The L2 motivational self-system (L2MSS) has been extensively investigated in multiple contexts. However, few studies have explored its correlation with Islamic junior high English students’ proficiency test results. To fill the void, this study examines the relationship between the L2MSS and English proficiency test scores among Indonesian Islamic junior high school students. Data were garnered quantitatively from 30 students of an Institute for Foreign Language Development at an Indonesian private university through a questionnaire and an English proficiency test and then were analyzed using the SPSS software system. The findings revealed that the correlation between motivation and achievement was statistically insignificant. We obtained the score of three components; ideal L2 self (r = .01, p .05), L2 learning experience (r = -.204, p .05), and ought to L2 self (r = -.343, p .05). The findings suggest that the ideal L2 self showed a very low relationship and the other two demonstrated a negative direction correlation. This study contributes insights into the understanding of the correlation between foreign language learning motivation and its influence on achievement in the Islamic boarding school context. Further research could recruit participants from wider areas with different contexts.

TOEFL (Test of English as Foreign Language) is still taking place as a demanding English proficiency test in many countries, especially in Indonesia. This initial test is extensively used for various purposes, such as scholarship admission or job application. Among the three sections in the TOEFL test, the structure has been challenging for the test takers regarding examining the grammatical rules. Due to the need for study numbers on TOEFL structure score betterment by employing the learning media, this study aims to outline the improvement of TOEFL score, particularly in structure and written expression, after using learningapps.org as self-evaluation. The 26 high school students participated in this study. The data were gathered through documentation and test-in structure pretest and post-test scores. Data were statistically analyzed by compare means, using paired sample test. The result of the study reveals that learningapps.org did not positively affect students' enhancement of structure and written expression on the TOEFL test. The study implies that more precise learningapps must be chosen and tried to know the correlation.

Studies on English as a foreign language (EFL) teachers’ identity construction have been extensively investigated in recent years. However, the previous studies exclusively focused on teachers in higher education and neglected Global Englishes (GE) concept as a mediator in identity construction. Therefore, to fill this lacuna, the current narrative research study explored the identity construction of 10 Indonesian EFL secondary school teachers in the Global Englishes era. The data were gathered through in-depth interviews and observations and were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings were elaborated into six emerging themes; they were 1) teachers’ perspectives of Global Englishes, 2) the goal of teaching English, 3) native speaker fallacy, 4) the use of mother tongue, 5) the use of Western cultures, and 6) the use of international English textbooks. Based on the investigation, the teachers echoed multiple identities as English teachers vis-à-vis the Global Englishes era. Although they are aware of such an issue, their tenets to adhere to the practice of native speaker fallacy are still strongly held. In other words, our study revealed a perceptual mismatch among the teachers with regard to their identities in a Global Englishes era.