Jul 2026· IJORER : International Journal of Recent Educational Research· Vol 7, pp. 623-638· 0 citations· 36 references
TL;DR
The findings indicate that most students perceive their vocabulary proficiency to be at the beginner level and demonstrate a strong need for contextualized vocabulary learning supported by multimedia features.
Abstract
This study aims to investigate secondary school students’ vocabulary learning needs in web-based English as a Foreign Language (EFL) contexts by examining their learning goals, perceived vocabulary proficiency, learning preferences, learning challenges, and the use of web-based learning platforms. This study employed a descriptive needs analysis involving 63 Grade X students at a public senior high school in Indonesia. Data were collected through questionnaires, semi-structured interviews, and classroom observations. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically to support and enrich the quantitative findings. The findings indicate that most students perceive their vocabulary proficiency to be at the beginner level and demonstrate a strong need for contextualized vocabulary learning supported by multimedia features. Students also reported, difficulties related to limited vocabulary mastery, low vocabulary retention, and insufficient exposure to English outside the classroom. Furthermore, although students viewed web-based learning platform as beneficial for enhancing engagement, they emphasized the need for clear instructional guidance to maximize their learning effectiveness. Unlike previous studies that separately examined vocabulary learning or web-based technology, this study integrates students’ vocabulary needs, perceived proficiency, learning preference, learning challenges, and web-based learning expectations into a single comprehensive needs analysis. This integrated profile provides an empirical basis for designing learner-centered web-based vocabulary materials specifically for Indonesian secondary school EFL learners.
The rapid development of digital technology has transformed language learning by providing students with more interactive and engaging learning media. Among various social media platforms, TikTok has gained increasing attention as a potential educational tool due to its short-form video content and widespread popularity among adolescents. This study aimed to examine students' perceptions of the use of TikTok in vocabulary learning. Specifically, it investigated the extent to which TikTok contributes to vocabulary acquisition and retention, influences students' learning motivation, and identifies the challenges encountered when using the platform as a learning medium. A descriptive quantitative research design was employed involving 30 eleventh-grade students at SMA Negeri 7 Purworejo, Indonesia. Data were collected using a Likert-scale questionnaire distributed through Google Forms and analyzed using descriptive statistics, including mean scores and percentages. The findings revealed that students perceived TikTok as an effective medium for vocabulary learning because it enhanced their motivation and learning engagement compared with conventional teaching methods. However, several challenges were identified, including distractions from entertainment content and difficulties in finding relevant educational materials.
Muhammad Hafizh Rozan, Semi Sukarni, Sri Widodo· Journal of Educational Resea...· 0 citations
It is concluded that Moodle was perceived as a relevant environment for complementing vocabulary learning; however, its contribution depends on the pedagogical design of activities and does not, by itself, demonstrate objective improvement in lexical performance.
Mariela Katherine Moreira López, Cinthia Vanessa Ayala Imbaquingo, Angie Paulina Espinoza Morocho et al.· Revista Científica de Innova...· 0 citations
Although speaking is a key component of English language learning, many Indonesian EFL students still struggle to communicate effectively in English. Existing instructional materials often emphasize language knowledge rather than meaningful communication, creating a gap between classroom learning and real-life language use. This study aimed to analyze the speaking needs of tenth-grade EFL students at Senior High School 1 Petarukan, Indonesia, as a basis for developing communicative speaking materials. The research employed a descriptive design, combining quantitative and qualitative approaches. Hutchinson & Waters’ (1987) needs analysis framework served as the foundation of the study. Data were collected through questionnaires administered to 66 students and semi-structured interviews with their English teacher. The findings indicate that students prefer speaking materials that are communicative, contextual, and closely connected to their real-life experiences while also supporting their academic goals. They highlighted the importance of vocabulary enrichment, pronunciation practice, and opportunities to participate in authentic communicative activities. These findings provide valuable insights into learners’ speaking needs and offer a foundation for designing communicative speaking materials aligned with students’ proficiency levels, preferences, and classroom realities.
Aulia Hafisa· Journal of English Language...· 0 citations
Learning vocabulary is an important part of mastering English because it helps students understand information and communicate more effectively. Today, many EFL students use social media not only for entertainment but also as a learning resource. One of the platforms that has gained attention is TikTok, which provides various English learning videos that students can access anytime. This study aimed to investigate EFL students' perceptions of using TikTok as a self-directed vocabulary learning tool. A descriptive quantitative design was employed involving 33 undergraduate EFL students. The data were collected through an online questionnaire consisting of 25 statements measured using a five-point Likert scale. The responses were analyzed using descriptive statistics by calculating the mean score for each perception dimension. The results showed that the cognitive dimension obtained the highest mean score (M = 3.85), while both the affective and conative dimensions obtained a mean score of 3.54. All three dimensions were categorized as Agree, indicating that students generally had positive perceptions of using TikTok for independent vocabulary learning. The findings suggest that TikTok can support vocabulary learning by providing flexible access to learning materials, increasing students' interest in learning English, and encouraging them to learn more independently. Therefore, TikTok can be used as a supplementary learning resource to complement English learning inside and outside the classroom.
Purpose – This study aimed to investigate students’ perceptions of using Mobile Legends as a medium for self-directed vocabulary learning.
Methodology – This study employed a qualitative case study design. Data were collected through semi-structured interviews and Focus Group Discussions (FGD) involving ten 11th-grade high school students, consisting of five students from a public school and five from a private school. The data were analyzed using Miles et al.’s (2021) three-step process: data condensation, data display, and drawing and verifying conclusions.
Findings – Five aspects contributed to students’ perceptions: mind-independence, transparency, phenomenological observation, effectiveness, and flexibility. Most students perceived mobile games as useful for self-directed vocabulary learning and believed that vocabulary could be learned while playing Mobile Legends. They also considered its features helpful for vocabulary learning and viewed mobile game-based learning as flexible. However, most students perceived it as less effective for vocabulary learning.
Novelty – This study offers qualitative insight into students’ perceptions of Mobile Legends as a medium for self-directed vocabulary learning, particularly by involving students from both public and private schools.
Significance – The findings suggest that mobile games can serve as flexible supplementary media for vocabulary learning, although their effectiveness should be further considered.
Hikmah Pravitasari, Mohamad Takdir Ramadhan· Journal of Literature Langua...· 0 citations
Code mixing is commonly used in multilingual English as a Foreign Language (EFL) classrooms to facilitate communication and support students’ understanding of learning materials. However, students’ perceptions toward the use of code mixing in English teaching remain underexplored, particularly in Islamic senior high school contexts. Therefore, this study aimed to investigate students’ perceptions of the use of code mixing in English teaching and explore its impacts on students’ learning experiences at Islamic Senior High School Al Mubarok. This study employed a descriptive qualitative design. The participants consisted of 32 tenth-grade students, with six students selected for semi-structured interviews. Data were collected through a printed questionnaire and semi-structured interviews and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings revealed that students perceived code mixing positively because it helped them understand learning materials, classroom instructions, listening activities, and unfamiliar vocabulary more easily. In the affective aspect, students reported feeling more comfortable, relaxed, and less anxious during English learning activities. In the conative aspect, code mixing increased students’ confidence, motivation, and willingness to participate in classroom interactions. Furthermore, the findings indicated that code mixing facilitated comprehension, enriched vocabulary knowledge, reduced learning anxiety, and encouraged active participation in learning activities. These findings imply that English teachers in multilingual EFL classrooms may strategically use code mixing to support students’ comprehension, foster classroom engagement, and create a more supportive learning environment, particularly for learners with limited English proficiency.
S. Wahida, Siffa Annisa Fitri Ramadhani, Fidiatun Adiyan· Teaching English as a Foreig...· 0 citations
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