TEFLIN Journal  

Nur Hafiz Abdurahman,Muhammad Ainur Rizqi

Previous research reports that foreign language anxiety (FLA) is one of the affective factors exerting influence on foreign language learning. Myriad studies have examined how foreign language learners cope with foreign language anxiety. However, few stud... see more

Reyhan Aslan,Melike Sahin

This paper reports on a case study of seven undergraduate students’ classroom participation in an English-medium university in an EFL context, with a focus on their perceptions about the factors affecting their involvement in interactional opportunities i... see more

Tariq Elyas,Bayan AlHashmi,Fan Fang

With a theory-driven interest in the factors that make some language learners more successful than others, this study attempts to measure the cognitive diversity level of EFL learners at a Saudi university. To achieve this purpose, the Ehrman and Leaver’s... see more

Didem Erdel,Mehmet Takkaç

In this study, classroom leadership styles of English language instructors were investigated within the Full Range Leadership (FRL) framework with the purpose of determining the relationship between instructors’ leadership styles and the outcomes of leade... see more

A. Dzo'ul Milal,Zuliati Rohmah,Wahju Kusumajanti,Yazid Basthomi,Diana Nur Sholihah,Meinarni Susilowati

The rapid development of digital technology with its likely disruptive impacts on students’ morality and character necessitates teachers to reorient their roles. Teachers need to be skillful in incorporating moral messages and character education in their... see more

Anita Triastuti

This study aimed to assess pre-service teachers’ knowledge base of teaching and the extent they perceive and reflect its implementation in a microteaching course. Employing mixed-methods design, the study involved pre-service teachers in a state universit... see more

Samrat Bisai,Smriti Singh

In a multilingual classroom, students come from various cultural, linguistic, and racial backgrounds. They have different ideologies, opinions, and needs. In this regard, ‘one size fits all’ pedagogy is not only irrelevant but also absurd because the inst... see more