Studies in Language, Education, and Culture (SeLEC)

Rethinking Engagement: VAK Learning Style Responses to Flipped Classroom Environments

Edelwis Chairunnisa — 2025-05-08

This study aims to investigate the impact of the flipped classroom method on students' learning engagement, especially visual, auditory and kinesthetic learning styles, considering their learning styles such as visual, auditory, and kinesthetic (VAK). Specifically, it compares students' engagement levels when learning occurs at home versus in the college classroom. Using a mixed-methods design, data were collected from 30 college students (aged 18-24) through a questionnaire consisting of 14 closed-ended and 1 open-ended question. The findings revealed that visual learners showed consistent positive engagement in both settings, with a preference for visual materials that supported their learning. Auditory learners demonstrated higher engagement during in-class sessions with live discussions, while kinesthetic learners exhibited higher engagement during hands-on activities in the classroom. The findings suggest that the flipped classroom model is particularly effective for visual learners, both at home and in the classroom. This research provides implications for educators to design inclusive flipped classroom experiences by incorporating learning media and activities tailored to diverse learning styles, ensuring effective engagement both at home and in the classroom.

A Systematic Review of Wordless Picture Book Interventions for Supporting Young Learners’ Second Language Skills

Muhammad Maghfur Fahrur Rozzi — 2025-05-12

Wordless picture books (WPBs) are increasingly recognized as effective tools for enhancing reading comprehension and language acquisition among young learners in second language education. This study explores their integration into primary education settings, emphasizing their ability to foster creativity, develop narrative skills, and support vocabulary growth. By relying solely on illustrations, WPBs encourage learners to construct meaning, engage with visual cues, and interact with stories in open ended ways. The findings highlight diverse methodological approaches, including qualitative and quantitative studies, which reveal the potential of these books to promote bilingual literacy and reduce language barriers. Despite the promising potential of WPBs, significant gaps remain in the current literature, particularly in the areas of teacher perspectives, cultural adaptations, and the integration of modern technologies. Future research should specifically address these gaps. WPBs. Additionally, there is a need to investigate how emerging technologies, such as augmented reality (AR) or interactive digital platforms, can enhance the learning experience with WPBs. Focusing on these aspects will allow researchers to optimize the integration of WPBs in second language classrooms, making them more accessible and effective for a wide range of learners.

Digital Gamification for Vocabulary Growth: Evaluating Educaplay for EFL Learners in a Boarding School Setting

Aidil Akbar Rahman — 2025-05-27

This study examines the use of Educaplay, a gamified digital platform, to enhance vocabulary acquisition among EFL students at Zubdatul Asrar NU Boarding School in Parepare. Recognizing the limitations of traditional vocabulary instruction, the research explores how interactive, game-based learning can support engagement and retention. A pre-experimental one-group pretest-posttest design was employed with 42 randomly selected students. Vocabulary tests were administered before and after six sessions using Educaplay activities, and a student questionnaire was used to assess learner perceptions. The results showed a significant improvement in vocabulary mastery, with mean scores increasing from 55.71 to 94.48. Questionnaire data revealed high levels of student motivation and satisfaction with the learning process. These findings suggest that digital gamified tools like Educaplay can effectively support vocabulary development in EFL contexts, offering an engaging and inclusive alternative to traditional methods.

Exploring the Influence of Technology on EFL Learning: A Comparative Analysis of Introverted and Extroverted Students

Syukron Fajriansyah — 2025-06-07

This study examines the impact of technology on English as a Foreign Language (EFL) learning, specifically focusing on the utilization of technology by introverted and extroverted students. The objective is to provide a comprehensive overview of how technology is employed as a learning tool and to identify potential disparities between the two student groups. A descriptive research design was adopted, and qualitative analysis was used for data interpretation. The participants included introverted students and extroverted students, who were interviewed online using WhatsApp media. The findings indicate that both introverted and extroverted students employ technology, particularly learning videos, to enhance their language skills. However, introverted students tend to prefer using technology alone compared to their extroverted counterparts. These results offer insights into the differences between introverted and extroverted learners in utilizing technology for EFL learning. The study contributes to the existing literature on individual learner differences, with a specific focus on the use of technology by introverted and extroverted students in the EFL context.

Emotional Experiences on Teacher Identity Construction of EFL Novice Teachers

Fika Nurul Fadillah — 2025-06-18

The objective of this study is to portray novice teachers’ emotional experiences contributing to their teacher identity construction during their first years of teaching at school. This narrative study focuses on three EFL novice teachers’ narratives of the negative and positive emotional experiences they encountered as new teachers. Using a narrative framework in analyzing the data, three main themes emerge from the narrative, i.e., emotional experiences during being pre-service teachers, emotional experiences after being novice teachers, and the contrast before and after being novice teachers. This study implies that teacher educators should raise the student teachers’ awareness of their teacher identity construction before the new teachers enter the real teaching field.