Pedagogical Awareness of Instructional Effectiveness among EFL Pre-Service Teachers in Media-Based Learning Activities
DOI:
https://doi.org/10.59525/gej.2103Keywords:
Pedagogical Language Awareness; Instructional Clarity; EFL Pre-Service Teachers; Micro-Teaching Reflection; Multimodal Learning MediaAbstract
This qualitative reflective inquiry investigates how English as a Foreign Language (EFL) pre-service teachers develop pedagogical language awareness regarding the effectiveness of their spoken instructional directions during media-driven micro-teaching activities. Grounded in Teacher Language Awareness (TLA) frameworks, Classroom Discourse Analysis (SETT framework), Cognitive Load Theory, and Reflective Practice, this study examines the pedagogical consciousness of four EFL pre-service teachers as they deliver instructional English alongside four distinct teaching media modalities: visual posters, audio recordings, audio-visual videos, and interactive multimedia presentation decks. Data were gathered through reflective journals, video-recorded simulation observations, peer feedback debriefing sessions, and interdisciplinary focus group discussions involving pre-service teachers from English Language Teaching (TBI) and Islamic Education (PAI) departments. Using reflexive thematic analysis, three core dimensions of pedagogical awareness were identified: (1) awareness of instructional clarity and linguistic accessibility, (2) awareness of real-time student affective responses and non-verbal feedback, and (3) awareness of media–instruction synchronization and temporal-spatial timing. Crucially, participant data quotes are preserved in their original Indonesian verbatim form accompanied by English translations to maintain empirical authenticity while ensuring international accessibility. Findings demonstrate that while pre-service teachers initially prioritize grammatical correctness and media visual appeal, collaborative micro-teaching simulations prompt a substantial cognitive transition toward evaluating instructional English based on learner comprehension, cognitive load mitigation, and multimodal alignment. Unclear oral phrasing, unpaused audio overlays, visual clutter, and simultaneous auditory inputs were identified as critical triggers for reflective adaptation. The study offers actionable recommendations for teacher education curricula to integrate instructional language coaching with multimodal pedagogical design.
References
Adhikari, R., & Timsina, T. P. (2024). An Educational Study Focused on the Application of Mixed Method Approach as a Research Method. OCEM Journal of Management, Technology & Social Sciences, 3(1), 94–109. https://doi.org/https://doi.org/10.3126/ocemjmtss.v3i1.62229
Alfiana, H. (2021). Peningkatan model SAMR serta penerapannya untuk pembelajaran online yang mendalam. Jurnal Inovasi Teknologi Pendidikan, 8(1), 55–67. https://doi.org/10.21831/jitp.v8i1.42026
Andrews, S. (2007). Teacher Language Awareness. Cambridge University Press. https://doi.org/10.1017/cbo9780511497643
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. 36, 81–109. https://doi.org/10.1017/S0261444803001903
Braun, V., & Clarke, V. (2019, August). Reflecting on reflexive thematic analysis (Vol. 11, pp. 589–597). Vol. 11, pp. 589–597. Routledge. https://doi.org/10.1080/2159676X.2019.1628806
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? 18, 328–352. https://doi.org/10.1080/14780887.2020.1769238
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches.
Eliana. (2021). Strategi Guru PAI dalam Meningkatkan Motivasi Belajar Siswa SMPN 1 Wih Pesam, Bener Meriah. Tadabbur: Jurnal Peradaban Islam, 3(1), 125–146. https://doi.org/10.22373/tadabbur.v3i1.145
Hasbiyallah, H., & Nasir, T. M. (2023). Fostering Islamic Education Talents: Art Weeks for Junior High School Students. AL-ISHLAH: Jurnal Pendidikan, 15(4), 6102–6111. https://doi.org/https://doi.org/10.35445/alishlah.v15i4.1390
Jewitt, C. (2014). The Routledge Handbook of Multimodal Analysis (2nd ed.). Routledge.
Juharoh, J., & Ardianti, A. (2024). Istikhdamu Kitabu Al- Iktisyaf Li Tanmiyati Kafa ’ ati Al-Thulab Fi Maharati Qira ’ ati Al -Kutubi Al-Turas Li Al-fashli Al- Mubtadi ’ Ma ’ had Manba ’ u Al - Shalihin Manyar Gresik. Global Education Journal, 2(3), 285–292. https://doi.org/10.59525/gej.v2i3.652
Kaniati, N., Virgo, A., Soro, S., & Mardiana, D. (2025). Dampak Kepemimpinan Transformasional Kepala Sekolah Terhadap Kinerja Guru di Era Digital ( Studi Kualitatif di SMP Negeri 3 Cikampek ). Global Education Journal, 3(3), 209–216. https://doi.org/10.59525/gej.v3i3.1216
Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203970034
Mann, S., & Walsh, S. (2017). Reflective Practice in English Language Teaching: Research-Based Principles and Practices. Taylor and Francis. https://doi.org/10.4324/9781315733395
Mayer, R. (2020). Multimedia Learning. Cambridge University Press. https://doi.org/10.1017/9781316941355
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge (Vol. 108, pp. 1017–1054). Vol. 108, pp. 1017–1054. Teachers College, Columbia University. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nasir, Tatang Muh, Hasbiyallah, S. A. (2024). Development of Science and Technology in the PAI Curruculum. INTAHA : Islamic Education Journal, 1(2), 111–120. https://doi.org/https://doi.org/10.58988/intiha.v1i2.310
Nasir, T. M., Hermawan, A. H., Hasbiyallah, H., Permana, H. A., Sobariah, E. D. S., Nuroh, L., & Sahidin, D. (2024). Enhancing Decision-Making Skills in Islamic Religious Education: A Study on Utilizing PowerPoint-Assisted Puzzle Learning with the Make a Match Model. AL-ISHLAH: Jurnal Pendidikan, 16(2), 2657–2666. https://doi.org/https://doi.org/10.35445/alishlah.v16i2.4983
Nasir, T. M., Irawan, I., Karimah, R. S., & Robaeah, W. N. (2023). Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Belajar Pendidikan Agama Islam di SMPN 1 Kadipaten. Manazhim, 5(1), 261–277. https://doi.org/10.36088/manazhim.v5i1.2903
Nasir, T. M., & Karimah, R. S. (2023). The Foundation of the Development of Science and Technology in the PAI Curriculum (Aqidah Akhlaq Curriculum Analysis) in Indonesia. Zona Education Indonesia, 1(1), 7–16. Retrieved from https://ejournal.zona-edu.org/index.php/ZEI/article/download/2/2
Nasir, T. M., Purnama, W., Haryanti, E., Komara, D., & Sain, Z. H. (2025). Integrating Reason , Logic , and Islamic Epistemology for Holistic Science in Modern Education. Attulab : Islamic Religion Teaching & Learning Journal, 10(1), 34–51. https://doi.org/https://doi.org/10.15575/atthulab.v10i1.44031
Reed, S. K. (2006). Cognitive Architectures for Multimedia Learning. Educational Psychologist, 41(2), 87-98. https://doi.org/https://doi.org/10.1207/s15326985ep4102_2
Robaeah, W. N., Irawan, I., & Nasir, T. M. (2023). Charismatic Kyai Leadership and Its Relationship to the Character Building of Santri at Islamic Boarding Schools in Plered Purwakarta District. Islamika, 5(2), 721–742. https://doi.org/10.36088/islamika.v5i2.3155
Rosmaladewi, O., Yulyul Yuliana Hastuti, R., & Rahayu, P. (2023). Penguasaan Technological Content Knowledge (TPACK Mahasiswa Calon Pengajar Dalam Menunjang Pembelajaran Digital). KOLOKIUM Jurnal Pendidikan Luar Sekolah, 11(1), 171–179. https://doi.org/10.24036/kolokium.v11i1.595
Scrivener, J. (2012). Classroom Management Techniques (Scrivener, Jim) (Z-Library) | PDF | Applied Linguistics | Learning.
Sugiyono. (2021). Metode Penelitian Kuantitatif Kualitatif dan R&D (2nd ed.). Bandung: Alfabeta. Retrieved from https://www.scribd.com/document/709919745/metode-penelitian-pendidikan-sugiyono-2021
Svalberg, A. M. L. (2007). Language awareness and language learning. 40, 287–308. https://doi.org/10.1017/S0261444807004491
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019, June). Cognitive Architecture and Instructional Design: 20 Years Later (Vol. 31, pp. 261–292). Vol. 31, pp. 261–292. Springer New York LLC. https://doi.org/10.1007/s10648-019-09465-5
Syaiful Romadhon, M., Rahmah, A., & Wirani, Y. (2019). Blended learning system using social media for college student: A case of tahsin education. Procedia Computer Science, 161, 160–167. https://doi.org/10.1016/j.procs.2019.11.111
Virgona, A., Ruby, M. B., & Kashima, E. S. (2025). Flexibly navigating cultural diversity: How polycultural identity facilitates a meaningful and rich life. International Journal of Intercultural Relations, 109(August), 102279 Contents. https://doi.org/10.1016/j.ijintrel.2025.102279
Walsh, S. (2006). Investigating classroom discourse. Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203015711
Yang, F., & Gu, S. (2021). Industry 4.0, a revolution that requires technology and national strategies. Complex and Intelligent Systems, 7(3), 1311–1325. https://doi.org/10.1007/s40747-020-00267-9
Zhou, T. (2024). The role of pre-service physical education teachers in physical education – A bibliometric and systematic review. Heliyon, e28702. https://doi.org/https://doi.org/10.1016/j.heliyon.2024.e28702
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ahmad Hafidz, Jaka Lordra Ardita, Tatang Muh Nasir
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
