There is a vast amount of English for foreign language (EFL) textbook evaluation studies analyzing multi-dimensional values around the world. However, only a limited number of literature analyzes the Islamic value in EFL Textbooks, especially in Indonesia. To fill this glaring gap, the present critical discourse study aimed to investigate the intrinsic Islamic value contained in Indonesia's government-mandated English textbook for secondary high school students. Halliday’s systemic functional analysis and Kress and Van Leeuwen's visual grammar theory were then conducted to understand, analyze, and explain the content and the picture in the textbook respectively. Compassionate, respect, and care for life in all its forms; solidarity and conflict avoidance; and tolerance for cultures of the different ethnic and religious groups were found to be the major themes of Islamic values emerge from the textbook. Finally, conclusions, limitations, and recommendations were then discussed.

In recent years, a considerable body of empirical research has acknowledged the role of self-regulated learning (henceforth SRL) in the domain of English as a foreign language (EFL). However, the study investigating the role and mechanism of SRL in vocabulary learning is still in scarcity particularly in Indonesian contexts. To address this noticeable gap, this multi-case study aims to explore the role of SRL on vocabulary learning strategies use and mechanism from the experience of undergraduate EFL learners. After signing the informed of consent form sheets, two undergraduate students from two different countries (Indonesia and Egypt) voluntarily participate in this study. By employing a series of semi-structured interviews and conducting narrative thematic analysis (Braun Clarke, 2006), the findings showcase that both participants employ a myriad of vocabulary learning strategies such as rehearsal, elaboration, and social strategy. Additionally, the empirical evidence indicates that they have higher level of motivation and persistence to maintain vocabulary-learning activity. The findings suggest the important practical implications for teachers, learners, and institution. This article also discusses limitations and recommendations.