TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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LEARNING TO TEACH L2 PRONUNCIATION VIA ONLINE AND BLENDED ON-CAMPUS COURSEWORK
Full text linkThis article focuses on the preparation of second language (L2) teachers in a Teaching English to Speakers of Other Languages (TESOL) program offered in Australia. Specifically, it explores the learning development of student teachers in learning how to teach English pronunciation pedagogy to L2 learners, either via online only or blended on-campus. Thirteen student teachers (five asynchronous online-only and eight blended on-campus) participated in the study. Data sources included: responses to online quizzes assessing student-teachers’ knowledge of English pronunciation; their final assignments; Moodle discussion forum postings; Moodle participation analytics; and narrative frames comprising participants’ accounts of their personal experiences in learning course content. Overall, findings indicated that the student teachers’ knowledge and understanding of how to teach L2 pronunciation was enhanced regardless of which mode of delivery they took. Findings further showed that the Moodle books played a particularly important role for both groups of students in learning course content
TRANSLANGUAGING WITH MACHINE TRANSLATION: A PEDAGOGICAL TOOL FOR ENHANCING LANGUAGE PROFICIENCY AND AUTONOMY OF IRANIAN EFL LEARNERS
Full text linkThis qualitative study critically explores how Iranian adult EFL learners at varying proficiency levels utilize Machine Translation (MT) to develop their English language competence, with particular attention to the role of their first language and its influence on their metacognitive awareness, self-regulation skills, and autonomy. Specifically, it investigates their perspectives on the benefits and drawbacks of using MT as a learning tool beyond formal settings. Participants were selected from a prestigious language institute in Shiraz, Iran, to explore their views on incorporating MT into their language learning and to conduct an in-depth analysis of their experiences through semi-structured interviews and focus group discussions. The results indicated that participants generally preferred using translanguaging with MT in their learning process. While intermediate learners primarily relied on MT for comprehension, vocabulary expansion, and writing assistance, upper-intermediate and advanced learners used it more selectively, leveraging its capabilities and critically assessing its shortcomings. The study showed that translanguaging through MT enabled learners to draw on their entire linguistic repertoire, develop their metacognition, and strengthen their autonomy. The implications offer valuable insights into the significance of translanguaging, particularly with MT, in language learning, highlighting its contribution to higher-order thinking abilities and the enhancement of language education
BRIDGING LANGUAGE, LIFELONG LEARNING, AND SUSTAINABILITY: SCOPE OF REAL-WORLD ENGLISH LANGUAGE TEACHING IN BANGLADESHI HIGHER EDUCATION
Full text linkThis study examines the potential of real-world learning (RWL) in English language teaching in Bangladeshi higher education, which is an English as a Foreign Language (EFL) context. Our exploration is guided by the ‘quality education’ objective of the Sustainable Development Goals (SDGs) and lifelong learning perspectives. We used a mixed methods approach to capture student views through a survey at six higher education institutions and semi-structured interviews with faculty members, academic leaders, and university policy makers. The findings show gaps in collaborative learning, industry alignment, and stakeholder engagement which hinder the students’ critical skills and employability. The study highlights the need for interdisciplinary learning, policy investment, and faculty training to bridge academia-industry gaps. Consequently, it offers insights into curriculum innovation and sustainable education for enduring the impact. The novel contributions of the study include the scope of RWL within an EFL environment; and fresh insights into curriculum innovation, faculty development, and policy reforms aimed at advancing sustainable development
RURAL PARENTS’ HOME-BASED ACADEMIC SOCIALISATION AND THE RELUCTANCE TO LEARN ENGLISH
Full text linkThis study seeks to understand the role of parent academic socialisation and its possible connections to rural adolescents’ reluctance in developing English proficiency. The Parent Socialisation Model of Eccles and Wigfield’s Situated Expectancy-Value Theory guides this qualitative study to examine parents’ beliefs of the value of English for their children, perceptions of their children’s actual English language abilities and how parents’ beliefs and perceptions are reflected through parents’ learning-related behaviours. Data was elicited from semi structured interviews and home observations in a rural community in Malaysia. Thematic analysis revealed that parents’ English language beliefs were not evenly positive and not reflected strongly through home academic socialisation. Furthermore, due to gaps in understanding learning realities, parents did not accurately perceive their children’s actual abilities in English. Consequently, parental learning investments were inadequate and not sustained. This study concludes that rural parents’ insufficient academic socialisation contributes to their children’s reluctance to learn English. Reversal of English learning reluctance will require increasing parents’ beliefs in the utility of English in order to increase and diversify their engagement in their children’s learning. Fostering parent-practitioner bonds of trust will help parents understand that children’s learning of English is a shared responsibility between parents and practitioners
ADDRESSING DISABILITY REPRESENTATION IN THE INDONESIAN ELT TEXTBOOKS ENGLISH FOR NUSANTARA OF THE JUNIOR HIGH SCHOOL
Full text linkELT textbooks are pivotal in delivering foreign language materials and inserting moral and intercultural values. Particularly in the Merdeka curriculum, textbooks are essential for building students’ noble characters, promoting the values of equity and diversity, and reflecting inclusivity. In this regard, ELT textbooks are expected to provide inclusive learning materials, including the visual and textual representation of disabilities. As research on disability representation in Indonesian ELT textbooks has remained underexplored, this present research attempts to address the lacuna by discussing how people with disabilities are portrayed in the ELT textbooks English for Nusantara devoted to junior high school. The study employed a two-phase exploration of disability representation through content and multimodal discourse analysis, delving into textual and visual artifacts in the textbooks. The results reveal that the portrayal of people with disabilities in the textbooks is still limited. In addition, the textbooks describe the characters with disability in positive stereotypes, yet they do not provide sufficient representation within society. The researchers, thus, highlighted the need to cover more balanced and broader disability-related content both in texts and images in the ELT textbooks
ENHANCING EFL LEARNER AUTONOMY THROUGH FLIPPED INSTRUCTION: EFFECTS ON PSYCHOLOGICAL, TECHNICAL, SOCIAL, AND CRITICAL-POLITICAL DIMENSIONS
Full text linkDespite the fact that existing research has strengthened our understanding of the potential of the flipped classroom (FC) for foreign language development and the advantages it offers for active learning, relatively little research has been conducted on the effect of the flipped model on learner autonomy. This study explored the effects and influencing factors of a flipped model on learner autonomy among English-as-a-foreign language (EFL) learners. The results indicate that students in the flipped group (n = 48) had significantly greater learner autonomy than did their counterparts in the non-flipped group (n = 37) in terms of psychological, technical, social, and cultural-political dimensions. The factor analysis suggests that perceived learner autonomy was highly correlated with environmental factors and individual factors, while a moderate correlation existed between factors related to tasks and learner autonomy. Stepwise regression analyses reveal that environmental factors had the most significant and positive effect on learner autonomy, among which learning resources and teacher response were identified as the most influential variables. These findings confirm that FC is an effective approach for enhancing learner autonomy, with environmental factors playing a crucial role in fostering independent learning
BEYOND WORDS: METAPHORICAL INSIGHTS INTO EFL STUDENT-TEACHERS’ PERCEPTIONS OF THE TEACHING PRACTICE EXPERIENCES
Full text linkThis study explores senior EFL student-teachers’ perceptions of their teaching practice experiences through metaphors. Conducted with 50 final-year student-teachers in Türkiye, the research employed a qualitative case study design. Following their three-week observation stage, participants generated metaphors to describe their practicum experiences after their first teaching practice experiences, which were thematically categorized into positive and negative domains. Positive metaphors—comprising 76% of responses—centred on emotional resonance, professional growth, identity transformation, and relational dynamics, often framing teaching as a journey or role that fosters development and fulfilment. In contrast, 24% of the metaphors expressed negative experiences, reflecting feelings of futility, role conflict, disorientation, and lack of agency. The findings portray metaphors as powerful cognitive and emotional tools that illuminate how student-teachers negotiate their emerging professional identities. Drawing on Gee’s (2000) identity framework, the study underscores the importance of integrating metaphor elicitation into reflective practice and teacher education curricula to support emotional resilience and identity formation. Revealing the dynamic interaction between metaphor and identity negotiation in the high-stakes context of the EFL teaching practicum, this research helps fill gaps in metaphor-based studies. By capturing nuanced, practice-based perceptions, it goes beyond broad impressions to show how student-teachers make use of metaphors to explain classroom realities, providing distinctive insights into the cognitive and emotional challenges that characterize the transition from student-teachers to in-service teachers, along with offering actionable visions for educators, mentors, and curriculum designers. Furthermore, the research offers a unique view into the often-hidden internal processes of professional growth by delving into subtle perceptions in teacher identity during practicum, and gaining insights into student-teachers’ perceptions via metaphors
UNDERSTANDING THE ARTIFICIAL INTELLIGENCE LITERACY BETWEEN NOVICE AND EXPERIENCED ENGLISH TEACHERS IN INDONESIA
Full text linkThe massive utilization of artificial intelligence (AI) in educational settings has been a research trend for years. However, literature on AI literacy was lacking despite its potential effect on AI implementation in class. Responding to this gap, this sequential explanatory mixed-method study examined the AI literacy of in-service teachers (novice and experienced teachers) in Indonesia. An online survey of AI literacy was administered to 176 EFL teachers, consisting of novice teachers (n = 75) and experienced teachers (n = 101). The survey adopted the Artificial Intelligence Literacy Scale (AILS) proposed by Wang et al. (2023), which includes 12 items covering four constructs of AI literacy: awareness, usage, evaluation, and ethics. Follow-up interviews were then conducted with 20 selected participants: ten novice teachers and ten experienced teachers. An independent sample t-test was performed to analyze the quantitative data while thematic analysis was applied to analyze the follow-up qualitative data. Our results mainly revealed that teachers were least proficient in using AI and most knowledgeable about the potential misuse of AI. Several differences in the AI literacy between the two groups were also noted and need to be considered to develop an effective and suitable future teacher professional development program. Further implications for future research and pedagogy are discussed
ROOTS AND ROUTES: THE TEACHING AND RESEARCH NEXUS IN ENGLISH LANGUAGE EDUCATION FROM AN ECOLOGICAL PERSPECTIVE
Full text linkThe teaching-research nexus (TRN) not only empowers teachers to bridge theory and practice but also challenges the traditional hierarchy between teachers and researchers, making TRN important for more research-informed teaching. This study explores the concept of TRN from the perspective of English language education (ELE) graduate students in the Philippines, an under-researched area in the TRN literature. Adopting an ecological perspective, the study employs an open-ended survey (n = 17) and follow-up individual interviews (n = 5) to explore how Filipino ELE graduate students perceive TRN within their studies and how it shapes their roles as researchers and educators. The findings reveal that TRN, embedded in the curriculum as both a requirement and instructional material, is viewed positively for its significant contribution to professional growth, research knowledge, and teaching skills. The findings not only highlight the participants’ role in TRN as active agents in their graduate courses but also empower them to integrate research into teaching, refining teaching methods through research insights and fostering an understanding of theoretical concepts, thus shaping their roles as educators and researchers. The study underscores the complexity and dynamism of TRN at macro, meso, and micro levels within the context of Philippine ELE graduate studies, indicating its vital role in personal and professional development, and pedagogical advancement
DIFFERENTIATING THE NEAR-SYNONYMS USING A CORPUS-BASED APPROACH: BOOKING VS RESERVATION
Full text linkPrecise use of near-synonymous vocabulary is essential for effective communication in the service industry, where subtle lexical distinctions can influence clarity, professionalism, and pragmatic appropriateness across different contexts. This study examined the corpus data pertaining to the synonymous terms booking and reservation to determine whether they are interchangeable in all contexts. The study explores variations in formality, genre distribution, collocations, grammatical patterns, semantic preferences, and semantic prosody. Data were sourced from the Corpus of Contemporary American English (COCA). The findings indicate that reservation is more formal, as it has higher Words Per Million values in formal genre. When examining collocates with an MI Score ≥3 and a frequency of occurrence of five or more, it was found that these two words shared only 12 out of 110 collocates. However, the two near-synonyms share all semantic preferences but have differing proportions of collocations covering each semantic field, particularly in some fields, namely SERVICE, IT AND COMPUTING, QUANTITY, and CERTAINTY. In terms of semantic prosody and colligation, the two near-synonyms show no significant differences, but it is interesting to note that the grammatical pattern “make + reservation” is used to a greater extent than “make + booking. It is recommended that L2 learners of English be familiarized with these similarities and differences of both synonyms to use English naturally and effectively in both general and industry-specific contexts within the service industry