Enhancing English Learning in an Islamic University Context: Identifying and Addressing Key Challenges

This study explores the factors contributing to students' difficulties in achieving effective English learning at the Muslim University of Indonesia (UMI) and identifies strategies to overcome these challenges. Utilizing a qualitative descriptive research design, data were collected through observations, interviews, and documentation with five fifth-semester students from the English Department. The findings reveal six critical barriers: lack of practice, vocabulary deficiency, environmental factors, lack of interest, low self-confidence, and pronunciation challenges. These factors significantly hinder students' English language proficiency, which is essential for their academic and professional success. The study suggests targeted interventions, including increasing practice opportunities, enhancing vocabulary instruction, creating supportive learning environments, tailoring materials to students' interests, building confidence, and improving pronunciation practice. The implications of these findings highlight the need for comprehensive and context-specific strategies in English as a Foreign Language (EFL) education. Future research should further investigate these areas, considering alternative interpretations and the long-term impact of these factors on language proficiency. By addressing these challenges, educators and policymakers can enhance English language education and support students in achieving their full potential

Holistic Education through Storytelling: Enhancing Student Character in English Literacy Programs

Schools worldwide are encouraged to implement literacy programs to foster lifelong literacy in students, aligning with the "Merdeka Belajar" (Free Learning) program promoted by the government. Despite various limitations, schools strive to achieve literacy goals by fostering students' character. This research aims to investigate: 1) the implementation of an English literacy program based on storytelling for character building, and 2) the efforts made by teachers to develop students' character through storytelling-based English literacy. This study used a qualitative descriptive approach, employing observation, interviews, and documentation for data collection and analysis. The subjects included two model teachers and students from classes X-1 and X-3 at Madrasah Aliyah Negeri (MAN) 2 Makassar during the first semester of the 2023/2024 academic year. Prior to the research, discussions with teachers covered learning methods, activity schedules, and agreed topics. The findings revealed that the implementation began with prayer, followed by reviewing narrative text material, conducting Q&A sessions, assigning tasks, and performing storytelling. These activities fostered discipline, hard work, responsibility, and creativity among students, who achieved a very good category percentage of 87.68%. This indicated high enthusiasm and motivation at every program stage. The program's relevance is further supported by the importance of literacy as emphasized in Q.S. al-Alaq verses 1-5. Additionally, teachers made significant efforts to develop students' character through disciplined storytelling, hard work, responsibility, and creativity. Students were encouraged not only to memorize story texts but also to paraphrase creatively, retell stories, and create video storytelling projects. This study highlights the importance of integrating character education into the curriculum through innovative methods like storytelling. The results provide a model for other educational institutions and underscore the need for a holistic approach to education that encompasses both cognitive and moral development

Translanguaging in the ESP Context: Saudi Students' Perceptions of the Bilingual Practices

Applied linguists address translanguaging from a variety of angles to comprehend its effectiveness, applicability, and how it supports or undermines social and educational goals in various bilingual and multilingual environments around the world. A small number of studies have been carried out to demonstrate the reality of pedagogical translanguaging in the context of higher education and, more specifically, in countries where the official language is distinct from the language of instruction in language education. Therefore, this study broadens the understanding of translanguaging practices in English for Specific Purposes (ESP) programs in Saudi universities through the perceptions and perspectives of ESP undergraduate students. The participants of this study were ESP 150 students at the University of Bisha. The data was obtained quantitatively and qualitatively using three research tools: the learners’ questionnaire, observation of teaching sessions, and semi-structured interviews with the learners. The findings indicated that students have a positive attitude towards translanguaging. They found it a useful pedagogical strategy to improve their understanding of ESP terminologies and their field-related complex terms. On the pedagogical level, the study contributed to the field of translanguaging by providing a clear picture of how students perceive translanguaging and how the use of the mother tongue along with English in the classrooms was significant in engaging the students in the learning process

Empowering English Language Learners: Mitigating Speaking Anxiety through Team Assisted Individualization (TAI) Model in the EFL Junior Highschool Context

This study investigated the efficacy of the Team-Assisted Individualization (TAI) model in reducing speaking anxiety among ninth-grade students at SMPN 30 Makassar. The research utilized a pre-experimental design, collecting data through observations and Likert Scale questionnaires analysed descriptively. Initially, none of the 20 students experienced low levels of anxiety; however, post-treatment results showed a significant reduction in anxiety levels with no students reporting high or very high anxiety, and 80% reporting low anxiety. Significantly, the mean questionnaire score increased from 49.25 before the intervention to 82.10 afterwards, indicating a substantial decrease in anxiety. This outcome aligns with existing literature suggesting that lower anxiety levels facilitate better language performance. Observational data also reflected a decrease in student engagement from 89% in the first session to 57% in the fourth, suggesting varying levels of participation throughout the study. The TAI model's effectiveness in significantly lowering anxiety was confirmed through a t-test showing a significance level of 0.000, which is well below the conventional threshold of 0.05, thereby supporting the acceptance of the hypothesis that TAI reduces speaking anxiety. These findings underscore the potential of interactive and individualized teaching strategies in reducing language learning anxiety. The sustained engagement and active participation fostered by the TAI model suggest that such approaches can significantly enhance language learning environments by reducing anxiety and encouraging more active involvement from students

From Rainbow to Rambo: Speaking to an AI and the Taiwanese English Pronunciation Intelligibility

The purpose of the study was to investigate the pronunciation intelligibility of Taiwan English (TE). An artificial-intelligence (AI)-enhanced automatic speech recognition (ASR) software program was used to perform a speech-to-text transcription, which enabled voice recognition algorithms to automatically produce orthographic transcription(s) of the Taiwanese university students’ speech samples. The findings based on the intelligibility scores and the comparison of the phonetic discrepancies of the transcribed words suggest that TE appears to be highly intelligible, however, it was clear that sub-varieties of TE exist, bordering from basilect (perceived to be less prestigious) to the cultivated/educated acrolect form, which is closer to the standard American English (SAE), thus making it even more challenging to identify a standardized TE. Nonetheless, the (in)accuracy of the ASR transcription gave the students the opportunity to reflect on their English pronunciation, to consider how comprehensible they sound, and to strive "to own" their English as part of their Taiwanese identity.

Integrating Creativity and Technology in English Language Teaching: A Systematic Review of Pedagogical Innovations and Assessment Strategies in EFL Contexts

The teaching and learning of English as a foreign language (EFL) have undergone significant changes in recent years. Educators are increasingly adopting creative and innovative approaches to enhance student engagement, critical thinking, and language proficiency. The objective of this systematic investigation is to probe further the level of creativity and innovative thinking observed in teaching the English language nowadays. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A comprehensive search of electronic databases, including Scopus, Web of Science, and ERIC, was performed to identify relevant studies published between 2010 and 2024. The search terms included "creativity," "innovation," "English language teaching," and "learning." The inclusion criteria were studies that focused on the application of creative and innovative methods in EFL teaching and learning. The exclusion criteria were studies that did not meet the inclusion criteria and those that were not written in English. The systematic review identified 128 studies that met the inclusion criteria. The studies were categorized into three main themes: (1) creative teaching methods, (2) innovative assessment strategies, and (3) technology-enhanced learning. The findings revealed that creative teaching methods, such as project-based learning and role-playing, significantly improved student motivation and language skills. Innovative assessment strategies, such as peer assessment and self-assessment, enhanced student autonomy and critical thinking. Technology-enhanced learning, including the use of educational apps and virtual reality, improved student engagement and language proficiency. The systematic review highlights the importance of creativity and innovativeness in English language teaching and learning. The findings suggest that educators should adopt a variety of creative and innovative methods to enhance student engagement, critical thinking, and language proficiency. The review additionally provides insight into the effectiveness of different teaching methods and measurement approaches

Mainstream (Interchange Series) Vs. Non-Mainstream (Alternative View Series) English Textbooks: Students’ Perception

This study looked into the ways in which English as a foreign language (EFL) learners view a mainstream textbook (New Interchange Series) versus a non-mainstream (Alternative View Series). Of special focus was the students’ perception of the content of the textbooks used in the class, class activities, linguistic improvement, and overall satisfaction with the two textbooks. The participants of the study comprised 100 students who were divided into two equal groups: 50 students in the mainstream cohort and 50 in the non-mainstream cohort. The data was collected using an 11-item questionnaire designed to measure the main constructs of the study. This questionnaire was administered at the end of the course. Data analysis was done through the use of SPSS. The main findings indicate that students were more satisfied with the non-mainstream textbook (Alternative View) than the mainstream textbook (Interchange)

Lecturers' Interpersonal Communication Skills and Their Influence on Student Engagement in EFL Speaking Classes

This study examines the role of lecturers' interpersonal communication skills in enhancing English as a Foreign Language (EFL) speaking classes, focusing on both verbal and nonverbal communication strategies. Using a qualitative approach, data were collected through semi-structured interviews and classroom observations involving two EFL lecturers in Indonesia. The findings reveal that lecturers’ deliberate application of interpersonal communication, including verbal techniques such as modeling English use and engaging discussions, as well as nonverbal cues like gestures and body language, positively impacts students’ motivation, confidence, and active participation in speaking activities. Lecturers highlighted the importance of building rapport and creating a supportive classroom environment to foster student engagement, aligned with Vygotsky's Social Constructivist Theory on interactive learning. However, challenges related to cultural variations in nonverbal communication were noted, indicating a need for intercultural awareness in diverse classrooms. This study contributes to EFL pedagogy by emphasizing the significance of interpersonal communication in promoting effective language learning and suggests incorporating communication skills training into EFL teacher development programs

Politeness Strategies in EFL Classroom Interactions: A Study from a Junior High School in the Southeast Asian Context

Politeness strategies are crucial in social interactions, including educational environments. Their application in classrooms is recommended to nurture positive relationships between teachers and students. This thesis seeks to identify the politeness strategies utilized by both teachers and students in an EFL classroom. Employing a qualitative descriptive research method, the study involved an English teacher and 38 students from a secondary school in Kediri, Indonesia. Data were gathered through observations over five teaching sessions, then reduced, displayed, and analyzed to form conclusions. The results indicated that the teacher employed four types of politeness strategies in the EFL classroom, with a total of 108 utterances categorized as follows: 47 instances of positive politeness, 18 of negative politeness, 32 on-record strategies, and 11 off-record strategies. Similarly, students used four types of politeness strategies, totaling 46 utterances, including 24 instances of positive politeness, 30 of negative politeness, 22 on-record strategies, and 12 off-record strategies. Understanding and utilizing these strategies can enhance communication effectiveness, particularly in formal and professional settings

Improving Students' Descriptive Writing Skills Through Collaborative Writing Using Canva Application

Developing descriptive writing skills equips students with the ability to communicate effectively, enhances their observation and critical thinking abilities, encourages creative expression, and fosters empathy and perspective-taking. These skills are valuable not only in academic settings but also in various personal and professional contexts, allowing students to effectively engage their audience and express themselves with clarity and impact. Thus, students need collaborative learning and appropriate instructional media to develop their descriptive writing perfectly. This study aims to determine whether the collaborative writing method using the Canva application can improve EFL students' abilities in descriptive writing. This study used one group pretest and posttest design involving 32 students at one of the junior high schools in Gresik. The data was collected through pretest and posttest in the form of essays. The results of the paired sample t-test showed a significant value of .000 less than .05, which can be interpreted that there is a significant difference in the students' pretest and posttest.  The conclusion obtained that the collaborative writing method using the Canva application can improve students' descriptive writing skills. Teachers can utilize this type of research to effectively instruct pertinent subjects to their students. Additionally, it serves as a source of inspiration for other scholars, encouraging them to delve into more profound investigations