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E-portfolios have increasingly been integrated into higher education to promote reflection, documentation, and learner autonomy; however, their effectiveness in English Language Teaching (ELT) in Indonesia remains insufficiently examined. This study evaluates the use of e-portfolio-based learning in an Evaluation in ELT course by employing the Context, Input, Process, and Product (CIPP) evaluation model. Four research questions guided the investigation, focusing on the relevance of the programme context, the adequacy of inputs, the implementation processes, and the resulting learning outcomes. Using a descriptive qualitative design, data were collected through classroom observations, semi-structured interviews, and documentation of students’ e-portfolios. The participants consisted of one lecturer and thirty-seven seventh-semester students (ten males and twenty-seven females) enrolled in the course during the 2022/2023 academic year; additionally, three students were purposively selected for in-depth interviews. The findings indicate that (1) the context supported the adoption of e-portfolios as it aligned with course needs and learning objectives; (2) the input—including digital facilities, infrastructure, and access to online tools—was adequate for implementation; (3) the process showed active student engagement, although challenges such as connectivity issues, device limitations, and time constraints were present; and (4) the product demonstrated positive learning outcomes, including improved documentation practices, better understanding of course material, and increased digital literacy. The study underscores the potential of e-portfolios to enhance ELT learning and suggests the need for more structured feedback mechanisms and technical support to optimise future implementation.

Understanding the margin of error (MoE) as a part of statistical literacy which is useful for the public to select credible information from various surveys and polls. The study aims to reveal the levels of statistical literacy of mathematics education students, especially in understanding MoE, and compare them based on four variables: gender, enrollment in a statistics course, year in the program, and type of university. The online survey research involved undergraduate students of the mathematics education study program from 21 universities in Indonesia’s western, central, and eastern regions as the sample (n = 970). Descriptive statistics was used to describe the literacy levels and inferential statistics (t-test and F-test) to compare them based on the four variables. The results of the study reveal that: (1) student literacy in understanding the MoE concept is dominant at the non-literate level; and (2) there are significant differences in students’ literacy levels in terms of gender, enrollment in a statistics course, year in the program, and type of university. The study indicates that the literacy of mathematics education students is still low, so the statistics course is expected to focus more on developing statistical literacy.

E-portfolios have increasingly been integrated into higher education to promote reflection, documentation, and learner autonomy; however, their effectiveness in English Language Teaching (ELT) in Indonesia remains insufficiently examined. This study evaluates the use of e-portfolio-based learning in an Evaluation in ELT course by employing the Context, Input, Process, and Product (CIPP) evaluation model. Four research questions guided the investigation, focusing on the relevance of the programme context, the adequacy of inputs, the implementation processes, and the resulting learning outcomes. Using a descriptive qualitative design, data were collected through classroom observations, semi-structured interviews, and documentation of students’ e-portfolios. The participants consisted of one lecturer and thirty-seven seventh-semester students (ten males and twenty-seven females) enrolled in the course during the 2022/2023 academic year; additionally, three students were purposively selected for in-depth interviews. The findings indicate that (1) the context supported the adoption of e-portfolios as it aligned with course needs and learning objectives; (2) the input—including digital facilities, infrastructure, and access to online tools—was adequate for implementation; (3) the process showed active student engagement, although challenges such as connectivity issues, device limitations, and time constraints were present; and (4) the product demonstrated positive learning outcomes, including improved documentation practices, better understanding of course material, and increased digital literacy. The study underscores the potential of e-portfolios to enhance ELT learning and suggests the need for more structured feedback mechanisms and technical support to optimise future implementation.

The aim of the study is to identify the discourse type recognition of university students. Descriptive qualitative study was employed to explore the students’ ability in recognizing discourse types. To achieve the objective of the study, a test of discourse type recognition was administered to 25 students of non-English department at a private Islamic university in Yogyakarta. The findings showed that most students found it difficult in recognizing discourse types, the physical form, and the situation in which the discourse types might be found. Other than that, the existence of cultural specificity in discourse types might hinder the students from predicting the proper names for the discourse types. This suggested that the students need to be given more exposures on discourse types and cross cultural understanding to help them identify the discourse types better.

The aim of this study is to understand what challenges encountered by English teachers and how they cope with the barriers, particularly in low-resource, non-technological settings. Using the PRISMA framework, this study conducted a systematic literature review to synthesize the twenty articles published between 2018 and 2024 from Scopus, Connected Papers and ERIC. This study identified eight major challenges which are: inadequate resources for learning, poor school infrastructure, lack of teaching media, overly teacher-centered pedagogy, heavy workload, insufficiency of prepared teachers, adaptation issues, and low levels of student motivation. To cope with these challenges, teachers applied six primary strategies which included development of teaching materials by hand, content simplification through local dialects, application of teacher-centered pedagogy, peer collaboration, curriculum improvisation to fit local context, and informal professional development activities. These results have noted the creativity and adaptability of teachers within constrained environments and underscore the necessity for situated educational policies. Moreover, the study contributes to a better understanding on the preservation of English instruction in rural settings and offers useful information to policy makers, educators, and other divisions which work towards resolving inequities in education.