Critical literacy is a core support for EFL pre-service English teachers to process complex, ideologically embedded multimodal texts. However, most current academic writing instruction in EFL teacher education programs shares a widespread common flaw: prioritizing linguistic accuracy while neglecting critical engagement. To explore the actual effect of integrating structured critical literacy tasks into academic writing courses on improving pre-service teachers’ writing performance and critical awareness, this study adopts an explanatory sequential mixed-methods approach, and conducts an 8-week teaching intervention with a sample of 36 pre-service English teachers. The intervention tasks cover critical questioning, multimodal text analysis, and writing critical response papers. For quantitative analysis, a paired-samples t-test is used to process pre-test and post-test writing assessment data, while thematic analysis is used for qualitative analysis to process data from reflection forms and semi-structured interview materials. The study’s results show that the mean writing score increased from 2.81 (SD=0.50) to 3.66 (SD=0.45), t(35)=11.42, p<.001, Cohen’s d=1.90. Scores for critical awareness, argument quality, and evidence use rose by 1.04, 0.91, and 0.78 respectively. Qualitative results indicate that students gradually developed the relevant core competencies, and this set of intervention plans can provide a reusable evidence-based teaching reference for the EFL teacher education field.
This study contributes to the field of digital sociolinguistics by examining intra-sentential code-mixing in Indonesian Generation Z (Gen Z) YouTube podcast discourse, a context that remains underexplored in research on spoken digital media. This study aims to investigate the occurrence and patterns of intra-sentential code-mixing in Indonesian Gen Z's YouTube podcast conversations. A qualitative research design was employed to analyze naturally occurring speech in online interactions. The dataset consisted of 10 YouTube podcast videos featuring Gen Z speakers discussing daily life and entertainment-related topics. The analysis identified 190 instances of intra-sentential code-mixing, categorized into three structural levels: 110 word-level occurrences, 55 phrase-level occurrences, and 25 sentence-level occurrences. Word-level code-mixing emerged as the most dominant form, indicating its frequent use in spontaneous digital communication. Phrase-level and sentence-level forms were also present, reflecting varying degrees of bilingual integration within conversational speech. The findings suggest that the interchange of cultural exposure, technological affordances, and social environments shapes multilingual practices among Indonesian Gen Z. The dominance of word-level insertion indicates a tendency toward efficient lexical borrowing within fluid bilingual speech. Meanwhile, higher-level mixing forms uncover speakers’ ability to alternate and integrate languages flexibly depending on communicative needs and interactional context. Intra-sentential code-mixing is shown to function as a normalized communicative strategy rather than a deviation from standard language use. It reflects the adaptive linguistic behavior of digital-native speakers in multilingual settings. This study discloses the dynamic and evolving nature of bilingual discourse in contemporary digital spaces. It contributes to a beneficial understanding of language practices among Indonesian Gen Z in online spoken media.
In this comparative study, we examined the Language Assessment Literacy (LAL) of English as a Foreign Language (EFL) teachers in Indonesia and Nigeria, focusing on their contextual factors such as policy frameworks in education systems, LAL-related professional development, and digital infrastructure. The study employed a mixed-method research design by utilizing a comparative cross-sectional survey design and semi-structured interviews. A total of 210 teachers participated in the survey, complemented by 36 semi-structured interview participants across both countries. Quantitative data were analyzed using descriptive statistics and independent samples t-tests to examine cross-country differences in teachers’ assessment knowledge, beliefs, practices, and digital assessment literacy, while qualitative data were analyzed thematically. The quantitative data suggested that Indonesian teachers excelled in understanding and implementing alternative and formative assessments, which was attributed to the positive and reforming the newest curriculum and a consecutive professional development cycle. In contrast, Nigerian teachers appear more dependent on standardized assessments due to both a lack of pertinent pedagogical training and the influence of examination-oriented educational systems on their teaching practices. In addition, due to the availability of technology and unencumbered institutional backing, Indonesian teachers’ understanding of digital assessment was more pronounced. Qualitative data corroborated this systemic phenomenon in Nigeria, where inadequate infrastructure and a lack of professional development are systemic barriers that limit teachers to primitive assessment strategies and practices. Ultimately, the study found that assessment literacy is primarily a sociopolitical construct that contextualizes individual assessments. However, this study is limited by its cross-sectional design and reliance on self-reported data, which may introduce response bias and limit causal interpretations. Despite these limitations, the study offers important implications for policymakers and educators seeking to enhance LAL through context-sensitive reforms and targeted capacity-building initiatives.
Despite the rapid integration of generative AI (GenAI) into EFL learning, most existing research has relied on single-method survey designs that capture student attitudes without explaining how learners actually engage with these tools in practice. This study employed an explanatory sequential mixed-methods design to investigate EFL students’ perceptions of the pedagogical value of multimodal GenAI and to explain those perceptions through in-depth exploration of their learning experiences. Guided by Sociocultural Theory, Multimodal Learning Theory, and Self-Determination Theory, a five-point Likert-scale survey was administered to 183 undergraduate EFL students across five Indonesian higher education institutions, followed by semi-structured interviews with 13 purposefully selected participants representing three distinct perception profiles. Quantitative data were analysed using descriptive statistics and exploratory factor analysis in R, while qualitative data were analysed through reflexive thematic analysis. Findings showed moderately positive perceptions of GenAI’s pedagogical value (M = 3.62, SD = 0.75), with critical thinking concern emerging as the most salient risk (M = 3.90, SD = 1.15) and a strong demand for lecturer guidance on ethical AI use (M = 3.72, SD = 1.20). Four themes were identified: GenAI as a language empowerment tool, navigating the balance between support and overreliance, enhancing engagement through multimodality, and shaping teacher roles. These findings point to the need for AI literacy curricula that develop students’ critical, ethical, and self-regulatory capacities in Indonesian higher education contexts.
As more early childhood education (ECE) institutions in Indonesia teach English to young learners, the demand for ECE teachers with the competence to teach English is increasing. Self-confidence is the most common reason causing the lack of English language skills among ECE teachers. This study explores Indonesian Early Childhood Education Teachers’ Confidence in Teaching English to Young Learners. Quantitative research was used as the method of this research. An adaptation of 5 Likert scale questionnaire from Chen et al was used to collect the data. A total of 545 ECE teachers who currently introduce English in their classrooms participated in this study. The data was then analyzed using quantitative descriptive analysis (Mean & Standard Deviation). Findings showed that teachers were confident about their knowledge of strategies for helping children learn English, but they are less confident in knowing what children already know about English when they enter early childhood education. They show good reading comprehension and creative problem-solving skills. However, sometimes they feel nervous and less confident in their speaking and listening skills. Ongoing workshops and peer-sharing sessions can help teachers improve their confidence and skills.
