TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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THE IMPACTS OF TEACHER SUPPORTIVE MOTIVATIONAL DISCOURSE INTERVENTION ON LANGUAGE ACHIEVEMENT: MASTERY- VS PERFORMANCE-AVOIDANT EAP LEARNERS
Full text linkThis interventional study examines whether the language achievement of mastery-avoidant and performance-avoidant English for Academic Purposes (henceforth EAP) students can be improved through the teacher supportive motivational discourse (TSMD). This study also explores how the students perceive the effects of this discourse on their language achievement. To this end, we purposively selected 99 EAP students, of whom we placed 31 students in a control group, and the rest, mastery-avoidant (henceforth MAV) and performance-avoidant (henceforth PAV) participants, into two equal intervention groups. Then, we assessed both groups’ L2 achievement using an achievement test (the end-of-semester test prepared based on the EAP book) before and after a ten-week intervention. To understand the perceptions of the students about the intervention, we conducted semi-structured interviews with 20 students who were purposively selected based on their willingness to participate. Out of the 20 students, 10 were purposively chosen to reflect on key episodes related to TSMD and explain the reason behind their actions. Statistical analysis (non-parametric ANCOVA) carried out in the quantitative phase revealed that in comparison to the control group, the intervention group’s achievement was significantly higher. However, the differences between both intervention groups were slight. Content analysis in the qualitative phase also showed that the intervention effect on students’ achievement was mediated by learners’ autonomy and willingness to communicate (henceforth WTC). The implications of this intervention for enhancing teachers’ performance and students’ learning are discussed
FACTORS AFFECTING THE EFFECTIVENESS OF ENGLISH–MEDIUM INSTRUCTION PROGRAM IN MATHEMATICS EDUCATION: AN EFA–CFA STUDY
Full text linkThis study aims to identify the underlying factors influencing the effectiveness of English-medium instruction (EMI) at mathematics programs among pre-service mathematics teachers and to assess the reliability and validity of these factors for future research applications. A five-point Likert-scale survey was developed based on a synthesis of existing literature. Data were collected from 372 students enrolled in EMI mathematics courses and were randomly divided into two equal subsets: one for Exploratory Factor Analysis (EFA) and the other for Confirmatory Factor Analysis (CFA), each comprising 186 participants. The EFA revealed a four-factor structure that accounted for 61.134% of the total variance. Subsequent CFA confirmed the model, with fit indices indicating strong reliability and acceptable convergent validity. The four latent factors identified were: (1) Learners’ personal competence and psychological attributes, (2) Lecturers’ teaching competence in English-mediated instruction, (3) Institutional support, and (4) Perceived learning effectiveness. These findings provide a robust empirical foundation for the refinement and enhancement of EMI-based mathematics education in teacher training programs
DEVELOPING EFL STUDENTS’ INTERCULTURAL COMPETENCE AND COMMUNICATION THROUGH THE COLLABORATIVE ONLINE INTERNATIONAL LEARNING (COIL) APPROACH
Full text linkThis study aims to investigate Collaborative Online International Learning (COIL) as an approach to help develop Indonesian and Japanese students’ intercultural competence and identify EFL communication strategies in a multilingual context. Qualitative data in the form of observation notes and post-conference questionnaires were collected during an annual online conference as part of a larger COIL project. The questionnaires were adopted from Intercultural Competence theory and EFL communication strategies to identify learner approaches to entering into discourse using a foreign language. Findings suggest that through COIL learning, Indonesian and Japanese students demonstrated a sufficient degree of intercultural competence in attitudes, knowledge, and skills; meanwhile, the most frequent communication strategies used in communicating their ideas in English were appeals for help and message reduction
TRANSLANGUAGING PRACTICES IN WRITTEN PEER FEEDBACK: A CASE STUDY IN A SECOND LANGUAGE WRITING CLASS IN INDONESIA
Full text linkThis study aims to examine the use of translanguaging in peer feedback among Indonesian EFL learners and their perceptions of it, addressing a research gap in a naturally multilingual context. This study is based on qualitative data, comprising written peer-feedback and a transcription of a Focus Group Discussion (FGD) discussing views and attitudes related to translanguaging in peer-feedback. The data were collected from thirty university students of an English Paragraph Writing class, all of whom spoke Javanese or Indonesian as their first language (L1). The results reveal that translanguaging occurred most frequently in commentary feedback, relating to both content and form. It facilitated negotiation of meaning by lowering affective filters. Students viewed this practice positively, as it scaffolded their understanding of writing components. The findings suggest the potential for translanguaging to enhance L2 writing instruction. Further research could explore syllabus designs that integrate translanguaging and cultural knowledge within learning activities and examine whether translanguaging can enhance the writing quality of multilingual learners
TOWARDS GENDER RESPONSIVE ENGLISH LANGUAGE TEACHING: INSIGHTS FROM INDONESIAN ELT PRE-SERVICE TEACHERS
Full text linkGender-responsive education is crucial in addressing gender disparities. It allows students to be treated equally during teaching and learning. Therefore, gender-responsive teachers are needed. Scholars working in the field of gender in education have been debating and discussing the extent to which teachers have been responsive enough to gender issues both within the classroom and in the broader context. In Indonesia, however, not much discussion has been directed at the extent to which preparing pre-service teachers (PSTs) is important to produce gender-responsive teachers of the future. Therefore, this descriptive qualitative research aimed to examine PSTs’ existing views on gender roles and the nuances of gender perspectives. For the sake of depth, four Indonesian ELT PSTs were interviewed through semi-structured interviews. The thematic analysis of the interview data found that PSTs viewed gender roles from traditional and egalitarian perspectives. These perspectives were gained from their: (1) varied understandings of gender concepts, (2) responses to acceptance or rejection of common gender stereotypes, such as beliefs about subject preferences or leadership roles based on gender; (3) interpretations of gender roles influenced by sources such as media, family, and educational environments, and (4) awareness of gender bias. The findings imply that formal training in gender-responsive education is essential to creating generations that are aware of and responsive to gender issues and uphold gender equality
“IS KANCIL KIND?”: EXPLORING THE INTERPLAY OF VERBAL AND VISUAL TEXTS IN A PICTURE BOOK FOR TEACHING ENGLISH TO YOUNG LEARNERS
Full text linkPicture books have long been recognized as a valuable vehicle for language learning, offering the combination of visual and linguistic support, and despite the rise of digital media, they remain an essential resource for language learning. This study scrutinizes the relationship between verbal and visual texts in a picture book for meaning-making and explores the potential of a picture book for the teaching of English to young learners. This qualitative study uses two primary data sources: the Indonesian children’s picture book The Kind Mouse Deer and video-recorded teaching simulations from two elementary English teachers. The book was analyzed using the Multimodal Discourse Analysis (MDA) approach and the videos were analyzed using content analysis. The findings show that the book employs visual texts to repeat or complement the verbal elements. The complementarity of verbal and visual elements was found to be used by teachers to help young EFL learners understand the story in English. During the simulations, they also used a mix of Bahasa Indonesia and English, supplemented by facial expressions and gestures to convey meaning in terms of story plot and description of characters. Further research is needed to investigate classroom implementation, highlighting students’ engagement with picture books in developing their English proficiency
DEVELOPING TPACK OF EFL TEACHERS IN ISLAMIC BOARDING SCHOOLS THROUGH A TPACK-BASED COURSE
Full text linkNumerous studies have delved into TPACK framework integration in EFL regular classrooms, but less studies have researched its implementation in an Islamic boarding school setting. This study aims to investigate the impact of a TPACK-based course on the understanding and application of TPACK of EFL teachers in Islamic boarding schools in the Indonesian context. This qualitative study was conducted within six months from July 2024 to December 2024. The participants were four female EFL teachers at two Islamic boarding schools in Lamongan, East Java, Indonesia. This study collected data from multiple sources, including classroom observations, interviews, documents, and audiovisual materials. The research findings reveal that the course positively impacted teachers’ TPACK development, especially in terms of technological domains and the teachers’ ability to integrate technology into their teaching. Furthermore, the course has fostered a shift from traditional, teacher-centered practices to more dynamic, student-centered approaches. While barriers such as limited access to resources and lacks of creativity and innovation in utilizing technology posed challenges, the teachers’ increased confidence in using digital tools and their proactive approach to overcoming obstacles were clear indicators of the course’s success
STANCE AND ENGAGEMENT IN EFL LEARNER INTERACTIONS
Full text linkThis study seeks to understand the construction of stance and engagement in Indonesian EFL learners’ interactions during panel discussions and group presentations in the classroom. Employing Hyland’s (2005) framework, we investigate stance and engagement markers in Universitas Negeri Malang Spoken English in Academia Konteks (UMSpEAKs), a spoken corpus of EFL learners’ speech in academic contexts. The overall findings show that stance projection is more common than audience engagement. Stance projection in both speech events is constructed by hedges and self-mentions. There seems to be a reluctance among the learners to use other stance markers such as boosters and attitude markers. Regarding audience engagement, audience mentions are highly frequent, while directives, asides, knowledge references, and questions are rarely used. These findings indicate that the speakers in both speech events tend to project a humble and polite stance, which sometimes leads to an uncertain and ambiguous self-projection. These speakers are inclined to address the audience by using the second-person pronoun you to keep them engaged in the interactions
EXPLORING HUMAN–AI DISTRIBUTED CRITICAL THINKING (HADCT): PILOT VALIDATION OF A CRITICAL THINKING SCALE WITH VIETNAMESE EFL LEARNERS
Full text linkThe increasing integration of Generative Artificial Intelligence (GenAI) in education has prompted renewed attention to how learners think and reason within AI-mediated environments. While prior studies have explored AI’s potential to enhance reasoning and argumentation, few validated instruments capture the distinctive cognitive, metacognitive, and interactive processes underlying such engagement. Addressing this gap, this study develops and validates the Critical Thinking in GenAI-Assisted Learning Scale (CrTAI), a self-report instrument encompassing three dimensions: analytical reasoning, source verification, and metacognitive self-regulation. Data from 100 English-major undergraduates at a Vietnamese university demonstrates strong internal consistency (α =.93) and satisfactory construct validity (EFA: 63.8% variance explained; CFA: CFI = 0.96, TLI = 0.95, RMSEA = 0.07 [90% CI.03–.11], SRMR = 0.04). Drawing on these findings, the study advances Human–AI Distributed Critical Thinking (HADCT) as a reconceptualization of critical thinking that takes shape within a third space — a shared cognitive territory where human analytical judgement and metacognitive regulation intersect with AI-generated reasoning to co-construct understanding. The CrTAI therefore functions as both an assessment instrument and a conceptual lens, enabling evaluation of learners’ critical engagement while also illuminating how such reasoning unfolds within the human–AI third space through analysis, verification, and reflective regulation
EXAMINING INTERNATIONAL AND INTERCULTURAL ISSUES IN PALESTINIAN ENGLISH TEACHING TEXTBOOKS
Full text linkThis study examines international and intercultural issues in the English for Palestine textbook series, specifically evaluating intercultural comparisons, mutual representations, and relations in terms of their effectiveness in enhancing students’ cross-cultural communication skills. The examination of the textbooks employed a qualitative methodology, enriched by the inclusion of quantitative components. The findings show that the textbooks under investigation comprise an insufficient and inadequate amount of international and intercultural issues, consisting of celebratory topics of surface culture with very little attention paid to conflictive aspects of deep culture. This study is a reminder of the importance of appropriate intercultural components in developing students’ critical thinking skills and minimizing intercultural misunderstandings. Hence, it aims to sensitize stakeholders and teachers to the potential losses associated with poor representations of international and intercultural issues in English teaching textbooks. Consequently, it urges them to take action by either amending the textbooks or using supplementary material to compensate for the identified lapses