With the prevalence of digital technologies worldwide, their inclusion to increase student motivation and comprehension in English vocabulary, especially at the elementary level, is an important factor. This paper aims to explore how to develop Augmented Reality (AR)-based learning media as a fun tool for learning vocabulary. This study focuses on developing an AR-based flashcard that uses three-dimensional (3D) visualization and native-speaker audio for pronunciation to help elementary learners master English vocabulary and increase engagement. Applying a Research and Development (R&D) approach with the ADDIE model, five systematic phases (needs analysis, design, development, implementation, and evaluation) involving diverse participants (students, teachers, and experts) and multiple methods (interviews, surveys, expert validation, and classroom observations) were conducted. The result shows that AR-based flashcards can enhance students’ vocabulary mastery by providing interesting and engaging 3D content and native-speaker audio pronunciation as sensory enhancements. This innovative research on the combination of an interactive 3D visualization and an audio supplement provides students with more effective assistance in mastering English vocabulary. Furthermore, this research can serve as a reference for developing innovative, technology-driven learning tools that address current educational needs. The result indicates that AR-based learning media can be used effectively to enhance students’ motivation to learn English vocabulary, thereby improving their learning outcomes in the early stages of language education.
In English as a foreign language (EFL) education, the limited classroom time allocated for listening practices restricts students’ exposure to essential auditory input, potentially impeding their language acquisition. Autonomous listening practices utilizing digital resources are essential for addressing this issue. The extensive range of available websites presents difficulties in identifying pedagogically valuable options. This research sought to evaluate four frequently utilized websites by Indonesian higher education students, British Council, TED Talks, BBC Learning English, and English with Lucy, for the purpose of independent listening practice. The study employed a document analysis approach within a qualitative research framework, utilizing an evaluation checklist. The data were analysed using qualitative content analysis to assess each website’s pedagogical effectiveness, usability, and alignment with listening skill development, providing a comparative evaluation to inform best practices in EFL listening resource selection. The findings indicate distinctive strengths from each platform including proficiency-specific resources, authentic materials, multilingual subtitles, offline accessibility, multimedia engagement, operational efficiency, and user-friendly interfaces. Limitations noted include the absence of collaborative features, insufficient scaffolding for novices, limited feedback mechanisms, restricted linguistic diversity, and inconsistent navigation. These results underscore the platforms’ potential to enhance EFL listening skills while highlighting areas for development. It is essential for educators and learners to critically evaluate EFL websites to optimize their advantages in their teaching and learning context. The research supports the incorporation of interactive elements, adaptive pathways, and culturally inclusive content to meet the varied needs of learners and ensure alignment of digital resources with global pedagogical standards.
This study explores the integration of Intercultural Communicative Competence (ICC) within English Language Teaching (ELT) in Japan and the Philippines—two high-context cultures where intercultural awareness is increasingly vital. Anchored in Byram’s (2020) ICC model, a qualitative case study was used. Data were collected through interviews (Philippines) and an online survey (Japan) with open-ended questions from 22 English teachers, evenly divided between a private university in Japan and a private college in the Philippines. Analysis revealed five key themes: student-centered cultural engagement, reasons for utilizing intercultural teaching methods, varied levels of ICC implementation, application of ICC in the learner’s discipline, and application of ICC in multidisciplinary settings. These themes reflect the evolving nature of ICC in ELT and highlight both shared and divergent practices across the two national contexts. Findings show that educators actively strive to embed ICC principles using available resources and personal pedagogical strategies. However, discrepancies and uncertainties persist due to limited institutional support and the absence of cohesive curricular frameworks. Despite these challenges, a pedagogical shift toward culturally responsive and learner-centered approaches is evident. To strengthen ICC integration, the study recommends localized curricula, sustained professional development, and robust institutional support to bridge theory and practice. This paper calls for further research on ICC integration in ELT across high-and low-context cultures to deepen understanding and inform context-sensitive strategies. Ultimately, the research contributes to the broader discourse on intercultural education by emphasizing the need to empower educators and enhance learners’ communicative competence in increasingly globalized settings.
This study explores how the emotional geographies of six Indonesian pre-service teachers (PSTs) during their teaching practicum experiences shaped their teacher identities and influenced their future career aspirations. This study employed a multimodal narrative inquiry approach, using drawings, photographs, and in-depth narrative interviews with the PSTs after the practicum. In the interviews, the PSTs were asked what the drawings meant to them, how they saw themselves as developing teachers, what their drawings meant, and how they felt about being and becoming teachers. The visual and textual data found in this study were subsequently analyzed using multimodal thematic analysis. This analysis aimed to understand the teachers’ practicum and imagined future teaching experiences, and to critically reflect on these events. The findings showed how the PSTs reflected on the dimensions of their emotional geographies, contributing to their identity construction and future career decisions. Teaching practicum served as a site for prospective teachers’ identity formation, and the emotions formed during classroom learning influenced how PSTs viewed themselves as educators. The teaching practicum also served as a concrete platform for identity formation, with emotional experiences closely intertwined with professional learning. This study demonstrates the need to address the development of teacher emotions as part of teacher identity construction. Implications for supporting PSTs emotionally and professionally, as well as directions for further research, are also discussed.
This study aims to develop an Indonesian Grammatical Error Correction (GEC) dataset using Statistical Machine Translation (SMT) and Sederet.com as the primary source of grammatical errors. Additionally, this research seeks to identify the types of errors in Indonesian translations of English sentences produced by Machine Translation (MT) that can serve as learning resources in English language teaching. This study extracts data from social media (X) as texts and processes them across three main stages to construct a GEC dataset. The first stage involves data collection, comprising the source, target, and control texts. The second stage consists of translation error analysis, which is conducted using Nord’s (2005) Translation Problems Theory. The third stage involves data annotation, which is performed using the UAM CorpusTool software. To identify translation errors, this study compared MT translations with those of professional translators, which were then validated by professional editors. The findings revealed that linguistic errors, particularly those related to semantics, diction, synonymy, conjunctions, and prepositions, were the most prevalent and relevant categories for inclusion in the dataset. These errors were identified through comparisons between the target and control texts and were subsequently annotated. Through the stages of schema creation, data input, error labelling, and correction insertion, a fully annotated corpus was produced. The implications of this study extend to both research and pedagogy. The dataset model supports the advancement of Indonesian GEC systems and offers teachers authentic materials to engage learners in translation-based activities.
