winning multiple English competitions, and having a high level of English proficiency. The research design of this study was a narrative inquiry with a qualitative approach. To collect the data, the researchers conducted semi-structured interviews and continued with narrative analysis to analyze the data. The result of this study indicated that some strategies were found during the participants' implementation of self-directed English learning, such as involving technology, taking notes, and utilizing social media. Several challenges have also been faced during self-directed learning implementation, including finding the right materials, grammar, and motivation. This study contributed to providing a deep understanding of the strategies that the students used during self-directed English learning, along with the challenges. Besides, this study offered practical implications for educators and policymakers in designing effective and innovative learning based on the students’ needs in non-English departments. Additionally, the result of this study enriched the literature about self-directed language learning, especially for students in non-English departments.
: self-directed learning; non-English department (NED), strategies; challenges; narrative inquiry; technology
Copyright (c) 2025 International Conference on English Language Teaching (ICON-ELT)
Teachers Insights into Addressing Sociolinguistic Factors in English Teaching
This study explored how sociolinguistic factors affect student engagement and participation in English language learning, emphasizing on teacher’s awareness, challenges, and instructional strategies. A narrative inquiry design was employed, which is a qualitative approach selecting an English teacher experienced in instructing students with varied language and cultural backgrounds. In data collection, semi-structured interviews were conducted, with the data analyzed thematically to explore persistent themes in the teacher’s responses to linguistic factors. Findings demonstrate that variations in socioeconomic status greatly influence students’ participation in learning, as those from privileged students have more access to resource and unprivileged one’s struggle with significant challenges. The presence of cultural diversity makes it harder to respond to each students’ needs and create an inclusive engagement in the classroom. In response to these difficulties, the teacher utilized strategies such as peer-based learning, guided group dialogue, and strategic lesson preparation. As the result of these efforts, the classroom became more interactive and conducive to support learning classroom atmosphere. The study draws attention to the necessity of teacher to be aware and adaptable when dealing with sociolinguistic variations, and the role of institutional assistance in ensuring inclusive and fair English language instruction.
sociolinguistic factors; students’ engagement; teaching strategies
The Implementation of the Direct Method in Teaching Speaking at University Level
Speaking is important in communicative competence. Although the students have studied English for years, their opportunities to use it actively, especially in speaking, aren’t good. In many classrooms, the focus is on grammar, reading comprehension, and writing tasks. This study aims to investigate the implementation of the Direct Method in teaching speaking skills at the university level. It focuses on how English lecturers apply the principles of the Direct Method in their class, how students respond to this method, and what challenges arise during the teaching and learning process. By examining these aspects, the study seeks to provide insights into the effectiveness and practicality of using the Direct Method in higher education settings, particularly in EFL (English as a Foreign Language). A qualitative descriptive research design was used in this study, aiming to provide a detailed and accurate description of how the Direct Method is implemented at the university level. Data were collected through classroom observations, semi-structured interviews with both lecturers and students, and an analysis of relevant teaching documents, including lesson plans and speaking activity materials. This approach allowed the researcher to gain an in-depth understanding of the teaching process, student engagement, and the challenges faced in the application of the Direct Method. The results revealed that the Direct Method was effectively implemented through various interactive activities such as question-answer sessions, picture descriptions, and role-plays. Students demonstrated improved fluency, confidence, and vocabulary use. The study also identified some obstacles, such as students’ low initial proficiency and limited exposure to English outside the classroom.
direct method; speaking skill; university
Effective Prompting Strategies in Utilizing ChatGPT for Final Year Thesis Writing: A Systematic Literature Review
The rise of generative artificial intelligence (AI), particularly ChatGPT, has influenced academic writing in higher education. This study conducted a systematic literature review using the PRISMA framework, analyzing 10 studies published between 2023 and 2025 in Asia, Europe, Africa, and the Middle East. The findings show that structured and context-specific prompting strategies help improve idea generation, proposal organization, and draft refinement processes. The benefits include greater efficiency, creativity, and clarity, while challenges remain regarding academic integrity, over-reliance, and digital literacy. This review concludes that prompting is not only a technical skill but also an academic practice that requires guidance from experts. To maximize its benefits, higher education institutions must integrate AI literacy and prompt design training into their curricula. Universities also need to establish clear institutional policies to ensure the ethical use of ChatGPT in thesis writing. By embedding these practices, academic communities can benefit from the potential of generative AI while safeguarding academic standards and student’s independence.
Exploring Learner’s Engagement and Attitude toward English Role-Play in Simulated Office Conversation
In many English language classrooms, students often lack confidence and real-life exposure when practicing professional communication. This issue is especially relevant for students of Informatics Engineering who require practical and workplace-oriented learning materials to prepare for global industry demands. This study aims to analyze the effectiveness of the role-play method in improving their English communication skills particularly in the context of simulated office conversations, while also examining the development of their cognitive aspects and perspectives during the activity. Data were collected through a survey of 52 students in INSTIKI campus who participated in English role-play sessions and were analyzed using a descriptive qualitative approach. The results indicate a significant improvement in students’ understanding of English language especially in professional workplace conversations. From a perspective point of view, students expressed enthusiasm and interest toward the role-play method despite initially feeling insecure and nervous about their English-speaking abilities. These findings suggest that role-play is an effective and applicative learning method to enhance students’ English-speaking proficiency. Therefore, it is recommended that role-play activities can be integrated into the English lecture syllabus, with expanded implementation in diverse workplace-oriented scenarios to meet students’ expectations and the demands of global industries.
Integrating Moral Values from Guy de Maupassant’s ‘The Diamond Necklace’ into Character Education: A Literary Approach for Student moral Development
Character education is crucial in forming a good generation with strong morals values. This study aims to (1) describe the moral values found in the short story "The Diamond Necklace" by Guy de Maupassant and (2) explore how these values can be implemented to build students' character. Using a descriptive qualitative method, the research analyses the moral messages within the story—such as humility, love, patience, independence, responsibility, discipline, social care, and appreciation of achievement—which are reflected in the main characters, Mr. Loisel and Matilda. The findings reveal that these moral values can significantly contribute to character education, equipping students not only with academic competence but also positive attitudes and behaviours needed in society. Furthermore, the research highlights the importance of integrating character education beyond schools into families and communities, as good character must be continuously cultivated through example and practice. In conclusion, "The Diamond Necklace" serves as an effective literary tool for teaching character and moral values to students, ultimately supporting the creation of a noble, honest, and responsible generation.
moral values; character education; short story; the diamond necklace; Guy de Maupassant; literature; student character
Matilda as a Representation of Progressive Educational Principles
This study aims to analyze the representation of educational progressivism in Roald Dahl's novel Matilda (1988) by examining the principles of progressivism in Matilda's character development, the depiction of progressivism in education within the story, and the rationale behind its portrayal. Using John Dewey's progressivism theory, the research employs a descriptive qualitative method to explore the novel’s characters, plot, and themes. The findings reveal that Matilda embodies key progressivist values, such as experiential learning, critical thinking, and individual empowerment. Her self-directed learning and intellectual growth reflect Dewey's "learning by doing" philosophy, while Miss Honey’s nurturing approach highlights the importance of student-centred education. In contrast, the oppressive environment at Crunchem Hall emphasizes the transformative potential of progressive education. The study concludes that Matilda promotes curiosity, independence, and democratic learning, offering valuable insights for educators and inspiring further research on progressive principles in literature.
children's education, progressivism, Roald Dahl
Reclaiming justice and fairness in standardized English proficiency test: The case of Indonesia
This study explores Indonesian EFL learners’ perceptions of World Englishes (WE) and standardized English proficiency tests. As English becomes increasingly global, the focus in English Language Teaching (ELT) has shifted from native speaker norms to cross-cultural understanding and recognition of linguistic diversity. Using a case study approach, we surveyed 120 Indonesian learners and conducted a follow up focus group discussion with six focal participants from different regions. We analyzed the survey data using descriptive quantitative methods and the focus group discussion data using thematic analysis. Results of the survey showed that most participants experienced various challenges in taking mainstream standardized English tests (e.g. TOEFL, IELTS, Duolingo) including limited knowledge on the test content and procedure (55%), expensive cost (53.3%), insufficient time allocation to complete the tasks (51.7%), unconducive testing environment (30%), and technical difficulties in using technology (22.5%). However, the participants have strong awareness and acceptance of English variation (85.9%), and practical needs for English in academic and cross-cultural contexts (59.2%). A majority (68.3%) hold positive attitudes toward WE which value effective communication over native-like accuracy, while 72.5% demonstrate readiness for English use in global context. Qualitative findings revealed that although native-standard benchmarks are still important in some aspects of the test, there is a strong call for tests that reflect global, real-life communication needs, multicultural awareness, and practical language use over strict formality. These findings highlight critical implications for justice and fairness in standardized English proficiency testing, particularly in relation to linguistic inclusivity, cultural relevance, and equal opportunity.
world Englishes; English as international language; standard English; language testing; English as foreign language
Cross-cultural Dimensions in ELT Classrooms: How Is It Carried Out in Indonesian Schools?
Given English as a foreign language in Indonesia, teaching English often introduces cultural aspects that may be different from students’ local values, norms, and traditions. Hence, this study tries to investigate the challenges of the cultural differences in classroom interactions, and the strategies used to encourage cross-cultural understanding. To collect the data, this study employed a qualitative approach where the data was collected through observations and interviews with English teachers. The results show many teachers adapt to Western cultural materials to ensure the relevance of their students’ cultural contexts presented in classrooms. The study also finds the lack of training in intercultural skills and the dependence on textbooks has led to less competence in diverse cross-cultural understanding. The study also highlights the importance of cultural pedagogy and encourages professional development programs to assist teachers in acquiring cross-cultural knowledge practically. These findings have suggested that improving cross-cultural understanding in ELT classrooms can promote not only English skills but also global-minded competence while remaining connected to students’ own culture.
cultural understanding; ELT; cross-cultural interactions
An Analysis of Cohesive Devices Usage and Error Pattern in EFL Students' Argumentative Essays
Cohesion is essential in academic writing particularly in argumentative essays as it ensures clarity and logical flow. This study explores the use of cohesive devices conjunctions references ellipsis and substitution in argumentative writing among English as a Foreign Language (EFL) students. Ten fifth-semester students from Yogyakarta State University participated in the study writing essays on "The Changing Role of Social Media Users." A mixed-methods study was used, combining a quantitative analysis of cohesive device use with a qualitative survey of students' understanding of cohesion. The results showed that students used conjunctions and references more than more complex techniques such as substitution and ellipsis. Although students recognized the importance of cohesion, they found it difficult to apply due to their lack of theoretical knowledge. This highlights the importance of providing clear instruction on a wider range of cohesive devices, including lexical cohesion, if we are to improve the quality of our writing. As this study suggests, improving students' understanding of cohesion and its practical application can significantly improve their argumentative writing skills, as well as their overall academic performance.
cohesive devices; argumentative writing; EFL
Negotiating Pedagogical Translanguaging: A Dialogic Perspective from Students and Lecturers in an Indonesian EFL Classroom
While Translanguaging is increasingly recognized as a pedagogical asset in multilingual EFL contexts, few studies examine how student and lecturer prespectives align in shaping its classroom enactment. This qualitative study investigates the convergent and complementary views of 18 undergraduate students and 5 English lecturers at Universitas Islam Madura, Indonesia, regarding the strategic use of Bahasa Indonesia and Madurese in English Medium Instruction, Drawing on Garcia and Wei’s (2014) Translanguaging Theory and Vygotsky’s (1978) Sociocultural Theory, data were collected through semi-structured interviews and focus group discussion. Thematic analysis reveals strong consensus both groups regard translanguaging as a temporary cognitive scaffold that enhances comprehension, reduce anxiety, and fosters inclusive participation, yet reject its overuse. Lecturers report using L1 in response to visible confusion, while students confirm these moments as pivotal “aha”! breakthroughs. Both knowledge institutional “English-only” pressures, framing translanguaging as a mutual act of pedagogical care and resistance. The study advocates for collaborative, policy responsive translanguaging that honors learner and agency and teacher professionalism.
pedagogical translanguaging; multilingual EFL; students-lecturer dialogue; cognitive scaffolding; affective filter; Indonesian higher education
TPR in Practice: Nurturing English Skills in Early Childhood through Movement and Media
The acquisition of English in early childhood is essential but often hindered by limited exposure and ineffective methods. Total Physical Response (TPR), which integrates physical movement with language learning, has proven effective in supporting language development. This case study investigates the role of TPR in Winduu’s English acquisition—a child from a non-English-speaking household who has made significant progress through media exposure, including bilingual books, toys, songs, videos, and films. Using a descriptive qualitative approach, data were gathered through video recordings, observations, and interviews with family members. The study aims to examine how TPR strategies influence Winduu’s language development and identify key elements that support his learning. Findings show that TPR improves comprehension and retention, especially when paired with multimedia input. This research adds to the literature on early bilingual development and the benefits of multimedia-assisted learning. However, it is limited by its focus on a single case and lacks longitudinal data to evaluate long-term outcomes. Future research should examine the extended impact of media-based exposure and active parental involvement across various age groups to provide broader insights into bilingual language acquisition in early childhood.
TPR; early childhood; language acquisition; media exposure
"We just Want to Teach Standard English": Indonesian English Teachers' Voices toward World Englishes
This study was designed to uncover how Indonesian English teachers enacted their voices toward World Englishes (WEs) issues in English Language Teaching (ELT), scheming the hybrid of quantitative and qualitative approaches. What are the teachers' perceptions on world Englishes (WEs)? was the guiding question. It was then broken down into three branches of research questions to deeply examine the main research question. Those are teachers' knowledge on world Englishes (WEs), teachers' perceptions on world Englishes (WEs) affecting English as lingua franca (ELF), and teachers' perception on what English should English teachers teach. More than one hundred questionnaires were distributed to English teachers from different schools throughout Malang, Indonesia on the basis of a convenience sampling technique, but only 60% respondents completed the questionnaire. Moreover, four teachers were willing to be interviewed. They were two native English speaker teachers and two non-native English speaker teachers. Likewise, the respondents revealed that WEs were complex varieties of the language influenced by the sociocultural aspects of its users. They further pinpointed that the peculiar forms of English were not mistakes but rather the influence of the vast development of the language. However, they strongly advocated teaching Standard English (SE) in classroom contexts.
world Englishes (WEs), English as lingua franca, standard English (SE), English language teaching (ELT), EFL teachers' perceptions
Enhancing Students’ Speaking Confidence through the Professional Development of English Teachers: A Study at MAN Bondowoso Class XK
This study explores the impact of professional development (PD) on English teachers’ pedagogical competence and its relationship with students’ speaking confidence at MAN Bondowoso Class X K. The research aims to identify current teacher competencies, challenges in implementing communicative language teaching (CLT), and the need for technology integration and student-centered learning approaches. A descriptive qualitative method was applied using questionnaires distributed to seven English teachers and ten students. The results show that all seven teachers responded “agree,” reflecting positive engagement in PD, while all ten students responded “strongly agree,” showing strong confidence in their teachers’ methods and increased motivation in speaking English. The findings highlight that continuous PD, especially in CLT, technology integration, and student-centered strategies, significantly contributes to improving students’ speaking confidence. Recommendations include institutional support for sustained PD programs, collaboration among teachers, and workshops focusing on communicative and technology-based teaching practices
professional development; English teachers; communicative language teaching; pedagogical competence; technology integration; speaking confidence
Teacher Perceptions of Joyful Learning in Elementary English Instruction Based on the TPACK Framework: An Interpretative Phenomenological Study
This case study research aims to understand the perceptions and experiences of elementary school English teachers towards joyful learning in English learning based on the TPACK (Technological Pedagogical Content Knowledge) framework. Data were collected through questionnaires from 20 teachers and semi-structured interviews with 5 teachers. Triangulation methods were used to ensure the validity of the data. Qualitative data were analyzed using the Interpretative Phenomenological Analysis (IPA) approach to reveal the personal meanings that teachers construct from their experiences in implementing joyful learning. The findings indicate that teachers perceive joyful learning as an important strategy for building students' emotional engagement through a positive classroom atmosphere and interactive activities. Teachers also expressed confidence and enthusiasm in using technology to create joyful English learning, although some faced limitations in facilities and training. This study highlights the importance of ongoing support in teacher professional development to strengthen the practice of TPACK-based joyful learning.
case study; elementary school English teachers; interpretative phenomenological analysis; joyful learning; TPACK
Discourse in Human-AI Collaboration: A Pragmatic and CDA Study on Translating Linguistically Unique Indonesian Songs Across Generational Audiences
This study examines how discourse, context, and generational orientation shape AI-assisted translation, focusing on two Indonesian songs with unique linguistic features: “Stecu Stecu” and “Pica Pica.” Using a qualitative-descriptive case study approach, the research combines pragmatic linguistic theory, as outlined by Geoffrey Leech, with Fairclough’s three-dimensional model of Critical Discourse Analysis (CDA). ChatGPT was tasked with translating the songs into English using prompts tailored for Millennial, Generation Z, and Generation Alpha audiences. Findings show that AI can adjust tone, vocabulary, and style according to generational characteristics: Millennial outputs are smooth and clear, Gen Z versions use slang and digital expressions, while Gen Alpha translations are simple, playful, and easy to understand. These results suggest that AI can reflect audience-specific language use but also demonstrate that AI-generated translations are shaped by underlying social values and are not entirely neutral. The study underscores the importance of context-aware prompting and human oversight in AI translation, contributing to broader discussions in Translation Studies and responsible language technology use.
AI-assisted translation; pragmatics; critical discourse analysis (CDA); ChatGPT; context; Indonesian songs
Opportunities and Challenges of Using Artificial Intelligence in English Language Teaching (ELT) in Indonesia: A Historical Perspective
This study investigates the historical development, opportunities, and challenges of using Artificial Intelligence (AI) in English Language Teaching (ELT) in Indonesia. Using a qualitative historical approach, the research draws on academic literature, policy documents, and interviews with key informants to trace the evolution of AI tools in ELT from early computer-assisted learning systems to recent AI-driven platforms such as ChatGPT and AI-powered writing assistants. The presence of AI brings two sides. It proposes great opportunities to support English language learning, such as easier access to information, writing assistance, and creating more interactive learning experiences. On the other hand, AI also poses a very serious challenge, including the risk of plagiarism, overdependence, and a decline in students’ critical thinking skills. This article aims to analyse: (1) the opportunities of using AI in English language learning in Indonesia, and (2) the challenges faced in its implementation. This study concludes that AI can be an effective tool to support learning when used wisely, but it may also become a serious problem if not accompanied by proper learning guidance and regulations.
artificial intelligence; English language teaching; opportunities; challenges; Indonesia
Developing Augmented Reality in English Language Teaching: A Conceptual Study
It is the most recent research done on the conceptualization of the new world form of augmented reality (AR) application for the purpose of English Language Teaching (ELT) practices as interaction between students and teachers. The study aims to develop a very comprehensive model of trans-theoretical whole coverage defining three of the main concepts. These are Student Engagement Theory, Theory on Technology-Oriented Learning, and the Augmented Reality Learning Concept. The research adopts a qualitative approach which primarily delineates affective, emotional, and cognitive significant features of the behavior caused through AR technology in the context of beliefs or conditions through this interaction. Results indicate that AR can really rupture ELT community learning spaces into immersive and engaging-affective environments with students developing critical capabilities. Further implications are with respect to teacher training and some curricular alterations that investment strategies needed to complement the uptake of AR. This research adds an academic debate to the works on the learning supported by AR and takes such discussions into the hall of practice for educators and policy makers. Longitudinal research exploring the influence of AR use in teaching practices over a long period of time will continue this avenue in future research while also including comparisons with classical methods-and approaches for making AR technology available to users. Thus, the study bridged theory with practice in advancing ELT practices while also opening new routes for technology-enhanced education.
augmented reality, English language teaching, conceptual study
Synchronous Model in Teaching ESP during Emergency Remote Teaching: A Portrait from Indonesia
Finding out what a group of ESP lecturers thought, felt, and preferred about teaching ESP during Emergency Remote Teaching (ERT) was the goal of the current study. This study used a survey approach with a qualitative design, and it involved 20 ESP lecturers who were chosen through the use of purposive sampling. A twenty-item statement-based online survey was distributed through WhatsApp Group (WAG). Eighteen assertions were found to be valid based on the results of statistical analysis tests conducted using SPSS 26. Reliability tests using Cronbach Alpha demonstrate that r11 > rtable = 0.860 > 0.7, showing that the instrument used in this study had a very good reliability value. ESP lecturers face a great difficulty when using synchronous and asynchronous ESP teaching during ERT—they have to step outside of their comfort zone. Another method for teaching languages is called ESP. It bases every decision and action on the requirements of the students, implying that meeting those needs comes before instruction and learning. Furthermore, it is demonstrated that the implementation of both synchronous and asynchronous ESP instruction during ERT was necessary in order to achieve the students' learning objectives. All parties involved must provide their utmost support and participation in order to create a better learning environment during a crisis and assist students in meeting their learning objectives.
synchronous; asynchronous; teaching ESP; emergency remote teaching
Does ChatGPT Enhance or Hinder Critical Thinking? Non-English Department Students’ Perception in EFL Classrooms
This experimental study investigates the impact of ChatGPT, an AI-powered language model, on the development of critical thinking skills in English language learning among Public Administration department students. Amid the growing integration of artificial intelligence in educational settings, the research aims to determine whether ChatGPT functions as a tool that enhances or hinders EFL learners’ cognitive engagement and analytical reasoning in non-English major. A total of 186 undergraduate students participated in this study. The quasi-experimental design is used and data were collected through pre-test and post-test control group structure measuring critical thinking ability in EFL classroom. Across proficiency levels, the analyses revealed that the use of ChatGPT in EFL classrooms did not yield statistically significant improvements in students’ critical thinking skills. These findings suggest that the integration of ChatGPT neither significantly enhanced nor hindered students’ critical thinking performance within the context of this study. The study contributes to the ongoing discourse on AI in education and provides pedagogical recommendations for integrating AI tools to foster higher-order thinking in EFL contexts, especially in non-English departments.
ChatGPT; critical thinking; artificial intelligence; English learning; non-English department students; EFL education
Assisting the English Skills of Pre-Service Flight Attendant Students in Aviation through the Use of Artificial Intelligence (AI) Application Tools
The technological advancement has very rapidly increased the use of Artificial Intelligence (AI) application tools to increase students’ English skills, especially speaking skill fluency. With the high demand and increasing importance of speaking skill in flight attendant occupational duties in a workplace of airline industry, this research aims at exploring and analyzing the use of AI application tools to enhance English-speaking skill of English for Specific Purpose (ESP) students majoring in flight attendants employed during the in-house training period. This study employed a qualitative research design, a case study. The study involved students majoring in flight attendants at Angkasa Avia Surabaya, an aviation training center, with purposive sampling technique. The data were collected through semi-structured interviews as the main data collection and field-note classroom observation as supporting data. The data were analyzed using three activities: data reduction, data display, and drawing conclusion. The result of the study showed that the students used various AI application tools and they were considered as important tools that could help increase the students’ speaking skill significantly. This paper also offers recommendation for the students to explore more and maximize the use of AI application tools in enhance their speaking skill as the most needed skill for flight attendants to master in a limited time during in-house training.
Artificial Intelligence (AI); enhance; speaking skill; ESP; pre-service flight attendants
AI and Human Collaboration in Translation
The advancement of artificial intelligence (AI) technology has brought notable transformations to the translation field, particularly within language learning contexts. This study seeks to examine the effectiveness of human–AI collaboration in enhancing middle school students’ translation abilities. Employing a descriptive qualitative design, the research involved 23 eighth-grade students from Catholic Saint Francis Xavier Middle School, Tarakan. Data were gathered through interviews, observations, questionnaires, and pre-test and post-tests. The findings revealed a considerable improvement in students’ translation performance, as the average pretest score of 66.59 increased to 82.31 in the posttest. The partnership between AI and teachers proved effective in helping students grasp language structures, enrich their vocabulary, and produce more contextually accurate translations. Teachers functioned as facilitators and interpreters of translation outcomes, while AI operated as a rapid feedback provider and linguistic resource. These results reinforce the human-in-the-loop framework, which highlights the essential role of collaboration between human and artificial intelligence. The study also discovered that implementing AI–human collaboration enhanced students’ motivation, accountability, and active engagement during the learning process. Overall, this research affirms that integrating AI and human input in translation serves as an effective and innovative educational model in the digital era, offering the potential to develop both students’ linguistic competence and technological literacy.
artificial intelligence; human-AI collaboration; translation; English language learning; educational technology
Social Media (SOSMED) Websites Based as Media in Teaching ESP: Possibilities and Challenges in Sociolinguistic Perspectives
Students in higher education have been affected by the growing popularity of social media websites such as Instagram, particularly when the student’s behavior on such websites is perceived to be inappropriate by the learning process and results. This has resulted in the occurrence of a phenomenon known as the popular where students are a center of learning for personal usage of social media. The goal of this research was to provide English learning materials for the English subject that adhere to the requirements for eligibility. The research approach used was design and development (D&D), and the preferred approach was a four-dimensional (4D) model (Define, Design, Development, and Dissemination). The instruments utilized in this study included a questionnaire. The outcomes of the instructional material design were validated by a panel consisting of two (2) media experts, two (2) language experts, and two (2) material experts. The validity and reliability of the instrument were evaluated using a sample size of 30 students selected at a purposive sampling. The findings show that Instagram as a social media platform for learning can interest students and found social media allows students to interact with others and information. This study was constrained by due to students’ self-reported data. Social media benefits these individuals. Only first-semester English-major Instagram users were investigated. Education programs use social media and online communities differently than other universities. It’s vital to study social media content types. Later study social media topic analysis. Qualitative research should examine how college students use social media.
social media; website based education; design & development
When Plans Fall Short: Responses of Pre-Service Junior High School Teachers to Unsuccessful Student Engagement Strategies
Student engagement plays a crucial role in supporting learning outcomes, yet maintaining it remains a persistent challenge for pre-service teachers. This study explores how pre-service English teachers at junior high schools in Indonesia respond when their student engagement strategies fail during teaching practicums. Using Schön’s (1983) reflective practice framework, this research focuses on two dimensions of reflection: reflection-in-action (on-the-spot adjustments during teaching) and reflection-on-action (post-teaching evaluation). Employing a narrative inquiry design, data were collected from semi-structured interviews with five pre-service teachers and analyzed through thematic narrative analysis. The findings reveal that failure in engagement strategies triggered various emotional reactions such as frustration, disappointment, and self-doubt. However, through reflection, participants transformed these emotions into learning opportunities by adapting instructional methods, modifying classroom activities, and developing resilience. Reflection-in-action helped them respond flexibly during lessons, while reflection-on-action guided them to evaluate and improve their future teaching practices. The study highlights that failure can serve as a meaningful site of professional growth, fostering adaptive, reflective, and resilient teacher identities. These findings suggest the need for teacher education programs to integrate guided reflection and peer feedback into practicum experiences to support novice teachers’ capacity for reflective learning and adaptive engagement.
Keywords: pre-service teachers, student engagement, adaptive strategies, narrative inquiry, junior high school, teaching practicum
Politeness Strategies in Refusal Speech Acts among Gen Z Javanese Female EFL Learners: A Sociopragmatic Analysis across Power and Social Distance
refusal speech act; politeness; Javanese culture; sociopragmatics; Generation Z; power and social distance
Analysis of English Learning Conditions in a Mastery-Based FlippedClassroom during the Digital Era for Senior High School Students
This study explores students' learning needs as a foundation for developing interactive video media based on a Mastery Learning–Flipped Classroom model, specifically for teaching procedure text in senior high school. Using the frameworks of Hutchinson and Waters (1987) for needs analysis and Nation’s (2001) lexical model, the study identifies both content and vocabulary gaps that hinder student performance. Data were gathered from 50 tenth-grade students through a needs analysis questionnaire and a vocabulary pretest focusing on verbs, connectors, and functional terms. The findings show that students struggle with key vocabulary related to procedure texts, especially in form, meaning, and use. Additionally, most students prefer self-paced, video based learning with visual and step-by-step features. These preferences support the relevance of a flipped classroom format combined with mastery cycles to ensure deeper understanding. The results highlight the importance of designing instructional media that responds directly to learners’ needs and readiness. This paper is the early phase of an R&D development process and provides a clear basis for designing the next stage of digital media tailored to the English procedure text curriculum.
Negotiating Faith and Pedagogy: A Systematic Review on the Professional Identity of English Teachers in Islamic Boarding Schools
The professional identity of English teachers in Islamic boarding schools (pesantren) represents a complex intersection of pedagogy, faith, and institutional culture. Unlike in secular settings, professionalism in pesantren is inseparable from religious and moral commitments, where teaching English is viewed as both an academic and spiritual endeavor. Despite growing interest in teacher identity studies, limited systematic evidence exists on how this identity is constructed within Islamic educational contexts. This study aims to synthesize existing research on the professional identity of English teachers in pesantren, focusing on how it is conceptualized, what factors influence its formation, and which theoretical and methodological trends characterize current scholarship. Using the PRISMA framework, a Systematic Literature Review (SLR) was conducted on studies published between 2005 and 2025. Data were extracted and thematically analyzed to identify conceptual patterns, contextual influences, and theoretical orientations across 30 relevant publications related to teacher identity, English language teaching, and Islamic education. The review reveals that teacher identity in pesantren is grounded in the integration of pedagogical competence, moral integrity, and spiritual devotion. Identity construction is mediated by institutional culture, kiai leadership, and faith-based values. Teachers demonstrate agency by negotiating between modern pedagogical methods and Islamic ethics. The literature converges around sociocultural, identity-in-context, and ecological frameworks, with qualitative research dominating and mixed-method approaches emerging. The review advances theoretical understanding by embedding moral and spiritual dimensions within identity frameworks. Practically, it underscores the need for faith-based professional development programs that align Islamic values with contemporary pedagogy. Future research should employ longitudinal and comparative designs to explore how teachers’ moral reasoning and professional agency evolve across diverse pesantren contexts.
Validity of An E-Narrative Text Module to Enhance Reading Skills of Junior High School Students
This study evaluates the validity of an electronic module developed to enhance reading skills among junior high school students, specifically in narrative texts. Employing a research and development framework, the module was structured to address key reading competencies through interactive activities, varied text types, and integrated assessments. Validation was conducted by material and media experts and through feedback from teachers and students. The results indicate that the module achieved high validity, with media expert evaluations averaging 90.00% (“very valid”), material expert (81.20%), and learning design expert (82.41%), who found the module engaging, accessible, and effective for independent and classroom learning. Student feedback highlighted the module’s user-friendly design and capacity to make reading activities more enjoyable and accessible via digital devices. These findings support using the electronic module as a valid and practical resource for improving narrative text reading skills in junior high school contexts.
Combination Strategies for Reading Comprehension in English Specific Purpose (ESP)
Strategies, which refers to students’ behaviors to comprehend texts, has been explored in language learning. However, researches on combination strategies (cognitive strategies and metacognitive strategies) for reading comprehension in ESP has not explore. The researcher in the current research explores a significant difference of combination strategies used by university students for reading comprehension in ESP. The subjects of the current research were 34 university students in experimental group and the other 34 university students in control group. The data were analyzed by true experimental design. The results indicated that there was a significant difference of combination strategies used by university students for reading comprehension in ESP.
Combination strategies; reading comprehension; ESP; university students
Exploring Challenges and Strategies in Teaching English to Non-English Majors within the Framework of Community Language Learning
In the current era, the demand for English proficiency extends beyond English majors to students from various academic backgrounds. However, non-English department students often face challenges in formal classrooms, and language communities have emerged as alternative spaces to foster informal English learning. Despite their growing presence, the experiences of English tutors in informal settings are rarely examined. Addressing this gap, the present study investigates the challenges and strategies of teaching English to non-English major students within a university-based language learning community in Indonesia. Employing a qualitative case study design, two sixth-semester English department students, both active community tutors, were purposively selected as participants. Data were collected through in-depth interviews, observations, and group discussions, and analyzed thematically using Braun and Clarke’s (2006) approach. Findings reveal two key challenges faced by tutors: students’ low motivation and tutors’ limited competence in utilizing Information and Communication Technology (ICT). To address these issues, tutors adopted Communicative Language Teaching (CLT) to create a more engaging environment and ability-based grouping to tailor instruction to learners' proficiency levels. These strategies helped decrease classroom disparities and enhance student participation. This study concludes that the effectiveness of informal language learning is influenced not only by instructional methods but also by students’ enthusiasm and tutors’ adaptability. It also highlights the need for ongoing training of tutors in ICT and reflective teaching practices. While the study offers valuable insights, its scope is limited to two participants; thus, future research involving larger samples and a longer period are recommended.