Jul 2026· ELP: journal of English language pedagogy· Vol 11, pp. 140-156· 0 citations· 25 references
Abstract
Despite the global importance of English, many university students still struggle to achieve expected English proficiency. This study explores the gap between lecturer teaching methods and student learning preferences in English courses at a university in Cilegon, Indonesia. Using a qualitative approach based on Communicative Language Teaching (CLT) and Affective Filter Theory, semi-structured interviews were conducted with 15 students and 5 lecturers. The data were analyzed using thematic analysis by Braun and Clarke. The findings show a clear mismatch between teaching methods and student preferences. While 80% of lecturers used theory-focused teaching, 87% of students preferred practical and communicative activities. Differences were also found in the use of technology, where lecturers mainly used digital tools for delivering materials, while students preferred learning through songs and films. These differences increased students’ anxiety about making grammar mistakes. The study shows that learning difficulties are influenced more by teaching approaches than by students’ motivation to learn.
Code mixing is commonly used in multilingual English as a Foreign Language (EFL) classrooms to facilitate communication and support students’ understanding of learning materials. However, students’ perceptions toward the use of code mixing in English teaching remain underexplored, particularly in Islamic senior high school contexts. Therefore, this study aimed to investigate students’ perceptions of the use of code mixing in English teaching and explore its impacts on students’ learning experiences at Islamic Senior High School Al Mubarok. This study employed a descriptive qualitative design. The participants consisted of 32 tenth-grade students, with six students selected for semi-structured interviews. Data were collected through a printed questionnaire and semi-structured interviews and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings revealed that students perceived code mixing positively because it helped them understand learning materials, classroom instructions, listening activities, and unfamiliar vocabulary more easily. In the affective aspect, students reported feeling more comfortable, relaxed, and less anxious during English learning activities. In the conative aspect, code mixing increased students’ confidence, motivation, and willingness to participate in classroom interactions. Furthermore, the findings indicated that code mixing facilitated comprehension, enriched vocabulary knowledge, reduced learning anxiety, and encouraged active participation in learning activities. These findings imply that English teachers in multilingual EFL classrooms may strategically use code mixing to support students’ comprehension, foster classroom engagement, and create a more supportive learning environment, particularly for learners with limited English proficiency.
Siti Wahida, Siffa Annisa Fitri Ramadhani, Fidiatun Adiyan· Teaching English as a Foreig...· 0 citations
Students' motivation remains a central issue in English as a foreign language learning because it influences their willingness to participate, persist, communicate, and develop autonomous learning habits. In many classroom contexts, students still perceive English as difficult, distant from daily communication, and strongly associated with examination pressure. Digital-based instruction offers opportunities to increase motivation by providing multimodal input, interactive tasks, immediate feedback, flexible access, and more authentic exposure to English. However, the motivational role of digital instruction depends on how students experience the learning process, not merely on the presence of technology. This study aims to explore students' motivation in learning English through digital-based instruction in Indonesian EFL school contexts. A qualitative case study design was employed. Data were collected through semi-structured interviews, focus group discussions, classroom observations, students' reflective journals, and learning document analysis. The participants consisted of 36 junior secondary students and two English teachers. The data were analyzed thematically. The findings revealed four major themes: digital-based instruction increased situational interest, supported learner autonomy, strengthened confidence through feedback and peer interaction, and created motivational tensions related to distraction, access, fatigue, and English anxiety. The study concludes that digital-based instruction can enhance students' motivation when digital tools are pedagogically structured, emotionally supportive, interactive, and aligned with students' language needs. Technology should therefore be treated as a motivational mediator rather than as an automatic solution for English learning.
Cempa Huzaimah, Inayatul Muntaqiyah· Sensei International Journal...· 0 citations
This study investigates the perceptions and motivation of both teachers and students regarding the use of technology in English language instruction at two central Algerian universities, Ziane Achour University of Djelfa and Ammar Theliji University of Laghouat. Technology has become an increasingly influential force in higher education, yet its motivational role in under resourced English language learning contexts remains insufficiently understood. In this study, technology refers to educational digital tools used in English language learning, including multimedia resources, mobile applications, online platforms, presentation tools, and communication technologies. Employing a qualitative research design, data were collected through semi structured interviews with fifteen university teachers and focus group discussions with twenty five students from the English Language departments in the selected universities. Analysed using Braun and Clarke’s (2006) reflexive thematic analysis. The findings reveal that bot h teachers and students generally perceive technology as a powerful motivational and pedagogical resource that supports engagement, autonomy, and collaboration. At the same time, the results highlight persistent challenges, including limited resources, inadequate training, and unsupportive institutional environments. The study concludes that although there is strong support for integrating technology into English language education, its motivational effectiveness depends substantially on institutional support, digital literacy, and balanced pedagogical implementation rather than on access to technology alone.
Snani Nourhane, Merdjani Imane, Boukhechba Hicham et al.· Journal of education and sci...· 0 citations
This study investigated students' and teachers' perspectives on English academic writing in an English Education Department of an Islamic State College in Indonesia, with a particular focus on a supplementary Literature Review (LR) course. Employing a classroom-based action research design, the study involved fifteen EFL undergraduate students (all female) in their seventh semester of study. Data were collected through questionnaires administered at the beginning and end of the LR course, supplemented by semi-structured interviews with five students and four teachers. Questionnaire data were analysed using descriptive statistics, while interview data were analysed thematically to identify recurring patterns. Findings revealed that students held largely positive attitudes towards English academic writing in terms of interest and enjoyment; however, they demonstrated a marked lack of confidence in their writing ability. Lexicogrammar, particularly grammar and vocabulary, emerged as the most frequently identified area of weakness, while affective factors such as motivation were more commonly cited as strengths than actual writing skills. Both students and teachers identified the absence of explicit genre instruction, particularly regarding the literature review genre, as a significant curriculum gap. It is recommended that explicit, genre-focused instruction be introduced earlier in the curriculum to develop students' genre knowledge and confidence in academic writing.
Nur Afifi· IJELTAL (Indonesian Journal...· 0 citations
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
This study explores the implementation of differentiated instruction (DI) in language skills development courses for English majors at Hanoi National University of Education (HNUE). The study adopted a mixed-methods approach, collecting quantitative data through questionnaires with 207 students and 18 lecturers, and qualitative data through classroom observations and semi-structured interviews with selected lecturers. The findings demonstrate that lecturers and students generally perceived DI as necessary; however, its implementation was uneven. In addition, DI implementation was limited to content and process differentiation, while product and learning environment differentiation were less evident. The findings also identify a number of factors that influenced the implementation of DI, including large class sizes, limited lesson duration, rigorous curriculum, learner diversity and other teacher-related factors. The study suggests that a clearer insight into the concept and greater support from the university are required to enhance DI implementation in university English classrooms.
T. Triệu· VNU Journal of Foreign Studi...· 0 citations