Extensive reading is broadly known as reading for enjoyment and is beneficial for EFL students. However, nowadays, the growth of technology has become a matter for students to be reading less than they should be. Thus, this research focused on the online extensive reading as the course program the students had experience in Pakuan University to find out their perspective. The respondents were 15 students from sixth-semester students who had experienced the Online Extensive Reading subject. The research was conducted by using qualitative method and using questionnaires and one-on-one interviews as the instruments. Data collected were separated into three indicators, which included the learning process, students’ skills improvement, and personal factors. Based on the result, the students’ perspective on the Online Extensive Reading helped them improve, especially in vocabulary gained, reading interest and reading comprehension. On the other hand, most students perceived that the learning process was effective for them to learn in this Online situation. However, they suggested that they needed more virtual meeting sessions instead of using chat forum to discuss or share. Furthermore, there were a few students that didn’t feel the effectiveness of the Online Extensive Reading because they had a problem in their personal characteristic such as, procrastinating, unmotivated to read, unmanageable time, and their lack of reading interest.

Purpose This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency. This specific accreditation agency is expected to improve the quality of teaching, learning and research at TEIs in ASEAN region. Design/methodology/approach The qualitative study generates data from questionnaires and online semi-structured interviews among ASEAN academics. They work as teacher educators in Indonesia, Singapore, Thailand and Malaysia. Findings As findings show, participating academics from Indonesia, Singapore, Malaysia, the Philippines, Thailand and Brunei Darussalam believe that it is necessary to have a specific international accreditation agency that can properly accommodate particular standards of teacher education. This accommodation is expected to increase the governance of quality teaching, learning and researching to prepare more competent and professional future teachers. Participating academics also acknowledge some potential challenges this specific accreditation agency may have, including local acceptance by national governments in ASEAN region and global acknowledgement from international accrediting agencies, mostly based in Global North countries. Research limitations/implications The study only involves academics in five ASEAN countries of Indonesia, Malaysia, Singapore, Thailand and the Philippines so that it may have less international acceptance. Practical/social implications The study also identifies aspects and mechanisms of blended online-onsite international accreditation application for TEIs, which grows its significance because of technological advancement, efficiency and prolonged COVID-19 pandemic. Originality/value The study provides a digital accreditation system for TEIs, particularly in ASEAN region. This originality is important in this era of Internet of Things.

The technology advance in language learning has become a trend in research including the implementation of peer feedback. This study aims to explore the development of technology-supported peer feedback by reviewing 10 studies published between 2016 and 2020. The results found that all studies implemented peer feedback in higher education. Regarding the tools and system, most studies conducted asynchronous learning mode in giving and receiving feedback and the use of social media reached the highest percentage. Across most studies, individual peer feedback was adopted, but anonymity was not clearly mentioned. One-round feedback was mostly implemented and there were less follow-up revised tasks. Furthermore, most studies assigned students to give corrective and structured feedback. Of all studies, using technology in peer-feedback activities could give more opportunities for students to get engaged and motivated, but not significantly improve the students’ performance, language and proficiency skills. For future research, it is suggested that researchers develop how to integrate effective technology tools into peer feedback in terms of building self-regulated learning as well as reaching learning values.

Vocabulary is an English basic need that is required in the learning process. Through vocabulary, people can express their ideas. In fact, the students still get some difficulties when they learn vocabulary, especially for young learners. Young learners are supposed to be the children who study at the first year of formal schooling. They are kindergarten students in 4 years old and elementary students who are 6-12 years old. This research is conducted at SDIT Bening to find out the effect of using whole language approach on young learners’ vocabulary enrichment. In this research, pre-experimental method with one group pre-test post-test is used. 22 students are taken as the sample. Some statistical calculations are done to analyze the data and t-test formula is applied to get the final result. Based on the data calculation, the t-test value is 3.22. The result of t-calculated and t-table with d.f = 21 at significant level 0.01 is 2.83 and significant level of 0.05 is 2.08. It shows that the value of t-calculated is higher than t-table (3.22more than 2.83 more than 2.08). It means that the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that there is an effect of using whole language approach on young learners’ vocabulary enrichment. Keywords: whole language approach, young learners, vocabulary enrichment.

The student changing of teaching and learning systems from face-to-face classes to online platforms because of the Covid-19 pandemic urged EFL teachers to develop digital competency. This study aims to investigate the ways teachers develop strategies and cope with challenges, as well as to identify the level of teachers’ digital competency (TDC). The narrative inquiry method was applied by conducting a semi-structured interview with three EFL teachers of secondary levels. The questions were developed based on the UNESCO ICT Framework for Teachers (ICT-CFT) which include the components regarding curriculum and assessment, teaching and learning process, collaborative learning, and professional development. The interview results were then transcribed into written texts verbatim and excerpts were selected for inclusion in the narrative stories, specifically dealing with strategies and challenges. To identify the TDC, thematic analysis was done by coding and categorizing components that were also taken from the indicators of the UNESCO ICT-CFT which include the competencies of technological ability, communicative ability, pedagogical ability, management ability, and research ability. The findings revealed that the three EFL teachers had various but similar strategies by learning themselves through various digital platforms, joining webinars and training, as well as asking to and sharing with colleagues. Challenges were found mostly from the students’ inability and reluctance of using digital tools. The TDC covered most competencies but only reached the exploration and integration level, not the innovation level yet. Recommendations for future actions and studies are mentioned in this study.