This article presents two Thai international students’ accounts of their lived experiences during a virtual service learning (community service) program due to the global COVID-19 pandemic. Semi-structured interviews and participants’ reflection data were thematically analyzed through the lens of positive and negative emotions so as to explore participants’ perceptions of virtual service learning. Findings indicate that the pandemic situation was not a barrier to contributing positively to society. One of the positive effects of community service activities is that such activities could build students’ creativity. It was also found that despite bad internet connectivity in their respective areas, the final-year international students were able to adapt to both academic and non-academic environments. This indicates that all international students should maintain their positive feelings when completing their service-learning program.

This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching. Data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. The findings indicated that regarding framework of level of reflection, the EFL pre-service teachers' level of reflectivity is mostly in the range of dialogic reflection Level 3 and dialogic reflection Level 4. Within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyse and evaluate their instructional practices. No one, however, indicated the quality of critical reflection since it requires more experiences as invested in time and field teaching exposure.

Reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. Despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on English language teaching in Indonesian context relative to the attitude of reflective teachers as revealed in their reflection. This study examined three attitudes of reflective teachers as proposed by Dewey, i.e. open-mindedness, wholeheartedness, and responsibility. They are considered as part of the keys in identifying the reflectivity state of the teacher. Data from two EFL preservice teachers' reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. The findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. This study's implication on language teacher education program is also discussed. SariKegiatan refleksi mengajar bahasa asing sudah menjadi kajian pada penelitian-penelitan terdahulu sejak awal 90-an. Meskipun demikian, penelitian dalam konteks pengajaran bahasa Inggris di Indonesia yang mengkaji sikap guru reflektif dalam kegiatan refleksi mereka masih sangat terbatas. Penelitan ini menelaah tiga sikap yang dimiliki guru reflektif sebagaimana digagas oleh Dewey, seperti keterbukaan, kerendahan hati, dan tanggung jawab. Ketiga sifat ini dinilai penting sebagai bagian dari kunci utama untuk mengidentifkasi kualitas refleksi seorang guru. Data dari jurnal refleksi mengajar dan interview dari dua mahasiswa calon guru yang sedang praktik mengajar dianalisis dengan menggunakan teknik tematik. Hasil penelitian menunjukkan bahwa kedua calon guru merefleksifkan tiga sikap tersebut yang mengindikasikan perkembangan mereka dalam persiapan menjadi guru yang lebih profesional. Implikasi penelitian ini terhadap program Pendidikan Guru Bahasa juga disajikan.

This study attempts to investigate the benefits of Project-based learning in the multimodal platform. It is exploring students’ perception towards the implementation of Project-based learning (PBL) in the multimodal platform based on students’ experience in working on the project used the multimodal platform in English instructional context. This study adopted a descriptive qualitative method. Data gathered through students’ reflection. The study was conducted in the English Language Education study program, at the University of IAIN Kendari. The participants of this study are fifth-semester students in the academic year of 2019-2020 who taking the Syntax course which the learning process of this course used PBL. Twenty-six students participated in this study by were wrote reflections to obtain information related to their perception toward Project-based learning implementation through the multimodal platform in their classroom. The collected data from students’ reflection then was highlighted, collated, and analyzed through coding and categorization. The results of the research reveal that PBL has advantages to students’ learning process. Besides, this study also shows that students have a positive perception of PBL implementation in the multimodal platform in their English classroom. Thus, this study implies that language teacher and teacher educators could utilize Project-based learning in the multimodal platform as a teaching-learning technic to develop students’ perception as well as students’ performance in the English teaching-learning process.