Eduvelop: Journal of English Education and Development

Challenges and Adaptation Strategies of Pre-Service EFL Teachers: An International Short-Term Teaching Program in Thailand

Raida Asfihana — 2025-04-19

In a short-term international teaching program in Thailand, pre-service English teachers' barriers and adaptation techniques were examined. A qualitative narrative technique and in-depth interviews with nine pre-service English teachers were used in the study to identify a number of significant issues. Large class sizes and language barriers were some of these issues that made teaching more challenging. Pre-service English teachers employed a variety of strategies to overcome these obstacles. Multimedia tools and visual aids were widely used to bridge language gaps and make complex concepts easier to understand. Teachers fostered collaborative learning environments, encouraging students to collaborate, share ideas, and support one another during the learning process. The results emphasized the crucial role of pre-program planning and cultural competency in overcoming challenges in foreign teaching environments. Well-prepared teachers were better able to adjust their teaching strategies and establish rapport with their students. The importance of adaptable teaching strategies, which allow teachers to adjust to varying classroom dynamics, was also highlighted by the study. By emphasizing the flexible teaching methods in cross-cultural settings, this research contributed to the development of successful teaching strategies and international education program designs. It provided valuable insights on how to better prepare teachers for overseas programs and enhance the teaching and learning process overall.

Boosting the Students’ English-Speaking Ability in Oral Descriptive Text

Khadijah Maming — 2025-04-19

his study describes the improvement of students' English speaking ability in oral descriptive text by using Tiktok videos. Tiktok videos can improve students' speaking skills because of the advantages of Tiktok as one of the learning media in vocabulary mastery. The tudents are interested in the existence of technology-based learning media that students are enthusiastic about learning when using cellphones. This study used a quantitative method of quasi experimental design. The population in this study were seventh grade students of MTsS DDI Takkalasi in the 2023/2024 school year. The overall population was 192 students and one class out of six classes was taken as a sample using the random sampling method. The instrument used to determine the results of improving student speaking using TikTok videos is using pretest and post test assessments. This type of research is classroom research with a quantitative approach. The results of data analysis stated that the use of tiktok videos can improve students' speaking skills, which is indicated by the results of the pretest in the experimental group (41.5) for a higher postest, namely (77.25) and from the results of the pretest control group (39.25) for a higher posttest, namely (76.75) at the t-test value (3.37) higher than the t-table value (2.042) at the 0.05 level. This indicates that H₁ is accepted and H₀ is rejected. This means that students who are taught using TikTok videos getting improvement on speaking skills which have better quality compared to students who are taught without using tiktok videos. The teachers also recognize the benefits of learning media on the use of technology is very helpful. The students also showed high enthusiasm and significant improvement in speaking skills after participating in learning activities using TikTok videos. This study concludes that TikTok can be an engaging and innovative tool for improving students' English-speaking skills, especially in the context of oral descriptive texts.

Teachers’ Perspectives on their roles in EFL Curriculum Development: Wollo and Samara Universities of Ethiopia in focus

Abdusomed Sualih Yimer — 2025-04-19

The aim of this study was to investigate teachers’ perspectives on their roles in English as Foreign Language (EFL) curriculum development in two Ethiopian universities, Wollo and Samara. The study was descriptive in design accompanied by mixed research approach. Participants of the study were EFL teachers of the two universities (n₌32). The study employed parallel mixed sampling technique merging census and purposive sampling techniques concurrently. Data were gathered via questionnaires and interviews. The data were analyzed using convergent parallel data analysis method. Findings of the study revealed that majority of the teachers had active roles in curriculum implementation though they had very restricted involvement in curriculum designing. Some teachers had moderately limited involvement in curriculum evaluation and improvement. Majority of the teachers also had negative perspectives on their roles in curriculum development process. Behind teachers’ negative perspectives, problems like less inclusiveness of curriculum development, little worth for teachers’ voice in curriculum development, predominance of top-down curriculum development approach, inequitable opportunities for curriculum development programs as well as inadequate budget and time for curriculum development were identified. Teachers’ negative perspectives on their roles in curriculum development process in turn imparted undesirable impediments on teaching practices. Correspondingly, recommendations like necessities of teachers’ adequate involvement in curriculum development, equitable criteria for selecting participants in curriculum development, practical concerns for teachers’ credible ideas in curriculum development, replacing top-down curriculum development approach with its bottom-up counterpart and sustenance of teachers’ motivations to enhance EFL curriculum were forwarded.

Unlocking English Vocabulary Mastery: An Innovative Learning with the Wordwall Platform

Aqzhariady Khartha — 2025-04-19

This study aimed to improve English vocabulary mastery using the Wordwall platform for Grade VIII students at SMPN 1 Bontomarannu. Conducted as classroom action research, it comprised two learning cycles involving 38 students as participants. Each cycle presented students with a Wordwall-displayed vocabulary list relevant to the studied topic. Students engaged with the Wordwall by pronouncing words and associating them with relevant images or sentences. Data collection methods included observation, field notes, documentation, and evaluation tests at the end of each cycle. Data were analyzed qualitatively using an interactive approach involving data reduction, presentation, and conclusion drawing. The results showed a significant improvement in students’ English vocabulary mastery after implementing the Wordwall platform. This was evident from the vocabulary test results, which showed increased average scores from one cycle to the next. Observations also highlighted students’ active participation and enthusiasm in engaging with the Wordwall. Furthermore, the improvement in vocabulary mastery positively correlated with better learning outcomes. In conclusion, the use of the Wordwall platform effectively enhanced students’ English vocabulary mastery. It visually supported vocabulary development and helped students build stronger associations between words and their contexts. Teachers are encouraged to use the Wordwall platform in English teaching to improve students' vocabulary skills.

Keywords: Wordwall Platform, English Vocabulary Mastery, Student Engagement

Strategic Questioning in EFL Classrooms: A Closer Look at Higher-Order, Factual, Probing, and Divergent Questions

Nur Aeni — 2025-04-19

This study aimed to investigate how English teachers' questioning techniques affected their students' cognitive growth and engagement. The study aimed to determine the kinds of questions that English teachers employ when instructing their students. Classroom observations and semi-structured interviews with two instructors and twenty students from SMP Negeri 49 Makassar were among the qualitative approaches used in the study. The results showed that both professors used various questioning techniques, such as factual, higher-order, divergent, and probing questions. Divergent questions promoted creative thinking by permitting numerous responses, whereas probing questions prompted students to consider more deeply and elaborate on their solutions. This study's importance stems from its ability to shed light on the function of questioning techniques in EFL classes. The study also offers practical implications for improving teaching practices and student learning outcomes. Future research could explore the impact of questioning strategies across different educational contexts and learning levels and their long-term effects on students’ academic performance. This study contributes to the growing body of research on questioning strategies in EFL classrooms, providing valuable insights into how questioning methods can improve student engagement and cognitive development. It also offers practical recommendations for educators to optimize questioning techniques to enhance teaching effectiveness.

Speaking in Subtitles: A Linguistic Perspective on English–Indonesian Translation in Short Movies

Yunie Amalia Rakhmyta — 2025-04-19

This study evaluates the quality of Indonesian subtitle translations in four English-language short movies—Alternative Math, Gift, Ripple, and Snake Bite—based on accuracy, acceptability, and readability. Using the translation quality model by Nababan, a total of 227 sentence pairs were assessed by five qualified evaluators. The research adopted a qualitative descriptive design and employed the Miles and Huberman model for data analysis, including data reduction, display, and conclusion drawing. The findings show that human-translated subtitles (e.g., in Ripple and Gift) achieved significantly higher scores across all three dimensions than those generated by automated tools (e.g., Snake Bite). Linguistic and cultural appropriateness, idiomatic fluency, and emotional clarity were key indicators of high-quality translations. The study also highlights how short movies, due to their narrative density and brevity, demand a high degree of precision in subtitle rendering. Errors in short film subtitling tend to be more disruptive due to the limited space for dialogue and the high narrative weight of each line. The findings confirm that short movies are valuable for translation practice and constitute a distinct genre requiring targeted strategies. The study recommends the continued use of professional human translators and translation quality assessment models in audiovisual content production.

From Peers to Progress: Implementing a Peer Tutor Based Cooperative Model for better Learning Results

Chuduriah Sahabuddin — 2025-04-19

This study aims to improve student learning outcomes through the implementation of peer tutoring-based cooperative learning. The research employs classroom action research with a total of 27 students involved in two cycles of learning. The cooperative model applied uses the STAD (Student Teams Achievement Division) type. Each cycle consists of three meetings and one final test at the end of the cycle. The results indicate that in the first cycle, the percentage of students achieving mastery in learning outcomes was 59.26%, which significantly increased to 100% in the second cycle. The research process involves stages of planning, action, observation, and reflection to ensure smoothness and effectiveness in implementing the teaching method. Overall, this study concludes that peer tutoring-based cooperative learning can be effectively applied to enhance student performance and suggests continuing similar research in different contexts regarding materials and educational levels to broaden the generalization of results.

Revisiting Code-Switching in TOEFL Instruction: Its Role In Facilitating Students’ Grammatical Proficiency

Akbar Mandala Arya Putra — 2025-04-19

This study examines the use of code-switching by lecturers in the TOEFL ITP preparation class. This class is mandatory for students of Siliwangi University to prepare to meet the graduation requirements. Code Switching is a strategy used to practice switching between two languages in communication. The main function of this strategy is also a pedagogical goal. The study aims to analyze the types of code switching, their use and pedagogical goals. The theories used in this study include pedagogical goals, socio-linguistics and the needs and functions of language learning. The research method used is a quantitative method with survey data collection techniques to analyze simple regression of the relationship between lecturer's code-switching and grammatical understanding in TOEFL Preparation. The research was conducted in the political science department of Siliwangi University. The results of the study showed that there was an influence of 83.2% between the code switching variable and the ability to understand grammar in students majoring in political science at Siliwangi University. Therefore, the hypothesis can be accepted. The code-switching strategies used based on the results of the study include inter-sentential code-switching, intra-sentential code-switching, socio-cultural

I simply read the question first: A Narrative Inquiry into Pre-service English Teachers’ Strategies on IELTS reading comprehension

Beny Hamdani — 2025-04-21

A huge number of studies on reading strategies have been carried out in relation to reading proficiency levels. The conflicting findings and rarity of studies concerning the use of reading comprehension strategies in English testing become the impetus to conduct a further study on reading comprehension strategies issues. The recent research aims to delve into Indonesian pre-service English teachers' reading strategies and how these reading strategies enhance their reading comprehension on IELTS. This study employs a narrative study and uses in-depth semi-structured interviews to collect the data. There are six Indonesian pre-service English teachers involved as research participants, and they were periodically interviewed for adequate data regarding their reading comprehension strategies. The follow-up interview was performed throughout data collection until data saturation was achieved, and the data were then analyzed qualitatively by transcribing, coding, categorizing, and thematizing to find out the emerging themes concerning reading comprehension strategy. The results reveal that there are four themes, namely vocabulary mastery, activating background knowledge, test-taking strategies, and appropriate institutional policies. The results of this study can be used as a reference to foster reading comprehension on IELTS. Suggestion for further research is discussed at the end of this research.

Unlocking potential: The role of differentiated instruction in shaping English learning outcomes among EFL students in Takalar, South Sulawesi, Indonesia

M. Jufrianto — 2025-05-16

This study examined the effectiveness of differentiated instruction (DI) in improving English reading comprehension and attitudes among Grade XII students at SMA Negeri 3 Takalar, South Sulawesi, Indonesia. Notwithstanding the Indonesian government’s focus on English language instruction, numerous learners encountered considerable obstacles in attaining competency. The research adopted a mixed method with a quasi-experimental design comprising 216 students, categorized into DI and Non-DI groups, to evaluate the effects of differentiated instruction compared to conventional teaching methods. Analyses of preliminary test and post-test results indicated that the DI group, which utilized a differentiated instruction strategy, exhibited substantial enhancements in reading comprehension, attaining superior mean scores relative to the non-DI group. Qualitative evidence obtained from teacher observations and student surveys revealed favorable impressions of differentiated instruction, emphasizing heightened involvement and motivation among students. Nonetheless, problems, including time restrictions and budget limitations, were observed. The Findings highlight the need for a differentiated instruction strategy to address varied learning requirements, enhancing English language training in Indonesian educational settings. The findings emphasize the necessity of employing customized instruction methodologies to meet varied learning demands, hence improving English language education in Indonesian settings. Research implications suggest that teachers require specialized professional development in differentiated instruction to adeptly customize instructional techniques and resources, thereby enhancing student outcomes and promoting a more inclusive learning environment. The study underscores the necessity for educational policymakers and curriculum developers to integrate differentiated instruction into national teaching frameworks, especially in English language education. Educational institutions should prioritize the provision of training programs and practical workshops to equip teachers with the skills needed to implement DI effectively. Additionally, resource allocation should be improved to support the adaptation of instructional materials to suit students’ varying readiness levels, interests, and learning profiles. Future research is encouraged to explore the long-term impact of DI across different subjects and educational levels, as well as to investigate scalable models for its implementation within resource-constrained school systems in Indonesia.

An Investigation of EFL Students’ Attitudes Toward Culturally Responsive Pedagogy in Speaking Classes

Reskyani — 2025-05-16

Particularly in multicultural classrooms like those in Indonesia, culturally responsive teaching (CRT) provides inclusive practices that serve a variety of learners. With an emphasis on positive and negative answers across four aspects: experience, attitude, feeling, and belief, this research investigates students' perceptions of culturally responsive teaching implementation in an English-speaking class at Universitas Muslim Indonesia’s English Education Department. A qualitative case study design was used to gather information from 12 students using field notes, observations, interviews, and documentation. Miles and Huberman's interactive model was used in the analysis. According to the findings, most students thought culturally responsive teaching improved their motivation, cultural sensitivity, and involvement in class. Due to emotional discomfort or a lack of knowledge of artistic content, some students did, however, express fear and limited engagement. The research emphasizes how culturally responsive teaching may be both powerful and challenging for some people and contributes to improving it for consistent, emotionally inclusive teaching methods. In theory, this research advances culturally responsive teaching in higher education; in practice, it gives lecturers guidance on how to create speaking exercises that are inclusive of all cultures while addressing their students' anxiety and engagement issues. The findings suggest that higher education institutions should integrate Culturally responsive teaching (CRT) as a core component of teacher training and curriculum development, particularly in English language education. Lecturers need continuous professional development to effectively design and facilitate culturally inclusive speaking activities that reflect students’ diverse backgrounds, mitigate anxiety, and foster meaningful engagement. Institutional policies must support culturally responsive pedagogy by encouraging reflective teaching practices, developing culturally rich teaching materials, and creating safe classroom environments where emotional discomfort can be addressed constructively. Future studies are recommended to examine CRT in larger and more diverse populations and to explore the impact of specific CRT strategies on different language competencies beyond speaking.