DSpace Collection: Pendidikan Bahasa Inggris

CROSS-CULTURAL CHALLENGES AND SELF-EFFICACY OF INDONESIAN EFL TEACHERS IN THAILAND

Sat, 18 Apr 2026 00:00:00 GMT

Title: CROSS-CULTURAL CHALLENGES AND SELF-EFFICACY OF INDONESIAN EFL TEACHERS IN THAILAND Authors: MISS, AINIFITRIA DUERAMAE Abstract: This article examines the level of perceived self-efficacy and pedagogical challenges faced by pre-service Indonesian teachers of English as a Foreign Language (EFL) during their international teaching practice in Thai classrooms. Based on Bandura's self-efficacy theory and grounded in a sociocultural perspective, this study employs a qualitative case study design. Data were collected through an online questionnaire consisting of Likert scale questions and open-ended questions, and analyzed using thematic analysis supported by descriptive interpretation of response patterns. The results showed that participants generally demonstrated moderate to high levels of self-confidence in classroom management, teaching strategies, and student engagement. Despite facing challenges such as language barriers, cultural differences, and teaching adjustments, participants developed adaptive strategies that strengthened their professional self-confidence. This study concludes that self-confidence in a cross-cultural context is socially constructed through experiential learning and intercultural interactions, highlighting the importance of integrating structured international practice programs into teacher education curricula.

How TechnoHOW TECHNOSTRESS SHAPES ANXIETY LEVELS IN LEARNING FOUR LANGUAGE SKILLS? EVIDENCE FROM THAI STUDENTSstress Shapes Anxiety Levels in Learning Four Language Skills? Evidence from Thai Students

Sat, 18 Apr 2026 00:00:00 GMT

Title: How TechnoHOW TECHNOSTRESS SHAPES ANXIETY LEVELS IN LEARNING FOUR LANGUAGE SKILLS? EVIDENCE FROM THAI STUDENTSstress Shapes Anxiety Levels in Learning Four Language Skills? Evidence from Thai Students Authors: CHIKA, AMANDA FAUZI Abstract: The rapid integration of digital technology in education has introduced new challenges, particularly for junior high school students learning English. Technostress, defined as the stress caused by difficulties in adapting to new technologies, has emerged as a significant factor affecting students' emotional responses in digital learning environments. This study aims to explore the relationship between technostress and language learning anxiety, focusing on Thai junior high school students. The research employs a quantitative explanatory design using Partial Least Squares Path Modeling (PLS-PM) to analyze how various dimensions of technostress, such as techno-anxiety, techno-overload, and techno-uncertainty, contribute to anxiety in learning English across four skills: speaking, listening, reading, and writing. The findings indicate a significant positive relationship between technostress and language learning anxiety, with techno-uncertainty and techno-anxiety identified as the most impactful stressors. The study highlights the need for educators to minimize platform switching, create error-friendly learning environments, and maintain consistent digital routines to reduce anxiety. The results provide practical insights for developing more emotionally supportive digital learning designs, ensuring that technology-based education is both effective and psychologically sustainable for young learners.

INTEGRATING TIKTOK PRONUNCIATION CONTENT IN PROJECT BASED LEARNING: ITS IMPACT ON STUDENTS’ SPEAKING SKILL IN EFL CLASS

Sat, 18 Apr 2026 00:00:00 GMT

Title: INTEGRATING TIKTOK PRONUNCIATION CONTENT IN PROJECT BASED LEARNING: ITS IMPACT ON STUDENTS’ SPEAKING SKILL IN EFL CLASS Authors: KIRANA, CRASNAYA Abstract: This study aims to investigate the effectiveness of integrating TikTok pronunciation content into Project-Based Learning (PjBL) in improving students’ speaking skills, particularly in terms of speaking fluency and pronunciation accuracy in an English as a Foreign Language (EFL) classroom. The research employed a quantitative experimental design with a two-group pretest-posttest model involving 62 eleventh-grade students at MAN 1 Medan, divided into an experimental group and a control group, each consisting of 31 students. The experimental group received instruction through TikTok-integrated PjBL, while the control group was taught using conventional teaching methods. Data were collected through speaking tests (pretest and posttest) and analyzed using statistical procedures, including validity and reliability testing, normality and homogeneity tests, and an Independent Samples t-test. The findings revealed that both groups showed improvement; however, the experimental group demonstrated a significantly higher increase in speaking performance. The mean score of the experimental group improved from 10.68 to 19.42, while the control group improved from 10.74 to 15.16. The t-test result showed a significant difference (p < 0.05), indicating that the integration of TikTok pronunciation content in PjBL had a significant effect on students’ speaking skills. The results suggest that TikTok, when combined with a structured PjBL framework, provides an engaging and effective learning environment that enhances students’ pronunciation accuracy and speaking fluency. Therefore, this approach can serve as an innovative alternative in EFL speaking instruction to promote active learning, creativity, and communicative competence.

THAI STUDENTS’ EXPERIENCES OF LEARNING ENGLISH WITH A NON-THAI TEACHER: A PHENOMENOLOGICAL STUDY

Sat, 18 Apr 2026 00:00:00 GMT

Title: THAI STUDENTS’ EXPERIENCES OF LEARNING ENGLISH WITH A NON-THAI TEACHER: A PHENOMENOLOGICAL STUDY Authors: NEISKA, AMANDA AZRARIANTI Abstract: This study looks into Thai students’ experiences of learning English with non-Thai teachers in primary and secondary schools in Thailand. Using a qualitative phenomenological research design, the study seeks to understand how students perceive, feel, and interpret their English learning experiences in communication-focused classrooms led by non Thai teachers. The primary data source consisted of five interview participants aged 9-17, while a preliminary questionnaire administered to 21 students was used solely for contextual and screening. Data were gathered through semi-structured interviews conducted in English, each lasting around ten minutes. This was supported by a preliminary questionnaire given to a larger group of students for additional context. The researchers analyzed the data manually, following the steps set by Moustakas, which include bracketing, horizonalization, thematic clustering, and essence synthesis, while also drawing on van Manen’s interpretations. The findings highlight key themes regarding students’ emotional experiences, including enjoyment, excitement, fear of making mistakes, and shyness during speaking activities. While students typically reported feeling more motivated and comfortable when learning with non Thai teachers, they also faced significant challenges, like anxiety and fear of judgment from their peers in speaking-centered classrooms This study adds to the limited research on primary and secondary EFL learners’ experiences with non-Thai teachers in Thailand and emphasizes the significance of emotional factors in English language teaching settings.