The qualitative research with a case study approach was employed to explore and describe the linguistic intelligence of undergraduate EFL Learners of one state Islamic university in Palembang, Indonesia. The data were collected through observation of everyday activities in the classroom, survey, and interview. The participants of this study involved undergraduate EFL Learners. The results showed that there was a small number of the learners who used the language effectively to persuade others (rhetoric), who remembered the written and spoken information easily (mnemonic), who were able to deliver information orally and written (explanation), and who reflected language to talk about language itself (metalinguistic). The results of this study are expected to be beneficial for the students, the managers, and lecturers of English education study program in Indonesia to have deeper understanding about the concept of linguistic intelligence as it is one of factors that can influence the success in language learning.

The aims of the study were to investigate English teachers’ questioning strategies at one Madrasah in Palembang, South Sumatera. The qualitative research method with a case study approach was employed to look at the ways of the English teachers’ questioning strategies in the processes of teaching and learning and the reasons that made them use certain questioning strategies. The participants in this study were English teachers. We used observation and interviews as our data collection techniques. The observation was used to look at the teacher’s questioning types used in the daily practices of teaching in the EFL classroom while the interview was used to understand the reasons that made them use those types of questioning strategies. Our findings showed three types of teacher’s questioning strategies used by teachers in their teaching and learning processes including convergent, divergent, and procedural questions. Teachers mostly used convergent questions (yes/no and short answers). We also found five reasons why teachers preferred to those types of questioning strategies including recalling students’ understanding, attracting students’ attention, increasing students’ thinking in higher order level, and engaging students in learning activities. Implications and recommendations are also discussed.

The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.

The aims of this study were to find out student teachers' grammatical awareness and their perception towards grammatical awareness. This study employed a mixed method research. The participants were 129 English Education Study Program's student teachers at one state Islamic University in Indonesia. Purposeful sampling technique was applied to choose the participants. To collect the quantitative data, grammatical test was used and interview was used to obtain qualitative data. 129 student teachers took the test and 12 of them were willing to participate in the interview. The results indicated that student teachers had four types of grammatical awareness, namely (1) metalanguage recognition, (2) metalanguage production, (3) identification and grammatical error correction, and (4) grammatical rules explanation. The student teachers lacked of grammatical awareness. It could be seen from their ability to explain grammatical mistakes. Rules in grammar and explanation tasks were the most difficult for them whereas the easiest one was a metalanguage recognition task. The major factor of their weakness was the complexity of the rules of tenses.

Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner’s knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.

The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were willingly to be interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews was interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2)  the teacher's involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English needs to consider asynchronous online interactions for students’ writing revision when teaching writing.

The study aimed to explore the listening strategies used by Arabic education student teachers at one Indonesian Islamic university in Indonesia. The participants were students who were taking and passed in the listening subjects in the Arabic education study program. The total sampling was 564 participants. This study used a quantitative design with a survey approach. The researcher used SPSS to find out the reliability and to describe the percentage and frequency of the data. There were three categories of listening strategies. They were metacognitive, cognitive, and socio-affective strategies. The results showed that the most strategy used by the respondents was metacognitive strategy to increase their ability in listening. In addition, male students tended to use cognitive strategies, while female students focused more on metacognitive strategies in their listening activities. Students of higher institution could use the results of this study as a reference in understanding listening strategies.

The purpose of this study was to find out the impacts of teachers' intervention and no teachers' intervention peer feedback writing techniques (PFWT) on English as a foreign language (EFL) student teachers' essay writing ability and their perceptions of learning activities viewed on their level of writing anxiety. The study was conducted in one English education study program at an Indonesian state Islamic university. Writing tests were used to find out whether or not the treatments had the impact on student teachers' essay writing achievement while a questionnaire was used to gain student teachers' perceptions of writing activities. Two groups of student teachers taking a writing course were selected as participants. Data were analyzed by using Two Way ANOVA, Descriptive statistics analysis, and non-parametric test. The findings indicated that no teachers' intervention PFWT had a significant impact on student teachers' writing ability and the impact was influenced by the different levels of students' writing anxiety. Additionally, teachers' intervention PFWT had a significant effect on both students' having low and high writing anxiety. Finally, students having low writing anxiety perceived teachers' intervention PFWT more positively compared to those having high writing anxiety.