Indonesian English As A Foreign Language Research Articles

A Systematic Review of Motivational Factors in Developing Speaking Skills Among Indonesian EFL Learners

This systematic review aims to identify the key motivational factors that influence the development of speaking skills among Indonesian English as a Foreign Language (EFL) learners. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, five studies were selected for in-depth analysis. The methodology involved the identification, screening, and thematic analysis of research focusing on motivational factors affecting speaking proficiency. The results indicate that both internal factors—such as self-confidence, personal satisfaction, and integrative motivation—and external factors—including teacher support, classroom atmosphere, task structure, and instructional media—play crucial roles in enhancing learners’ motivation to participate in speaking activities. The novelty of this study lies in its focus on the Indonesian EFL context, offering a comprehensive overview of how these motivational factors intersect in this specific educational setting. The study contributes to the field by providing practical recommendations for educators, suggesting that a balanced focus on internal drives and supportive external environments is essential for improving speaking proficiency among Indonesian EFL learners. This review thus highlights the importance of addressing both personal and environmental factors to foster greater participation and confidence in speaking activities.

Integrating Local Languages in Indonesian EFL Classrooms: A Literature Review on Pedagogical Implications

Integrating local languages in English as a Foreign Language (EFL) teaching has become a significant area of inquiry within Indonesia's multicultural educational landscape. This literature review explores the role and impact of local languages in supporting English language acquisition among Indonesian students. By examining fundamental studies and theoretical perspectives, this review addresses the challenges and benefits of incorporating local languages in EFL classrooms, including the potential for enhancing students' cultural identity, cognitive development, and linguistic skills. Findings from various studies highlight the pedagogical value of translanguaging and other multilingual approaches that leverage Local languages as a bridge for understanding English. However, the review also underscores obstacles such as lack of teacher training, limited resources, and institutional constraints. This study emphasizes the need for a more inclusive EFL curriculum that respects linguistic diversity and promotes sustainable language practices in Indonesia. Recommendations for future research are provided, focusing on effective strategies for balancing local and global language competencies within EFL pedagogy.

AI-CiciBot as Conversational Partners in EFL Education, focusing on Intelligent Technology Adoption (ITA) to Mollify Speaking Anxiety

This study examines the role of AI-CiciBot as a conversational partner in mitigating speaking anxiety among Indonesian EFL (English as a Foreign Language) students. The aim is to explore the integration of intelligent technology adoption (ITA) into classrooms to enhance language learning and reduce anxiety during speaking activities. The primary gap addressed in this research is the lack of technology-based solutions for oral language practice in Indonesia, where traditional curricula emphasize reading and writing over speaking. This study aims to fill the gap by introducing AI-CiciBot, a novel AI-powered conversational tool that provides a supportive, low-pressure environment for students to practice speaking English. The study uses a mixed-methods approach, combining quantitative data from pre-test and post-test scores and qualitative insights from student interviews. The research tools include a questionnaire and an AI-CiciBot platform for speaking practice. IBM SPSS Statistics analyzed the data, focusing on students' speaking performance and anxiety levels before and after using AI-CiciBot. Findings in this study show a significant improvement in students' speaking skills and a reduction in anxiety. The mean score for pre-tests was 49.17, which increased to 90.47 in post-tests, indicating AI-CiciBot's effectiveness. Interviews revealed that students initially hesitant to engage in speaking activities due to fear of judgment became more confident and willing to participate after practicing with the AI bot. This study contributes to the field of EFL education by demonstrating the potential of AI-driven tools like AI-CiciBot to address speaking anxiety and improve oral proficiency. It also highlights the importance of ITA in encouraging students to embrace AI-based learning solutions. To maximize learning outcomes, future research should investigate the long-term impact of AI-CiciBot on students' speaking proficiency and its integration with human instructors.

Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context

The willingness to communicate (WTC) of English-as-a-foreign-language (EFL) students requires a complicated process, including motivational, contextual, metacognitive, and communicative factors. Neglecting the intricate interplay of these factors may impede the attainment of desired levels of student WTC, thus underscoring the need for comprehensive investigation. The purpose of this exploratory factor analysis (EFA) is to investigate the complex interplay of motivational, contextual, metacognitive, and communicative factors as predictors of situated WTC in the Indonesian EFL context, which includes variables such as motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and L2 self-perceived communicative competence (SPCC). We used Partial Least Squares-Structural Equation Modeling (PLS-SEM) model analysis in a quantitative study design. An online questionnaire with 50 items adapted from prior studies was distributed to 310 EFL students from multiple universities in Indonesia who had taken English classes. The data revealed that motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and SPCC are major determinants of students’ WTC. These findings suggest that EFL educators can create language learning programs that encourage active involvement in communication tasks and enhance students’ WTC by recognizing and utilizing the factors that support it. This could lead to more effective and engaging language learning experiences, resulting in increased WTC in the target language. Further discussion focuses on educational consequences and future research recommendations.

When EFL learner identity intersects with their investment: Stories from Indonesia

Current research has looked at learner identity as a single construct and is studied as a separate entity from English as a foreign language (EFL) learners’ investment in learning. While the issue has gained much attention in recent times, there is an urgency to explore the intersection of learner identity and investment in English as a foreign language learning. To fill this lacuna, the present study employed a narrative inquiry to understand four Indonesian EFL learners’ identity construction and their investment. Data were garnered from individual semi-structured interviews that discerned the participants’ prior English learning experiences, present perspectives on learning English, and their future aspirations. In analyzing the data, we followed Braun and Clarke’s (2006) six-step analysis procedure. Findings suggest that learners’ prior learning experiences, current perspectives about the role of English in global communications, and their participation in the community of practice serve as mediators in their identity construction process and investment practices. In addition, investment influenced the way the participants constructed their identities as EFL learners. This study suggests the incorporation of identity-awareness pedagogy into the ELT curriculum in order to create more inclusive EFL teaching and learning practices.

Inspiring Through Interaction: The Impact of Teachers' Verbal and Non-Verbal Communication in EFL Classes

Effective verbal communication, including clear explanations and constructive feedback, ensures that students comprehend the material and feel supported. Nonverbal communication, such as gestures, facial expressions, and eye contact, significantly contributes to sustaining student engagement and motivation. This research examines teachers' various verbal and nonverbal communication techniques in English as a Foreign Language (EFL) classes and explores their impact on student motivation. The study involved two teachers and 57 students from senior high schools in Indonesia, employing a phenomenological qualitative approach. Data collection methods included observation checklists, interviews, and questionnaires. The analysis revealed that teachers utilized seven distinct verbal communication methods—lecturing, questioning, giving directions, providing praise and encouragement, and offering feedback—and seven nonverbal methods, including eye contact, hand movements, physical proximity, facial expressions, physical appearance, and chronemics (the strategic use of time). Among these, students rated suggestions, praise, and encouragement as the most motivating verbal interactions, while eye contact emerged as the most influential nonverbal factor. These findings underscore the need for targeted teacher training in these communication strategies to foster a more engaging and motivating learning environment, thereby enhancing student learning outcomes in Indonesian EFL contexts.

Enhancing Indonesian EFL Learners’ Speaking Skills through Digital Storytelling based on Local Folktales

This study investigates the effectiveness of enhancing Indonesian English as a Foreign Language (EFL) learners’ speaking skills through digital storytelling grounded in local folktales. The study, which was conducted among first-year university students at Universitas Bumi Persada consisting of 8 people, used a case study. The information was gathered by observing the lecturer who integrated both digital storytelling and local folktales into her instruction in the classroom. To gain more comprehensive data and in-depth information, students were also interviewed regarding their experiences and opinions. The study explores the integration of digital storytelling techniques with traditional local folktales to foster speaking proficiency among EFL students. The research intends to provide significant insights into creative language teaching methodologies by leveraging technology and local culture. The findings show that digital storytelling has a considerable impact on students' speaking ability, providing light on the possibilities of adding culturally rich narratives into language teaching. This study adds to the pedagogical discourse by highlighting the potential of digital storytelling as a catalyst for enhancing speaking abilities, particularly among EFL university students in Indonesia.

An Analysis of Environmental Education in Indonesian EFL Elementary School Textbooks

The worsening global environmental crisis highlights the urgency of integrating Environmental Education (EE) throughout the curriculum including in English as a Foreign Language (EFL) curricula. However, challenges exist, such as the development of appropriate curriculum documents and educators’ understanding of approaches to EE. This study looked at Indonesian EFL textbooks for elementary schools, focusing mainly on the images and how they can portray environmental themes. These images and some brief texts that accompany the images were examined using tools from ecolinguistics literature, including Stibbe’s (2021) nine stories and the United Nations’ EE objectives (UNESCO-UNEP, 1975). This study intends to fill a gap in the EE literature by analyzing images in elementary school textbooks in the specific context of Indonesia, generalizing the idea of EE to other contexts. Findings revealed that while some EE efforts were evident, the majority of the material leaned towards an anthropocentric (human centered) perspective, indicating a need for greater incorporation of insights from ecolinguistics to enhance the content. Moreover, in terms of EE objectives, the textbooks provided ecological knowledge but lacked emphasis on developing skills and encouraging student participation in solving environmental problems. Examples demonstrating the ability to evaluate and address environmental issues were also absent. Suggestions are made for future EE content in EFL materials.

The Preferred Use of Google Classroom Features for Online Learning in Indonesian EFL Classes

Google Classroom has been frequently used as an e-learning platform to substitute for Learning Management System (LMS), and the use of its features (Classwork, Stream, People, etc.) varies among teachers with different goals, focuses, and familiarity. However, research has not addressed how the selection of Google Classroom features affects students learning experience. Therefore, this study was aimed at finding out how Google Classroom features should be used to better facilitate online learning among students in English as a foreign language (EFL) classes. The data for this research was collected from ten leading schools in Indonesia, and 373 students participated in this study. Two questionnaires were used and delivered online, i.e. a Google Classroom Use questionnaire with Google Classroom features, consisting of 23 items, and a Technology Acceptance Model (TAM) questionnaire specified for EFL, consisting of 21 items with four constructs, i.e. usefulness, ease of use, intention, and actual system of use. The data were analyzed using multiple linear regression model to determine the effect of each Google Classroom feature on students’ perception of TAM indicators. The hypotheses were rejected at the significance level of 0.05. The research results show that there is a correlation between both variables. The results also show that Classwork and Stream features were significant predictors for almost all TAM indicators. In this case, Classwork feature covers learning activities, and Stream feature includes interaction or communication facilities. Based on these results, it can be suggested that e-learning needs to facilitate students learning activities (e.g., quizzes, assignments, materials, and schedules) and student interaction/communication (e.g., announcements, notices, discussions, and shared posts). The results of this study contribute to educators and e-learning developers to consider maximizing the use and design of learning activity and interaction features due to their significance in online learning.

Students’ Willingness to Communicate in English in EFL Digital Context:

This study investigates the impact of social media on students' Willingness to Communicate (WTC) in digital contexts in English as a Foreign Language (EFL). WTC is defined as an individual's readiness to communicate verbally or remain silent when given the freedom to choose. This research utilizes a Narrative Inquiry approach to explore the experiences of an Indonesian EFL learner at the University of Islam Malang. Data was collected through in-depth narrative interviews, focusing on the participant's use of social media platforms such as Facebook, YouTube, Instagram, Twitter, TikTok, and Telegram for English communication. Findings reveal that digital interactions significantly enhance the participant's motivation, confidence, and language proficiency. Social media platforms facilitate real-time communication, expose learners to diverse linguistic contexts, and provide opportunities for immersive language practice. This study underscores the importance of integrating digital tools into traditional language education to support self-directed learning and improve students' WTC in English. These insights contribute to the growing research on Informal Digital Learning of English (IDLE) and its role in language acquisition and communication readiness.

INDONESIAN EFL LEARNERS AND SPEAKING ANXIETY: INSIGHTS FROM A META-SYNTHETIC ANALYSIS

This study presents a comprehensive meta-synthetic analysis of speaking anxiety among Indonesian English as a Foreign Language (EFL) learners. Speaking anxiety is a common challenge that significantly impacts the language acquisition process, affecting learners' confidence, performance, and overall proficiency. The meta-synthesis method was employed to integrate and interpret findings from multiple qualitative and quantitative studies conducted in the Indonesian context. The analysis reveals several key factors contributing to speaking anxiety, including fear of negative evaluation, lack of confidence in language proficiency, and cultural influences on communication styles. Additionally, the study highlights the role of educational environments and teacher-student dynamics in exacerbating or alleviating anxiety. The findings suggest that targeted interventions, such as supportive teaching practices, anxiety-reducing classroom activities, and the development of a positive learning environment, can effectively mitigate speaking anxiety. This meta-synthesis provides valuable insights for educators, policymakers, and researchers aiming to enhance EFL education in Indonesia by addressing the psychological barriers to effective language learning. By synthesizing diverse perspectives and empirical evidence, this study contributes to a deeper understanding of speaking anxiety in the Indonesian EFL context and offers practical recommendations for fostering a more conducive learning atmosphere for language learners.

Pedagogical Grammar in an Indonesian ELT Textbook: Features, Approaches, and Design Criteria Analysis

Numerous researchers have delved into the intricacies of grammar, yet the analysis of pedagogical grammar in EFL textbooks has been sorely neglected. This study aims to examine the pedagogical grammar features of an Indonesian English as a Foreign Language (EFL) textbook intended for seventh-graders, the teaching approaches employed to convey those features, and the criteria used to design the pedagogical language rules incorporated in the pedagogical grammar features. This mixed-method research used an EFL textbook for seventh-graders in Indonesia as the source of data that were collected using observation sheets and a checklist based on Swan's theory regarding design criteria for pedagogical language rules. The data were analyzed qualitatively (descriptive qualitative technique) and quantitatively (descriptive statistics). This study found that the Indonesian EFL textbook contained simple present tense and 14 pedagogical grammar features. The textbook utilized both inductive and deductive approaches to deliver pedagogical grammar features, with the deductive approach being the most used. The design criterion of pedagogical language in the textbook was evaluated to be of high quality. Thus, it can be concluded that the analyzed textbook is a suitable learning resource for Indonesian EFL teachers, especially those who wish to focus on pedagogical grammar.

The Use of English Pragmatic Markers by Learners of English from Different Linguacultural Backgrounds

Abstract This study compared the uses of the textual and interpersonal functions of English pragmatic markers (PMs) by learners of English as a foreign language (EFL) from three different linguacultural backgrounds in two spoken genres. Thirty Chinese, 30 Thai and 30 Indonesian EFL learners were recruited to participate in semi-structured interviews and dyadic conversations. Significant differences in the ways in which the participants used textual and interpersonal functions in the two spoken genres were found, whereas there were significant differences in the use of textual functions by speakers from different linguacultural backgrounds. The spoken genres and the linguacultural backgrounds mainly affected the more frequently used functions, and had no effect on the functions that were used less frequently. Furthermore, the spoken genre had a greater effect on the different uses of the functions of English PMs than did the linguacultural backgrounds.

Current Practices of Corrective Feedback in Indonesian Secondary EFL Classrooms: A Systematic Review

In the dynamic landscape of English as a Foreign Language (EFL) education in Indonesian secondary schools, the significance of corrective feedback emerges as a focal point for enhancing language development, refining writing abilities, and shaping students' attitudes. the paper incorporates an examination of students' responses and attitudes towards corrective feedback, providing valuable insights into the effectiveness and reception of these strategies. Through a comprehensive literature review, the article aims to contribute to the ongoing discourse surrounding the implementation of corrective feedback in Indonesian EFL education, offering a nuanced understanding of both teacher practices and student perspectives. The investigation meticulously scrutinizes both written corrective feedback (WCF) and oral corrective feedback, shedding light on the myriad strategies employed by educators and the diverse responses emanating from students across different educational tiers. Additionally, the research delves into students' responses and attitudes towards corrective feedback across different school levels, revealing varying reactions.

Preparedness in Implementing Merdeka Curriculum: Insights from Indonesian EFL Teachers

This research examines the preparedness of Indonesian English as a Foreign Language (EFL) instructors to implement the Merdeka Curriculum. It focuses on six indicator areas: adapting to change, teacher's ability to adapt learning strategies to student needs, teacher skills in involving students in active and creative learning, supporting resources, institutional support, and professionalism enhancement. Through a phenomenological case study, four EFL teachers in Indonesia share their insights and experiences in integrating the new curriculum into their teaching. The results reveal that teachers value adaptability and recognize the benefits of the Merdeka Curriculum in addressing individual student needs. They employ diverse teaching methods to promote student engagement and participation. Schools offer sufficient technological and institutional support, including training and resources, to facilitate effective curriculum implementation. Nonetheless, instructors express the importance of ongoing professional growth to tackle challenges and enhance readiness. In summary, the study concludes that Indonesian EFL instructors are ready and receptive to implementing the Merdeka Curriculum, underscoring the significance of continual learning and innovation in education.

Employing reflective practice to capture Indonesian EFL pre-service teachers' conceptions of English learning

Understanding the English language learning concept is crucial for success in learning English. Numerous studies have focused on English as a foreign language (EFL) in-service teachers' perceptions of English language learning, while only a few have examined EFL pre-service teachers. This research delves into the different aspects of the experiences, reflections, and conceptualizations of English language learning among EFL pre-service teachers. A group of eight Indonesian EFL pre-service teachers engaged in participatory action research (PAR) during their field experience practices (PPL) in junior and senior high schools. This study employed a thorough approach to data collection, incorporating photovoice, an open-ended questionnaire, and in-depth interviews. The results of data analysis involving identifying and categorizing themes reveal a diverse range of perspectives, wherein English is likened to a lamp, dictionary, cuisine, flowers, class, and artificial intelligence (AI). Furthermore, learning English is often portrayed as an engaging and demanding process, highlighting the importance of innovative pedagogical approaches. This study emphasizes the significance of collaboration between language and technology departments to remain at the forefront of educational advancement, establishing a solid foundation for future research and improvements in EFL teacher education.

Reframing A Self-Organized Learning Environment (SOLE) to Accommodate Indonesian EFL Students’ Learning Loss

In the wake of the COVID-19 lockdown, students have faced heightened learning loss, attributed to factors such as inadequate learning methods, restricted access to education, decreased instructional time, and emotional stressors. Particularly affected is English language learning, prompting the need for effective remedies. This study proposes the implementation of new Self-Organized Learning Environments (SOLEs) as a strategic response to mitigate learning setbacks, especially in post-pandemic contexts. Employing a systematic review of relevant literature and employing established methodologies for position paper composition, this research undertakes a comprehensive analysis of SOLEs' effectiveness in nurturing students who experienced learning loss. Divided into three focal areas, the study explores the evolving new role of teachers within SOLEs, the integration of SOLEs in English as a Foreign Language (EFL) pedagogy, and the utilization of digital applications to enhance language-focused SOLE practices. Through this multifaceted analysis, the study aims to offer innovative insights and actionable recommendations for addressing learning loss and fostering resilient educational strategies in the aftermath of the pandemic.The results of this study contribute valuable knowledge to the ongoing discourse on educational recovery, with implications for educators, policymakers, and stakeholders invested in creating adaptive and effective learning environments.

Investigating Indonesian EFL preservice teachers’ digital technological awareness and their challenges in EFL learning: A case study

The role of technology in learning English as a foreign language (EFL) remains significant. While numerous studies explored the effectiveness of technology in learning EFL, there is a paucity of research that examines EFL preservice teachers' digital technological awareness and their challenges in using technology in EFL learning. This study aims to investigate EFL preservice teachers' digital technological awareness and their challenges. This case study involved six EFL preservice teachers from the English Education Program at one of the higher colleges in West Nusa Tenggara Province, Indonesia. The data were garnered through in-depth interviews and observations. Thematic analysis was used to analyze the data. The result shows that teachers’ teaching style frequently incorporating technology in learning has been the main influence in enhancing the students' technological awareness. In terms of challenges, EFL preservice teachers faced four main difficulties: financial barriers, technical issues, meeting the lecturer's expectations, and technological anxiety. This study suggests that there is a need for teacher training programs to include components that focus on enhancing digital technological awareness among EFL preservice teachers. This can be maintained through workshops, courses, or specific modules designed to address the challenges EFL preservice teachers face.

Insights into Classroom Dynamics: Indonesian EFL Teachers' Self-Efficacy in Instructional Strategies

Teachers' self-efficacy in instructional strategy has been indicated for its crucial role and function and its profound implications on teaching practices and student outcomes. This study aims to illuminate the intricate relationship between teachers' self-efficacy and their utilization of instructional strategies. Drawing upon Bandura's theory of self-efficacy, mixed-method research with convergent parallel design was employed to explore the perceptions and experiences of Indonesian EFL (English as a Foreign Language) teachers regarding their confidence in employing diverse instructional techniques within the classroom context. The data were collected through a questionnaire completed by 36 EFL teachers and semi-structured interviews involving six teachers. The results show that self-efficacy is pivotal in shaping instructional practices and highlight the need for targeted support and professional development initiatives to enhance teachers' confidence and competence in effectively employing varied instructional strategies. The results also show that learning facilities, time constraints, and curriculum change posed significant barriers to adopting certain strategies. This research contributes valuable insights to the field of EFL education, offering practical implications for teacher training programs and curriculum development efforts to optimize classroom dynamics and foster positive learning outcomes for students

Indonesian EFL teachers’ attitudes toward the differentiated curriculum in junior high schools and factors contributing to their attitudes

The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.