This qualitative case study investigates how a university EFL lecturer integrates multiple instructional strategies to teach Critical Listening to third-semester English Education students in Indonesia. Employing classroom observations, interviews, and document analysis, the study identifies three key strategies: bottom-up, top-down, and direct instruction. Findings reveal that these approaches, applied in a complementary manner across different teaching stages, foster improved vocabulary acquisition, comprehension of audio texts, and critical engagement. Challenges such as limited class time, lack of student motivation, and insufficient vocabulary were documented, alongside practical solutions such as media adaptation and flexible lesson planning. The study contributes to understanding effective pedagogical frameworks in EFL listening instruction and emphasizes the contextual factors that influence their success. Implications highlight the need for adaptive strategy use, increased teacher support, and future research into self-regulated learning integration.
This study aims to investigate undergraduate students’ perception of authentic listening materials, the challenges they encounter, and the listening strategies they use to enhance listening comprehension. A descriptive qualitative method with a phenomenological approach was used, involving 20 fifth-semester students from the English Education Department at Wiralodra University. Data were collected through questionnaires and semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while interview data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that students have positive perceptions of authentic listening materials, as they help improve listening comprehension, increase motivation, and provide exposure to real-life language use. However, students also face several challenges, including fast speech, unfamiliar vocabulary, long listening texts, and accent variation. To address these challenges, students employ various listening strategies such as predicting content, focusing on key information, note-taking, and applying metacognitive, cognitive, and socio-affective strategies.
This study aimed to examine the effectiveness of the Monopoly Quest Game to enhance students’ vocabulary mastery in junior high school. This research employed a quantitative approach using a quasi-experimental design. The study involved 44 seventh-grade students from MTs Matholi’ul Huda Troso. To measure students’ vocabulary knowledge before and after the treatment, pre-test and post-test scores were collected and analyzed. Normality and homogeneity tests were applied to analyze the data, and an independent-samples t-test was applied to test the hypothesis. The findings revealed that students in the experimental group achieved better results than those in the control group, as the significance value obtained from the t-test was below 0.05. In addition, the improvement in the experimental group was higher, with a mean score increase of 30.93, compared to 10.91 in the control group. These findings suggest that the Monopoly Quest Game is effective in enhancing students’ vocabulary mastery at the junior high school level.
Working on English Grammar exercises written on paper tests or books is often regarded as an activity that is difficult and boring. Students often feel it is a burden that makes them struggle a lot. This study aimed to investigate the students’ perceptions and experiences of using Wordwall quizzes in English Grammar learning. The data used in this study were semi-structured interviews of 6 selected participants and 67 questionnaires containing open-ended questions. The study revealed that the Wordwall platform had successfully helped students improve their motivation and reduce their boredom during the learning process. The results collected from open-ended questionnaires also showed that students perceived Wordwall positively, as it helped them understand grammar more easily, made learning more enjoyable, and increased their motivation to learn English. It concludes that Wordwall is a useful tool to support English language learning, especially in improving student engagement and creating interactive learning experiences that are interactive. Integrating interview and open-ended questionnaire results reinforces the findings and gives a more complete understanding of the usefulness of digital learning tools in the classroom.
This study investigated the differences between peer feedback generated by preservice teachers and an artificial intelligence model that simulated the same perspective on assessing student presentation performance in an English education context. Research comparing artificial intelligence and preservice teacher-generated peer feedback in assessing presentation performance rather than writing performance was rare, especially in the Indonesian higher education context. This study aimed to measure and compare the quality, strengths, and limitations of feedback provided by seventh-semester English Education department students versus artificial intelligence-generated feedback. This study used a qualitative descriptive method to analyze 10 peer feedback samples collected from 5 students and 5 artificial intelligence models. A standard presentation review rubric served as a form for both feedback types to review the presentation skills. The researcher used an adapted rubric to compare the two feedback types. The findings showed that the artificial intelligence-generated feedback was more elaborate and detailed but lacked contextual understanding. Human feedback offered contextual understanding and comments shaped by shared classroom experiences but tended to be shorter and surface-level. The study concluded that artificial intelligence-generated feedback was more precise and strong in organizational quality, while human feedback was more authentic and offered interpersonal support. Both feedback types can be used as pedagogical tools. They help students understand how effective feedback should be structured. Teachers can also consider using artificial intelligence as a supplementary tool for grading presentation skills.
