SAGA: Journal of English Language Teaching and Applied Linguistics

Educational Expectations of Middle-Class Families and Their Children’s English Classroom Performance

2026-01-19T03:52:00+00:00

This study investigates the educational expectations of a middle-class family in Taiwan and how they align with their child’s English classroom performance. Using a qualitative case study approach, the researcher conducted English classroom observations and parents’ interviews over a two-year period, focusing on a primary school student’s English learning. The findings reveal a multifaceted educational approach that goes beyond mere academic achievement. Parents in this study actively invest in creating a structured, immersive language environment at home, demonstrating a clear transmission of cultural capital that aligns with Bourdieu’s concept of habitus and Lareau’s strategy of concerted cultivation. Their expectations for their child’s learning transcend basic skills, emphasizing the pursuit of higher-order thinking, creativity, and thoughtful expression. Additionally, they place significant value on the child’s learning attitude and character, focusing on behaviors like diligence and respect. While the student’s performance largely reflected these high expectations—showing active participation and strong language skills—there were occasional gaps in meeting the parents’ demand for “perfection” and “deep thinking.” This highlights the complex interplay between parental expectations, individual student traits, and environmental factors. The study concludes that middle-class educational strategies not only reproduce cultural capital but also cultivate specific learning behaviors and attitudes, offering valuable insights into the social reproduction of educational advantages in a Taiwanese context.

Investigating the Relationship between Vocabulary Mastery and Students’ Reading Comprehension in Vocational High School

2026-01-19T03:53:38+00:00

This study aims to determine the correlation between students’ vocabulary mastery and reading comprehension and, if present, the strength of that correlation at SMK Negeri 1 Kalasan. This study is a correlational research study involving 120 eleventh-grade students at SMK Negeri 1 Kalasan. This study used vocabulary mastery and reading comprehension tests adapted from Nation’s (2013) and Beglar’s (2007) vocabulary test items. The collected data were then analyzed using Spearman’s rho in SPSS 27. The findings of this study showed a significant correlation between vocabulary mastery and students’ reading comprehension (r = 0.638, p < 0.001). The correlation was significant at a moderate level, indicating a meaningful but not strong relationship between the two variables. This suggests that students with better vocabulary mastery tend to have better reading comprehension.

Overcoming Anxiety in Academic Listening: Strategies Employed by Indonesian EFL Students

2025-06-20T04:18:41+00:00

This study investigates how EFL (English as a Foreign Language) students cope with anxiety during academic listening tasks. Listening anxiety is a common issue among EFL students that may negatively impact on their understanding and performance, especially in academic settings. Using a qualitative research approach, data was gathered through semi-structured interviews with students who had completed academic listening courses at a private university in Central Java. Thematic analysis revealed the occurrence of four main themes: levels of listening anxiety (high, moderate, mild), the role of lecturers (strict or supportive), and coping strategies (cognitive, metacognitive, socio-affective, and spiritual). Students reported experiencing test-related anxiety, misinterpreting audio, and losing focus. To cope, they employed strategies such as prior preparation, mindset shifts, peer support, and prayer. The study highlights the need for both emotional and instructional support to help lower listening anxiety and provides valuable suggestions for teachers to improve students’ listening skills and emotional well-being in EFL classrooms.

Vocabulary Learning through Extensive Reading Implementation

2026-02-10T04:43:47+00:00

This study aims to investigate the implementation of Extensive Reading (ER) and the vocabulary learning that occurs within ER. It was implemented in a public senior high school located in West Java. A case study was employed to address the research questions. The data were collected from observations, interviews, and a focus group discussion. The results revealed that the teacher referred to ER guidelines from ERF when applying ER. Some ER principles were also used. With experience in ER, the students recognized that ER increased their interest in reading because the books they read were engaging, with illustrated stories. When students had difficulty comprehending the sentences, the pictures on each page helped them understand the story. In the reading process, students found some unfamiliar words. Their vocabulary was developed by searching for the meaning of words on the internet and understanding the contexts.

Teaching Literal Reading in EFL Contexts: A Case Study of One English Teacher

2026-02-10T04:19:17+00:00

The main objective of this study is to explore how an English teacher teaches literal reading comprehension in an EFL context. This study employs a qualitative case study design. The semi-structured interview was used as the instrument to explore teachers’ understanding of literal reading, instructional strategies, perceived student difficulties, and contextual factors influencing instruction. Thematic analysis was for the data analysis stage. The study identified four major themes: conceptualizing literal reading as a foundational skill, strategy-oriented instruction, vocabulary-related challenges, and teacher scaffolding within contextual constraints. Therefore, it is concluded that teaching literal reading comprehension is a demanding process and plays a crucial role in supporting students’ reading development in EFL classrooms.

Students’ Voices of Utilizing Perplexity AI in Academic Writing Class: Benefits and Challenges

2025-07-07T08:33:42+00:00

This study investigates students' perspectives regarding using Perplexity AI in academic writing courses, examining the benefits and challenges encountered during implementation. A descriptive qualitative study involving 44 sixth-semester English Education students was conducted to assess their experiences with an AI-powered tool in academic writing. Data collection used questionnaires and in-depth interviews to gain comprehensive insight into students' viewpoints. Findings indicated a largely favorable attitude towards adopting Perplexity AI in academic writing instruction. The students recognized significant benefits, including improved idea generation, accelerated writing process, improved structural organization, and efficient access to relevant sources. About 76.1% of participants agreed that the tool facilitated brainstorming for academic compositions, while 71.4% reported improved writing efficiency. Even so, some challenges emerged, particularly regarding the reliability of the information, with only 28.6% expressing confidence in the content's accuracy. Other concerns include the risk of plagiarism (66.7% of respondents), potential overreliance on technology, and limitations in fostering critical thinking. The mixed responses regarding improving the quality of writing (42.8% agree, 52.4% neutral) suggest a variety of individual experiences with the platform. These findings highlight the importance of a balanced integration of AI.

When English Meets Early Childhood Education: Challenges in Indonesian Kindergarten Classrooms

2026-02-10T05:04:31+00:00

This study investigates the challenges faced by kindergarten teachers in teaching English as a foreign language (EFL) in Indonesian early childhood education settings. Using a qualitative research design, data were collected through semi-structured interviews and classroom observations involving kindergarten teachers responsible for English instruction. The findings reveal four major challenges: limited professional training in teaching English to young learners, unclear curricular guidance for early English instruction, limited use of English in classroom interaction, and classroom management difficulties. Among these, insufficient teacher training emerged as the most dominant issue, influencing teachers’ pedagogical confidence, instructional strategies, and language use in the classroom. Teachers reported that pre-service and in-service training programs emphasized theoretical knowledge rather than practical approaches suitable for young learners. The absence of clear curricular direction and limited instructional time further contributed to inconsistent teaching practices. Additionally, teachers’ varying levels of English proficiency affected their ability to provide accurate language models, often resulting in heavy reliance on the first language. Classroom management difficulties were also intensified by children’s limited comprehension of English instructions. These findings highlight the need for clearer curricular frameworks, targeted professional development, and improved pedagogical support to enhance the quality of early childhood EFL instruction in Indonesia.