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What is missing in metacognitive instruction: A closer look at Indonesian English Education Research
Full text linkThis systematic review examined the application of metacognitive strategies in English language education in Indonesia, focusing on studies published over the past decade (2014-2024). Following Booth et al.s (2021) model, the review analyzed 50 articles selected from 36 SINTA-accredited journals at levels 1 through 4, each centered on English language teaching or language education. The analysis identified key trends in research design, participant demographics, language skills, data collection methods, and analytical techniques used within the field. Findings revealed a predominant focus on undergraduate learners, while junior high, senior high, and postgraduate students were studied far less frequently. Reading skills emerged as the most extensively explored area, whereas speaking, writing, vocabulary, and translation received comparatively limited attention. Additionally, the review highlighted a strong reliance on quantitative methodologies, particularly questionnaires and tests, with fewer qualitative approaches, including interviews and classroom observations, being utilized. Based on these findings, the review supports a broader range of methodological approaches and expanded research on underrepresented learner groups and language skills to capture a more holistic view of metacognitive strategy applications. Moreover, it emphasizes the potential benefits of longitudinal and qualitative studies in understanding the long-term impacts of metacognitive strategies. These findings provide valuable direction for educators and policymakers, suggesting improvements in research diversity and integrating emerging technologies to strengthen learners metacognitive development and support English language education in Indonesia
Research Trends in Artificial Intelligence in English Language Teaching (ELT): A Bibliometric Analysis
Full text linkThe integration of artificial intelligence (AI) into education has gained significant attention over the past few years, driven by the potential of AI to revolutionize teaching and learning processes. Despite the growing body of research on the application of artificial intelligence (AI) in education, there remains a significant gap in understanding its trends and specific details within English Language Teaching (ELT). This study presents an analysis and snapshot of contemporary research trends in AI applications in ELT using bibliometric analysis. By leveraging publication from the 2019-2024 Scopus database, key patterns and themes within the existing literature are identified. The study systematically collected and analyzed 1,994 documents, including articles, conference papers, and reviews from 522 sources and 3,316 authors. The analyses identify the most productive authors, sources, affiliations, and countries. Additional bibliographic coupling analysis reveals seven main clusters. These clusters range from AI applications in contextual language learning to big data analysis in ELT. Co-occurrence network analysis further underscores the interconnectedness of various research topics, such as machine learning, natural language processing, and autonomous learning systems. The findings have several important implications. The growing body of research indicates that AI technologies are increasingly being integrated into educational practices, offering more personalized, efficient, and engaging learning experiences. This study provides a detailed overview of the current landscape of AI research in ELT. By understanding these dynamics, educators, researchers, and policymakers can better leverage AI technologies to enhance educational outcomes and address the evolving needs of learners in a rapidly changing digital world
Exploring reading self-efficacy among EFL learners from different academic disciplines
Full text linkReading self-efficacy plays a crucial role in the academic success of EFL learners, yet the extent to which it varies across academic disciplines remains underexplored. This study aims to (1) examine the level of reading self-efficacy among EFL learners from business, social sciences, and sciences; (2) investigate the relationship between different components of reading self-efficacy; and (3) compare self-efficacy levels across these academic disciplines. A total of 217 university-level EFL students in Thailand participated in the study. A 25-item reading self-efficacy questionnaire with strong reliability (Cronbachs alpha = 0.915) was employed. Data were analyzed using descriptive statistics, Pearson correlations, and ANOVA. The results reveal significant positive correlations between assessment of content (AOC) and summary of content (SOC) (r = 0.522, p 0.001), and between opinion on content (OOC) and SOC (r = 0.387, p 0.001). ANOVA results indicate significant differences in recognition of content elements (ROE) across disciplines, with business students scoring higher than science students (p = 0.015). Business students also demonstrated significantly higher self-efficacy in OOC compared to social science and science students (p = 0.001). These findings suggest that reading self-efficacy is influenced by students academic disciplines, supporting the view that self-efficacy is task-specific and context-dependent. Therefore, EFL instructors should implement tailored instructional approaches that address discipline-specific reading challenges to enhance students reading confidence and academic performance
Sustainability integration in EFL curricula: Evidence from Indonesian and Malaysian Universities
Full text linkThis study investigates the integration of the 17 Sustainable Development Goals (SDGs) in English as a Foreign Language (EFL) curricula within Indonesian and Malaysian universities. Specifically, it examines how SDGs are represented in EFL curricula, how EFL lecturers perceive the integration of SDGs, and how they implement SDG-related content in their teaching practices. Drawing on Bronfenbrenners (2000) Ecological Systems Theory (EST), a qualitative narrative inquiry was employed, using document analysis of course outlines, lecture slides, and materials, and assessments, as well as semi-structured interviews with nine EFL lecturers from four universities. Course documents were analyzed using content analysis to examine SDG integration in the curricula, while interview transcripts were thematically analyzed, coded, and mapped onto ESTs microsystem and mesosystem levels. The content analysis of syllabi and course materials showed limited and inconsistent references to SDGs, with few explicit outcomes, activities, or assessments. Microsystem analysis showed all nine lecturers valued integrating SDGs in EFL to build students knowledge, skills, and attitudes; whereas, mesosystem data indicated the SDG implementation was driven mainly by individual initiative, with only sporadic program- or campus-level support. The nine lecturers also reported a mix of course-embedded activities and co-/campus initiatives to integrate SDGs. To move beyond ad hoc efforts, universities should embed the SDGs in learning programs and learning outcomes, provide SDG-ready materials and assessment rubrics, fund professional development, and offer rewards and incentives for supporting consistent integration
Investigating English certified teachers performance using multisource feedback
Full text linkThis research aims to investigate the performance of certified teachers using multisource feedback through multivariate data analysis. The researchers distributed an online 5-point Likert scale questionnaire. A total of sixty-one public elementary schools consented to participate in this study, with each school being represented by its principal, a group of teachers, and a cohort of students. The researchers conveniently chose a group of fellow teachers and students to avoid the school principals intervention. This study showed the covariance among school principals, fellow teachers, and students assessments. The findings in this study included the significant difference between students and teachers in the performance of certified teachers subject mastery. In contrast, the school principals indicated a similar perception to that of their fellow teachers. This study confirms that students gave an average score to teachers subject mastery, although the school principals and fellow teachers assessed it to be very good. Thus, a teacher certification program is expected to contribute to the teachers professionalism and the students excellence. A teacher certification program is anticipated to enhance the professionalism of teachers, particularly those specializing in English education. An individual possessing a high level of professional expertise is indispensable for the facilitation of quality education and learning
Needs Analysis for developing augmented reality-based critical reading materials for EFL students
Full text linkEnglish has been a compulsory subject in higher education across Indonesia. However, concerns about students proficiency remain widespread. Despite the importance of integrating technology into English instruction, especially for enhancing critical reading and thinking skills, many teachers still rely on intuition rather than a systematic needs analysis when developing teaching materials. Consequently, the content often fails to address learners actual needs or improve language mastery effectively. This study aims to explore the specific needs and challenges EFL students face in developing critical reading skills and their perceptions of augmented reality (AR)-based materials used in such classes. A mixed-methods approach was employed, involving surveys and interviews with 79 purposively selected students from two private universities in West Java, Indonesia. Findings revealed that students commonly use online platforms as sources for critical reading activities. They acknowledged the importance of critical reading and expressed that AR significantly enhanced their engagement and fostered independent learning. Pedagogical advantages of AR-based materials included promoting multisensory learning, improving students critical literacy and confidence, increasing enjoyment, and supporting a student-centered approach to technology. Additionally, AR allowed for the integration of virtual and real-world element in meaningful learning environments, which helped reduce cognitive load. The students also recognized ARs role in expanding access to education by making learning experiences more inclusive, engaging, and responsive to diverse learning preferences. Overall, AR-based materials were perceived as a valuable tool to support the development of critical reading skills in English language education
Effects of using code-switching for teaching and learning of English as a second language in a multilingual environment
Full text linkThe influence of code-switching on ESL teachers and students in a multilingual setting is regarded as one of the causes of poor learning and grammatical errors in English in Nigeria. This study investigated the effect of code-switching on English language instruction and learning in a multilingual region of Northern Nigeria. The primary objective of this study was to investigate the impact of code-switching on the instruction and learning of English by the ESL students in a multilingual region of Northern Nigeria. Myers-Scottons Markedness Model theory and quantitative technique were utilized. A questionnaire was used for data collection, and descriptive statistics were employed to analyse the demographic and questionnaire items using frequency distributions, means, and tables. Responses were expressed in percentages. The students from the Nigerian Certificate in Education programme participated in the study. The findings showed that the teachers and students employed code-switching in the classroom, and it had both positive and negative consequences. The results revealed that code-switching facilitated comprehension of lessons for the students with limited English abilities and eased the workload of the teachers, among other benefits. However, it had adverse effects on the students use of English at the tertiary level of education, as it affected their reading and writing abilities and proficiency. The study suggests that ESL teachers, policymakers, and researchers tailor their instructional approaches by considering students linguistic abilities, cultural backgrounds, and educational outcomes, which encourages the students use of the English language to improve their proficiency
Fards al-Jinn: A compact Acehnese translation for learning Jurjn's rudimentary Arabic grammar in Aceh
No full textArabic, regarded as the language of the educated in both present and past Aceh, facilitates the comprehension of numerous Islamic didactic texts authored by scholars from the Arab world and other Muslim regions. A widely studied text connecting the Acehnese people to this scholarship is Jurjns manual, designed to introduce basic grammatical rules to Arabic beginners. Toward the end of the twentieth century, the prolific Acehnese scholar Abu Teupin Raya (Teungku Muammad Al Irsyd) translated Jurjns text into the Acehnese language under the title Fards al-Jinn f Tarjamah al-Awmil al-Jurjn bi Lisn al-Ulam al-Qudam bil-sy, aiming to simplify Arabic grammar for Acehnese students. This paper explored into the oral features of the text, examining the constants and patterns in the relationship of Arabic, Malay, and Acehnese languages. It highlighted the authors method of using Acehnese language to render the original Arabic source and discussed the exclusivity of Acehnese as an official language within the dayah (traditional Islamic schools). Using the Faircloughian Critical Discourse Analysis (CDA) approach, the text was analyzed as discourse fundamentally linked to its socio-political context. The study employed a three-layer interpretation (micro, meso, and macro levels), as suggested by the approach. The findings revealed that the literal translation technique employed by Abu Teupin Raya reflects an oral translation mode commonly practiced by teachers in Acehnese traditional Islamic schools. Furthermore, the awareness of Aceh as a distinct nation was already evident during the authors lifetime, highlighting the linguistic distance between Acehnese and other languages, especially Arabic and Malay
Discourse on gender: A linguistic analysis of body autonomy and patriarchal narratives in Wa Ndiu-Diu
Full text linkWandiu-diu is a folktale from the Wolio community in Southeast Sulawesi, Indonesia, that depicts a family with two children, where the husband is a fisherman and the wife is a housewife. The husbands role is crucial, as his occupation and actions contribute to the construction of gender roles and power. This article argues that this folktale serves as a mechanism of control over womens bodies, underpinning patriarchal structures through three roles: married women, mothers, and independent women. Using Simone de Beauvoirs gender framework, this study categorizes the data into these three roles and analyzes relevant narratives from the tale. Beauvoirs gender theory critiques the Othering of women, highlighting their historical subordination to men in social, cultural, and political spheres. The findings reveal that Wandiu-dius transformation into a mermaid symbolizes patriarchal control over womens bodies. Marriage binds women to their husbands, motherhood renders them vulnerable through self-sacrifice, and seeking independence makes them objects of societal ridicule. The mermaid figure, rather than signifying freedom, eventually represents patriarchal constraints. Hence, the linguistic choices in Wandiu-diu reinforce patriarchal power, shaping portrayals of womens roles and struggles. Through lexical selection, narrative structure, and dialogue, the tale depicts women as subordinate, their autonomy met with resistance and punishment. Male speech, marked by imperative verbs and possessive pronouns, asserts dominance, while the mothers indirect speech reflects constrained autonomy. While appearing to symbolize female liberation, the tale eventually fortifies patriarchal oppression in the Wolio community of Southeast Sulawesi
The impact of diversified intelligences on intermediate EFL learners L2 writing skills
Full text linkThe goal of this study was to determine how diversified intelligence (DI) can predict various aspects of L2 writing. To achieve this, 120 intermediate English as a Foreign Language students were selected using the Oxford Quick Placement Test (OQPT). The learners were given Abdulaal, Alenazi et al.s (2022) DI questionnaire. The participants were asked to prepare an argumentative essay in sixty minutes on a given subject. Each writing componenttenor, organization, coherence, vocabulary, grammar, spelling, and pronunciationwas considered when assigning a score to the students writings. The inter-rater reliability, as determined by Pearsons correlation, was 0.87. The data were analyzed using multivariate regression in AMOS (Version 22) to answer the following basic research question: Which types of DIs contributed to various characteristics of L2 writing? The findings demonstrate how diversified intelligence impacted different aspects of learners writing. It was discovered that intrapersonal, musical, and naturalistic intelligence significantly impacted the grammar of EFL students writings; kinesthetic, existential, logical, and naturalistic intelligence had an impact on the punctuation components of L2 writings; verbal, kinesthetic, and naturalist intelligence had influences on students writing organization; visual, interpersonal, logical, and existential intelligence played a significant role in the students cohesion; and finally, logical, and existential intelligence significantly impacted the relevance and sufficiency of the thematic tenor