PANYONARA: Journal of English Education

Short-Term Gains, Long-Term Loss: Investigating EFL Students’ Retention of Academic Articles After Guided Writing

2025-09-30T23:01:35+07:00

Guided academic writing courses have become common in EFL higher education, often helping students produce publishable articles. However, whether such instruction leads to lasting understanding or merely short-term task completion remains unclear. This study investigated how well undergraduate EFL students retained the content of their self-written academic articles after completing a one-semester guided writing course. Using an explanatory sequential mixed methods design, the research involved 40 students who completed a final exam task requiring them to reconstruct the abstract and main argument of their article without referring to the original. Their performance was then followed by semi-structured interviews with a stratified sample, supported by semester-long observational field notes. Results indicated that over 85% of students were unable to recall the core ideas from their own articles accurately. Thematic analysis, interpreted through the lenses of constructivist learning theory, levels of processing, and authorial identity, revealed several contributing factors: shallow cognitive engagement, limited topic relevance, over-reliance on templates and AI tools, and a lack of personal ownership in the writing process. These findings highlight a disconnection between writing performance and long-term learning. Unlike prior studies focusing primarily on writing quality or output, this research addressed post-writing memory, a dimension rarely explored in EFL writing research. The study calls for a pedagogical shift toward more reflective, cognitively engaging, and identity-driven writing practices that promote meaningful retention and deeper academic development.

Deep Learning Self-Regulation Strategies of Indonesian Learners of English as a Foreign Language

2025-09-30T23:01:36+07:00

In many Indonesian EFL classrooms, students still rely on teacher-directed, exam-oriented routines with limited explicit instruction on self-regulated learning. Self-Regulated Learning (SRL) strategies are critical for academic success, especially in English as a Foreign Language (EFL) contexts. In Indonesia, however, there remains limited research on the deep learning self-regulation strategies used by EFL learners and the impact of gender and academic grade level. This study explores the deep learning self-regulation strategies Indonesian higher education students use in learning English, focusing on gender and grade level differences. Using the Deep Learning Strategies Questionnaire (DLS-Q) and semi-structured interviews, the results show a moderate use of SRL strategies, with Basic Learning Strategies being the most frequent. These strategies involve task planning, goal setting, and self-monitoring. Summarizing and activating prior knowledge were more often utilized by male students through Basic Learning and Deep Information Processing Strategies compared to female students. On the other hand, females appeared to prefer Social Strategies such as group discussions and collaboration with peers. These, along with the lack of variation with grade level, were not significant from a statistical standpoint. This research proposes that employing Deep Learning Self-Regulated Learning (SRL) strategies, using visuals and reflective tools, may enhance student engagement during EFL instruction.

EFL Students’ Engagement on the Lecturer’s Global Comments as Written Corrective Feedback in Undergraduate Thesis Coursework

2025-09-30T23:01:36+07:00

Although there have been studies discussing written corrective feedback, there are still limited studies exploring how students engage with the written corrective feedback (WCF), especially the lecturer's global comments as WCF in the context of the EFL undergraduate thesis writing process. This interview study discusses students' engagement with the lecturer's global comments as written corrective feedback. Four students participating in undergraduate thesis coursework agreed to participate in this study. Data were mainly collected through interviews. The study indicates that the students demonstrated affective engagement, like becoming more patient and satisfied with their drafts, confident with their writing, and responsible with their tasks. They also demonstrated behavioural engagement, such as responding to feedback regularly and becoming more consistent with the content. They also show cognitive engagement, such as being more attentive, detailed, and focused in the coherence of citations and references with background, research questions, and methodology, and grammatical accuracy, based on the lecturer's feedback on the process of writing an undergraduate thesis. However, the findings in this study are still limited to identifying the types of engagement from the lecturer's global comments as WCF. Future research may include more deliberative discussion on localised comments and surface versus deep-level awareness of WCF.

From Willingness to Competence: Investigating Primary Teachers’ Readiness for EMI Implementation

2025-09-30T23:01:36+07:00

English as a Medium of Instruction (EMI) is increasingly promoted in Indonesian primary schools to accelerate bilingual competence, yet evidence on teacher readiness remains limited. This explanatory sequential qualitative-methods study examined the EMI readiness of 108 teachers from elementary schools in East Java. An adapted 16-item EMI-Readiness Scale (α =.89) and three open-ended prompts captured quantitative and qualitative data across knowledge, skills, and attitude dimensions. Descriptive statistics revealed moderate overall readiness: conceptual knowledge (M = 2.75), pedagogical–linguistic skills (M = 2.64), and attitudes (M = 2.88). Only 40 % of teachers felt confident in spoken or written English, and the lowest means concerned oral fluency (2.39) and writing (2.41). Regression analysis showed perceived policy clarity was the strongest predictor of self-efficacy (β = .42, p < .01). Cluster analysis identified three attitudinal profiles—ready-supported (28 %), conditionally willing (46 %), and reluctant (26 %). Qualitative data uncovered reliance on ad-hoc self-learning, resource shortages, and ambivalent sociocultural positioning. The findings highlight a persistent gap between policy aspirations and classroom capability, driven by limited professional development, insufficient language proficiency, unclear guidelines, and infrastructural constraints. The study proposes a phased, resource-backed professional-development agenda that integrates content-language pedagogy, collaborative mentoring, translanguaging scaffolds, and systematic monitoring to foster sustainable EMI implementation.

Are Pre-Service EFL Teachers Ready for AI-Assisted Assessment? The Role of Assessment Literacy in the Digital Era

2025-09-30T23:01:36+07:00

Artificial Intelligence (AI) is transforming educational assessment, particularly in English as a Foreign Language (EFL) settings. As the use of AI is becoming increasingly rapid, pre-service teachers must become proficient with both Language Assessment Literacy (LAL) and preparation to utilize AI tools. Therefore, this study explored the relationship between LAL and AI-based assessment readiness among Indonesian EFL pre-service teachers. Adopting a mixed-method explanatory sequential research design, 200 respondents across 60 universities in Indonesia participated through a questionnaire survey followed by interviews with the highest and lowest AI readiness scores. The quantitative data found a significant moderate positive correlation, implying that higher LAL is associated with greater readiness to use AI-based assessment. Moreover, the descriptive data indicated that while most participants demonstrated high LAL, their AI readiness was only moderately high. Qualitative data revealed that the respondents with better LAL have critical views about practices when it comes to assessment. The research concluded that to effectively integrate AI into assessment practices, pre-service teachers not only need technology skills training but also a solid assessment knowledge. These results have implications for the curriculum in teacher education, for which there is demand for integrated frameworks that link assessment theory with ethical AI implementation.

Perceptions and Experiences of Flipped Learning in English Language Teaching Departments in Indonesia

2025-10-03T12:08:15+07:00

This paper aims to explore the perceptions and experiences of flipped learning in English teaching classes in Indonesian universities. Firstly, it explores the implementation of flipped learning worldwide in the context of English teaching. Afterwards, interviews will be conducted with the heads of departments with at least one lecturer implementing flipped learning and students who are taught using flipped learning in their English classes. From the literary works, it is found that flipped learning’s benefits are in line with the need to improve Indonesian English Language Teaching. Regarding the drawbacks, flipped learning is not against the regulations of higher education institutions. Instead, it enforces the policies decreed in the university context. According to the heads of the departments, flipped learning will be more widely accepted in the future. However, there is one big concern regarding resources, particularly in remote areas. The students report better learning experiences, but also complain about study load, time limitations, IT issues, language barriers, and distractions. In addition, the student-participants also suggest being facilitated with more feedback and interactive yet meaningful activities in class.

Comparative Experiences of EFL Students Using Gamified Versus Traditional Web-Based Grammar Practice: A Qualitative Case Study

2025-09-30T23:01:37+07:00

The increasing use of digital tools in English as a Foreign Language (EFL) instruction has transformed grammar learning, offering contrasting affordances. This study explored how university-level EFL students in Indonesia experience gamified (Quizizz) versus traditional web-based grammar platforms. Adopting a qualitative case study with 30 participants, data were collected through classroom observations and semi-structured questionnaires based on 15 behaviorally anchored indicators aligned with three research questions. Findings revealed that Quizizz heightened engagement through competitive elements, immediate feedback, and peer interaction—though some learners experienced stress due to time constraints. In contrast, traditional grammar websites promoted self-paced study, detailed explanations, and conceptual clarity, albeit with lower interaction and occasional disengagement. Cross-platform comparison showed learners valued both tools: Quizizz for motivational drill practice and traditional platforms for in-depth understanding and exam preparation. These insights suggest that neither platform alone is universally optimal. A blended instructional approach, combining gamified engagement with structured guidance, offers a more balanced grammar learning experience tailored to diverse learner preferences. Future research should include longitudinal and comparative designs across proficiency levels and integrate theoretical perspectives such as Self-Determination Theory and the Technology Acceptance Model to further elucidate learners' motivation and platform use.

Students' English Competence, Transformative Thinking, Creativity, and Work Readiness in the Gig Economy Era

2025-09-30T23:01:37+07:00

Abstract: As the gig economy era reshapes the global workforce, job readiness demands more than technical skills. Therefore, transformative thinking, creativity, and English competence become crucial. This study aims to explore how students from various backgrounds perceive the importance and the role of English competence, transformative thinking, and creative thinking in the gig economy era. Furthermore, this study also analyzes the relation between students’ socioeconomic background and their level of English competence toward their job readiness. Using a descriptive qualitative approach, data were collected through a reflective instrument based on open-ended questions designed to explore students’ views and strategies in facing the challenges of the gig economy era. Fifty-one students with different characteristics, including high and low achievers and socioeconomic backgrounds, volunteered for the study. Thematic analysis was used to identify mindsets and work readiness that emerged from their narratives. The findings revealed that English competence is strongly related to self-confidence, professional communication effectiveness, and the ability to build global connections. Meanwhile, transformative and creative thinking encourages students to think critically, adapt to change, design creative solutions, and think outside the box. Furthermore, developing work readiness requires motivation, engagement, and reflective thinking because these qualities enable students to adapt, learn, and perform well regardless of their financial situation.

The Implementation of Cooperative Learning: A Case Study at International Primary Classroom

2025-09-30T23:01:37+07:00

Abstract: Cooperative learning (CL) is an instructional approach that facilitates students’ knowledge construction through collaborative interaction in small groups. This qualitative case study explores how CL has been applied in an international primary classroom setting where located in Gresik East Java Indonesia. Two English teachers were interviewed using semi-structured interview and their classes were observed to collect the data. The data were analysed using thematic analysis. The findings showed that CL enhances active engagement, collaboration, and cognitive learning. However, teachers faced several barriers in implementing CL, including time constraints, differences in student’s skill levels, and classroom management. To address these challenges, teachers employed diagnostic assessments, flexible grouping, and structured reflections. These findings suggest that while CL is beneficial, its success depends on sufficient teacher training, especially in culturally diverse classrooms. The study underscores the importance of sustained professional training and adaptive strategies to maximize the effectiveness of CL in multicultural setting.

Students’ Reading Anxiety and Comprehension in An Indonesian Madrasah: A Correlational Case Study

2025-09-30T23:01:37+07:00

The capacity to extract information from written texts and exhibit knowledge or comprehension of that information is known as reading comprehension. The word "anxiety" is vague and difficult to define and describe in a straightforward statement. Feelings of unease, dissatisfaction, self-doubt, apprehension, or worry are frequently linked to anxiety. The objective of this research is to investigate the correlation between student’s anxiety and reading comprehension. This research employs quantitative correlational study, with 54 samples of students. The analysis method uses adapted FLRAS and reading comprehension test. Students' anxiety levels and their reading comprehension achievement had negative association of -0.407, according to the research's statistical analysis. This correlation's N.Sig value of.002 (less than 0.05) indicated that it was also statistically significant. As a result, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.

Integrated Islamic Elementary School Uses Spiritually Charged Reading-Writing Resources for English Language Learning

2025-09-30T23:01:37+07:00

This study aims to describe the utilization of spiritually nuanced reading and writing resources for learning English in Integrated Islamic Elementary Schools, as well as its impact on students' language skills. The research used a qualitative approach with field methods through interviews, observation, and documentation. The results showed that the implementation of an independent curriculum is supported by regular training for teachers, implemented in grades I and IV with the concept of differentiation, channelling students' talents and interests through extracurricular activities. This curriculum adopts Active Deep Learner Experience and innovates Individualization, Interaction, Observation, Reflexion with an integrated approach. The utilization of learning resources includes teachers, textbooks, worksheets, technology devices (microphones, amplifier, LCD projectors, laptops), language laboratories, and English Club activities. The textbooks published are tailored to Islamic spiritual values and student needs. The positive impact of this curriculum is the increased creativity of teachers in integrating modern learning resources with science and technology and strengthening students' interests and talents through personalized and innovative learning. The concept of differentiation is effective in attracting students' interest in learning.

Inclusive English Teaching Strategies at SLBN 1 Tanjungpinang: Blind vs deaf students

2025-09-30T23:01:37+07:00

This study focuses on inclusive English teaching strategies for blind and deaf students at SLBN 1 Tanjungpinang, emphasizing that education must be ensured for all students, including those with special needs. The purpose of the study is to explore differentiated instructional approaches that align with the sensory modalities of each group to enhance learning outcomes. . Using a qualitative case study approach, the study employs field-based observations and reflective documentation as research methods. The study compares auditory and tactile strategies for blind students with visual-based methods for deaf students. The main findings indicate that blind students benefit from interactive storytelling, structured verbal activities, and tactile materials such as Braille, while deaf students gain from vocabulary modelling, sign language, and visual aids. The study concludes that adaptive pedagogy, tailored to sensory strengths, is critical for competency-based and inclusive English education in special schools, despite challenges like limited resources and the need for continuous teacher training.

Tactile Learning in Drama: Impacts on Students’ Vocabulary Acquisition and English Learning Engagement

2025-09-30T23:01:38+07:00

Various efforts have been made to enhance vocabulary acquisition and students’ engagement in English classrooms; however, studies that specifically highlight the application of tactile learning integrated with drama activities remain relatively limited. This study seeks to fill that gap. It aims to examine the impacts of tactile learning in drama activities on the English vocabulary acquisition and classroom engagement of eighth-grade students at SMPIT Khairunnas Bengkulu City during the English learning process. It used a case study with quantitative and qualitative approaches. The data were collected by conducting pre-test and post-test, Focus Group Discussion (FGD), Observation, and documentation. There were 87 students as respondents of the research. The result showed that the implementation of tactile learning through drama could improve students’ English vocabulary acquisition. The use of tactile learning approach in drama activities gave positive impacts in improving students’ engagement in English class. The result of the research strengthens opinion that tactile learning in drama activities is an effective and fun learning method to improve students’ English vocabulary acquisition and engagement in English class.

Investigating English Language Students’ Difficulties in Research Article Writing

2025-09-30T23:01:38+07:00

This study investigates the difficulties faced by students in the English Language Education program when writing research articles, a mandatory requirement for degree completion. Using an explanatory sequential mixed- methods design, data were collected from questionnaires completed by 66 students and semi-structured interviews with four selected participants from universities in Malang, Indonesia. The study explored the types of writing difficulties experienced by EFL undergraduate students and identified the key factors contributing to these challenges. The findings reveal that language problems, particularly grammar, vocabulary, and sentence structure, are the most significant difficulties in research article writing. Content-related challenges, such as organizing ideas coherently and developing detailed arguments, also significantly affect students. Additionally, students struggle with understanding the structure of research articles and with citation and referencing conventions. Psychological and procedural factors, including limited supervisor feedback and poor time management, exacerbate these difficulties. These results provide valuable insights for educators to develop targeted strategies that address both technical and psychological barriers, thereby supporting students in improving their academic writing skills and succeeding in research article writing.