Journal of English Language Teaching, Literature and Culture

An ESP-Based Needs Analysis of English Subject for Room Division Students In A Hospitality Higher Education Context

2024-03-23T23:28:34-08:00

This study investigates the English language needs of students enrolled in the Room Division program at the Tourism Polytechnic of Makassar, Indonesia. Recognizing English as a critical skill in the hospitality sector especially in guest-facing roles, this research aims to assess whether the current English course aligns with the communicative demands of the workplace. Employing a sequential explanatory mixed-methods design, quantitative data were gathered through a 15-item Likert-scale questionnaire administered to 39 students, while qualitative insights were collected via semi-structured interviews with four purposively selected participants. Statistical analysis revealed that students perceived English as highly relevant to their future careers, particularly in speaking and customer service contexts. However, they also expressed a need for more interactive learning, including simulations, role-plays, and authentic materials. Thematic analysis of the interview data confirmed that students found the course lacking in real-world communication practice and contextualized vocabulary. Grounded in ESP theory, this study identifies gaps between the current curriculum and the specific language tasks expected in hotel operations. The findings underscore the importance of tailoring English instruction to meet learners’ professional goals and suggest the integration of task-based, industry-relevant activities. Recommendations are provided for curriculum developers, instructors, and policymakers to enhance the effectiveness of ESP instruction in vocational hospitality education.

Bridging the Gap: EFL Lecturers’ Familiarity and Knowledge of Technology in Language Teachings

2025-10-28T09:34:52-08:00

The rapid growth of digital technology has significantly influenced the landscape of higher education, including English as a Foreign Language (EFL) instruction. However, many lecturers still struggle to integrate technology effectively into their pedagogy. This study investigates EFL lecturers’ technological familiarity and knowledge in a maritime higher education context, aiming to identify their level of technological competence and the underlying factors influencing technology use in teaching. Employing a quantitative research design, data were collected through a questionnaire administered to 15 lecturers from a maritime higher education institution in Indonesia. The findings revealed that lecturers possess moderate familiarity with digital tools such as learning management systems and video conferencing platforms. However, their pedagogical integration of technology remains limited, with most using it mainly for material delivery rather than interactive or student-centered learning. The analysis indicates that the lecturers’ technological knowledge (TK) has not yet been sufficiently linked with pedagogical (PK) and content knowledge (CK), as conceptualized in the Technological Pedagogical and Content Knowledge (TPACK) framework. Barriers such as insufficient infrastructure, lack of institutional support, and limited digital pedagogical understanding were found to hinder optimal technology integration. The study suggests that sustainable professional development programs focusing on digital pedagogy and contextualized training are essential to enhance lecturers’ competence in integrating technology for effective EFL instruction in maritime education.

What are they exactly? Are they similar or different? A Conceptual and Contextual Insights of Multilingualism and Plurilingualism from Indonesian EFL Classrooms

2025-10-31T11:35:52-08:00

This systematic literature review aims to clarify the conceptual distinctions and contextual applications of multilingualism and plurilingualism in Indonesian English as a Foreign Language (EFL) classrooms. The study addresses widespread confusion among educators and policymakers by analyzing 25 high-quality, peer-reviewed studies published between 2021 to 2025. Using rigorous selection criteria and thematic analysis, the review found that multilingualism is typically understood as the coexistence of multiple languages within societies or institutions, while plurilingualism highlights an individual's integrated and dynamic use of multiple languages. Despite Indonesia’s rich linguistic diversity, national policies and curricula have yet to fully adopt plurilingual principles, often favoring strict language separations. Classroom research reveals that language practices are more fluid, with teachers and students frequently combining languages for comprehension and engagement. However, varying teacher beliefs and insufficient training hinder the implementation of effective plurilingual pedagogy. This study underscores the need for clear, shared definitions and improved professional development to bridge the gap between theory, policy, and practice. The findings advocate for policies and teaching approaches that recognize and harness the full linguistic repertoires of learners. Ultimately, this review provides a critical foundation for advancing multilingual education in Indonesia and contributes to global discussions on language pedagogy in multilingual contexts