Aug 2026· Edulite: Journal of English Education, Literature, and Culture· Vol 11, pp. 668· 0 citations· 45 references
Abstract
English language proficiency in Indonesia remains low, particularly in Eastern Indonesia compared to other regions of the country. This study examines the English language learning strategies (LLSs) used by college students in Eastern Indonesia, focusing on speaking, listening, reading, and writing skills. A mixed-methods research design was adopted, employing adapted versions of Oxford’s Strategy Inventory for Language Learning (SILL) and Setiyadi’s Language Learning Strategy Questionnaire (LLSQ). Quantitative data were collected through Likert-scale items, while qualitative insights were obtained from open-ended questionnaire responses. The participants comprised 38 English majors (GPA 3.7–4.0) from eight universities in Eastern Indonesia. Descriptive statistical analysis indicated that cognitive strategies were the most frequently employed (M = 68.7%), followed by metacognitive strategies (M = 47.9%) and social-affective strategies (M = 31.2%). Repetition, translation, and contextual guessing dominated learners’ approaches, while peer correction and collaboration were least practiced. The qualitative findings demonstrate a strong preference for autonomous, technology-mediated English learning, particularly through online videos, podcasts, and AI-assisted tools. Learners blended formal instruction with informal, media-based practices, reflecting a self-regulated and accuracy-focused orientation. The study recommends pedagogical practices that encourage greater use of metacognitive and social strategies to enhance communicative fluency and reflective learning.
The implementation of the Common European Framework of Reference for Languages (CEFR) in Malaysia has increased the need to evaluate English language textbooks that support communicative competence. This study evaluated the effectiveness of English Plus 1 Year 5 in developing listening and speaking skills among Malaysian primary ESL learners. A convergent parallel mixed-methods design was employed, combining an evaluation of the ELT-TEC textbook with survey responses from 30 English-language teachers in Malaysian government primary schools. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis using NVivo 15. The findings indicate that the textbook generally supports oral language development through structured listening and speaking activities. However, teachers identified limitations related to support for lower-proficiency learners, authentic communication, cultural relevance, and classroom implementation. The study recommends enhancing CEFR-aligned instructional materials by incorporating more authentic tasks, differentiated learning zactivities, culturally relevant content, and greater professional support for teachers.
Vidhyalakshmi Gopalakrishnan, Yu Jin Ng, Anealka Aziz et al.· International journal of res...· 0 citations
The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.
Nurul Jannah Ahmad Ghulamuddin, Mohamad Iqbal Afham Mohamad Afandi, Nurhazwani Abd Halim· Gading Journal for the Socia...· 0 citations
Despite extensive English instruction, Vietnamese university students, especially those from rural, resource‑constrained backgrounds, often fail to achieve practical communication proficiency. This study investigates the factors affecting English learning outcomes among English‑major students at a major university in Can Tho, Vietnam, a Mekong Delta institution serving a predominantly rural population. A mixed‑methods design was employed: quantitative data were collected from one hundred students (stratified random sample), and qualitative data were gathered from a focus group discussion (FGD) (n = 8). Four ordinary least squares (OLS) regression models were estimated for speaking, reading, listening, and writing marks. Results indicated that an earlier age of beginning English learning positively predicted speaking, reading, and listening marks. Enjoyment of English learning significantly enhanced speaking, listening, and writing marks. Self‑study time at home positively affected speaking and reading marks. Surprisingly, better‑rated university facilities were negatively associated with all four skills—a “facilities paradox” suggesting that technology‑rich environments may hinder learning when pedagogical integration is lacking. Larger household size positively predicted reading and listening marks, and stable paternal occupation positively predicted speaking, reading, and listening marks. The findings confirm that intrinsic motivation, learner autonomy, and family support are interconnected drivers of English success, while a later onset and poorly integrated facilities are detrimental. These implications are transferable to comparable resource‑constrained English as a Foreign Language (EFL) contexts across the Global South, where rural‑serving universities face similar challenges. Replication studies across multiple sites are recommended.
Van Thi Thuy Tran, K. Ahmed· The International Journal of...· 0 citations
This study explores the effectiveness of English language learning among elementary school students at State Elementary School 20 Bireuen, Aceh, Indonesia. Effective English instruction at the elementary level is essential because it provides a strong foundation for students’ future language development and communication skills. This study aims to identify students’ learning experiences, teaching practices, and the factors influencing the effectiveness of English language learning. A qualitative descriptive approach was employed. Data were collected through classroom observations, questionnaires, and documentation involving 100 fifth- and sixth-grade students. The findings indicate that English language learning is generally effective, as reflected in students’ positive attitudes, active participation, and satisfactory understanding of the learning materials. Approximately 75% of students expressed a high interest in learning English, while 68% reported that they understood the lessons delivered by the teacher. Interactive teaching methods, including games, group discussions, and the use of visual media, were found to enhance students’ engagement and motivation. However, some students continued to experience difficulties, particularly in grammar and vocabulary, indicating the need for more individualized instructional support. In addition, teacher creativity, student motivation, and support from the home environment emerged as important factors influencing learning effectiveness. The findings suggest that implementing interactive teaching strategies and strengthening collaboration between schools and families can improve the quality of English language learning at the elementary school level.
Ika Rahmani, Nabila Aura Yusra, Anisa Amelia et al.· Journal Of Education And Tea...· 0 citations
English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
Mochammad Nur Faqih Khalilullah, Mochlis Ekowijayanto· Journal of Languages and Lan...· 0 citations
Vocabulary learning has been acknowledged as a persistent challenge for many English as a Foreign Language (EFL) learners, especially in contexts where vocabulary teaching is largely dependent on memorization and provides little opportunity for authentic language use. Mobile-assisted language learning (MALL) tools are becoming more and more available and applications such as Quizlet have been widely used to facilitate vocabulary development. This study investigated Vietnamese EFL students’ perceptions of using Quizlet for English vocabulary learning at Melbourne Polytechnic Vietnam. The study used a sequential explanatory mixed-methods design, comprising a questionnaire answered by 35 students and follow-up interviews with seven of the participants. Quantitative data were analyzed using descriptive statistics. Meanwhile, qualitative data were analyzed using thematic analysis. In addition, the results indicated positive perceptions of the usefulness, ease of use, engagement and satisfaction with Quizlet. Students identified Quizlet as a tool that improved vocabulary retention due to frequent exposure and retrieval practice, increased motivation through engaging and game-based activities, and provided easy access on mobile devices. However, participants identified several limitations, including repetitive learning activities, Internet-related issues and a lack of opportunities for contextualized vocabulary use. The study also suggests that Quizlet can be an effective supplement to vocabulary learning when incorporated with teacher guidance and communicative classroom practices. The findings add to the growing body of research on technology-enhanced vocabulary learning and have pedagogical implications for EFL instruction in Vietnamese higher education. Furthermore, the study extends existing research by providing insights into learners’ experiences with Quizlet in an underexplored Vietnamese tertiary EFL context.
Thao Nhi Le, T. Dương· EIKI Journal of Effective Te...· 0 citations
