DESIGNING THE FISWR LEARNING MODEL: EMPOWERING ENGLISH LEARNERS THROUGH VOCABULARY MASTERY AND PEER COLLABORATION
Main Article Content
Abstract
The recent Covid-19 pandemic has forced universities to quickly adapt to conditions requiring the modernization of their learning systems through technology. Alongside these demands, universities must also maintain or enhance students' academic achievements. This presents significant challenges due to various internal and external problems faced by institutions. However, universities have taken numerous steps to maximize their potential and improve academic outcomes. To address these challenges effectively, universities must implement immediate solutions. A key approach is the development of adaptable learning models that can be applied both online and offline. This research focuses on developing an English language learning model. The study employs a Research and Development (RnD) design and will be conducted at the Indonesian Christian University. The objectives of this research are: a) to empirically identify the learning models students need; b) to empirically assess the feasibility of these models from the perspective of relevant experts; c) to empirically evaluate the effectiveness of the developed models; and d) to empirically analyze students' perceptions of the developed models. The expected outcome of this research is the production of fully developed learning models that are ready for implementation in universities.
Article Details
How to Cite
Naibaho, L., Tehupoeiory, A., Tambunsaribu, G., & Siregar, G. A. (2025). DESIGNING THE FISWR LEARNING MODEL: EMPOWERING ENGLISH LEARNERS THROUGH VOCABULARY MASTERY AND PEER COLLABORATION. English Review: Journal of English Education, 13(1), 189-204. https://doi.org/10.25134/erjee.v13i1.10535
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References
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Kassaw, C., & Demareva, V. (2023). Determinants of academic achievement among higher education student found in low resource setting, A systematic review. Plos one, 18(11), e0294585.
Khamroeva, S. (2024). Differences Between Communicative Language Teaching (CLT) And Task-Based Language Teaching (TBLT). Modern Science and Research, 3(2), 315-323.
Khorrami, K. (2024). Computational modeling of early language acquisition with multimodal neural networks (Doctoral dissertation, Ph. D. thesis), Tampere University).
Kong, Y., & Chookhampaeng, C. (2024). Developing a Teaching Model to Enhance Computational Thinking for Higher Vocational College Students. Journal of Ecohumanism, 3(8), 4979-4995.
Larsari, V. N., Geng, H., & Vidal, J. (2023, July). Collaborative Creation of Digital Storytelling-Based Task for EFL Grammar Acquisition: Using Gamification and Its Effect on EFL Sixth-Grade Students’ Learning in Flipped, Blended, and Traditional Classes. In International Conference on Future of Education (pp. 239-253). Singapore: Springer Nature Singapore.
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Li, Y., Liao, R., & Zhong, D. (2025). From theory to practice: assessing the impact of innovative English teaching on college students’ language proficiency. Innovation: The European Journal of Social Science Research, 1-22.
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Mathieu, J. E., Luciano, M. M., D’Innocenzo, L., Klock, E. A., & LePine, J. A. (2020). The development and construct validity of a team processes survey measure. Organizational Research Methods, 23(3), 399-431.
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Naibaho, L. (2022). Exploring digital technology integration in learning innovation. International Journal of Academic Research and Development, 7(6), 17-23.
Naibaho, L., & Ambrosia, Y. (2019). Students’ Perception on Guessing Game Use in Learning Vocabulary at SMPK Ignatius Slamet Riyadi.
Naibaho, L., Saxena, P. R., Sharma, K., Alfurhood, B. S., Pallavi, L., & Pant, B. (2023, May). Integration of Artificial Intelligence in Software Defined Networking Technology through Developing Machine Learning Algorithms. In 2023 3rd International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE) (pp. 513-517). IEEE.
Naibaho, L., Saxena, P. R., Sharma, K., Alfurhood, B. S., Pallavi, L., & Pant, B. (2023, May). Integration of Artificial Intelligence in Software Defined Networking Technology through Developing Machine Learning Algorithms. In 2023 3rd International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE) (pp. 513-517). IEEE.
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Panadero, E., & Lipnevich, A. A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review, 35, 100416.
Park, S. (2024). Longitudinal relationships between grit, self-esteem, and academic achievement among Korean primary school students. School Psychology International, 45(5), 522-544.
Rice, C. A., & Tokowicz, N. (2020). A review of laboratory studies of adult second language vocabulary training. Studies in Second Language Acquisition, 42(2), 439-470.
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Vesala-Varttala, T., Pál, Á., & Kóris, R. (2024). Fostering sustainability competences through co-creation of digital storytelling: Effects of COVID-19 on higher education students’ reflective learning. Journal of University Teaching and Learning Practice, 21(3).
Wawire, B. A., & Zuilkowski, S. S. (2021). The role of vocabulary and decoding language skills in reading comprehension: a cross-linguistic perspective. International Multilingual Research Journal, 15(1), 23-42.
Yaqobi, S. T. (2022). The Effectiveness of Communicative Language Teaching and Task-Based Technology in Promoting International Graduate Students’ Communicative Competence and Willingness to Communicate in English: A Case Study (Doctoral dissertation, Texas Tech University).
Zeng, Y., Kuo, L. J., Chen, L., Lin, J. A., & Shen, H. (2025). Vocabulary Instruction for English Learners: A Systematic Review Connecting Theories, Research, and Practices. Education Sciences, 15(3), 262.
Zhang, Z., Li, H., & Zhou, J. (2023). Teaching with social context in instructional video facilitates second language vocabulary learning. Heliyon, 9(3).
Alam, A., & Mohanty, A. (2024). Happiness Engineering: impact of hope-based intervention on life satisfaction, self-worth, mental health, and academic achievement of Indian school students. Cogent Education, 11(1), 2341589.
Andriani, M., & Drajati, N. A. (2024). Looking for a Fun Way to Learn English Vocabulary? Discover the Magic of Gamification with Digital Flashcards. Voices of English Language Education Society, 8(2).
Atkinson, D., Mejía‐Laguna, J., Ribeiro, A. C., Cappellini, M., Kayi‐Aydar, H., & Lowie, W. (2025). Relationality, interconnectedness, and identity: A process‐focused approach to second language acquisition and teaching (SLA/T). The Modern Language Journal, 109(S1), 39-63.
Azizi, Z., Namaziandost, E., & Ashkani, P. (2022). Active learning as an approach to fostering EFL learners’ speaking skills and willingness to communicate: A mixed-methods inquiry. Issues in Language Teaching, 11(2), 93-128.
Bajac, M., & Fišer, M. (2024). Digital Transformation and New Educational Paradigm. Social Informatics Journal, 3(1), 1-8.
Bajac, M., & Fišer, M. (2024). Digital Transformation and New Educational Paradigm. Social Informatics Journal, 3(1), 1-8.
Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
Borbor Echeverria, J. A., & Mero Alay, B. S. (2024). Effects of collaborative learning on students’ motivation and engagement (Bachelor's thesis, La Libertad: Universidad Estatal Península de Santa Elena, 2024).
Bouchahed Hani, T. Z. (2024). Exploring Teachers’ Attitudes Toward the Implementation and Impact of Teaching methods on the Students' Language Proficiency in Algerian Middle Schools.
Chen, C. Y., Chang, S. C., Hwang, G. J., & Zou, D. (2023). Facilitating EFL learners’ active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts. Interactive Learning Environments, 31(4), 2268-2287.
Chen, D. (2024). A hybrid approach to teaching Chinese through digital humanities, CALL, and project-based learning. Taylor & Francis.
Chiu, W. Y., Liu, G. Z., Barrett, N. E., Liaw, M. L., Hwang, G. J., & Lin, C. C. (2023). Needs analysis-based design principles for constructing a context-aware English learning system. Computer Assisted Language Learning, 36(1-2), 176-204.
Deepa, V., Sujatha, R., & Baber, H. (2021). Ageing and Learning Agility–Mediating role of learning perception and Moderating role of technology leverage. International Journal of Lifelong Education, 40(5-6), 514-531.
Eichstaedt, M. (2023). Comparing the Efficacy of Print and Digital Flashcards for Vocabulary Acquisition in an Elementary Education Setting (Doctoral dissertation, University of St. Francis).
El Koshiry, A. M., & Hegazy, A. Z. (2024). Using a Digital Storytelling-Based Electronic Program to develop primary stage pupils' EFL reading comprehension skills. Fusion: Practice & Applications, 16(1).
Fageeh, A. I. (2024). Maximizing learning management systems in online college English education: views from France and Saudi Arabia. Social Sciences & Humanities Open, 9, 100868.
Hailikari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2022). Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education, 23(3), 217-231.
Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online learning, 23(2), 145-178.
Hanemann, U., & Robinson, C. (2022). Rethinking literacy from a lifelong learning perspective in the context of the Sustainable Development Goals and the International Conference on Adult Education. International Review of Education, 68(2), 233-258.
Hoidn, S., & Reusser, K. (2020). Foundations of student-centered learning and teaching. In The Routledge international handbook of student-centered learning and teaching in higher education (pp. 17-46). Routledge.
Homayouni, M. (2022). Peer assessment in group-oriented classroom contexts: On the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning. Language Testing in Asia, 12(1), 61.
Jalinus, N., Verawardina, U., Nabawi, R. A., & Darma, Y. (2021). Developing blended learning model in vocational education based on 21st century integrated learning and industrial revolution 4.0. Turkish Journal of Computer and Mathematics Education, 12(9), 1276-1291.
Javorsky, K. (2024). Beyond Memorization: Transforming Vocabulary. Differentiated Instruction, Equity, and Inclusion in Language Education, 1.
Jayalath, J., & Esichaikul, V. (2022). Gamification to enhance motivation and engagement in blended eLearning for technical and vocational education and training. Technology, Knowledge and Learning, 27(1), 91-118.
Kassaw, C., & Demareva, V. (2023). Determinants of academic achievement among higher education student found in low resource setting, A systematic review. Plos one, 18(11), e0294585.
Khamroeva, S. (2024). Differences Between Communicative Language Teaching (CLT) And Task-Based Language Teaching (TBLT). Modern Science and Research, 3(2), 315-323.
Khorrami, K. (2024). Computational modeling of early language acquisition with multimodal neural networks (Doctoral dissertation, Ph. D. thesis), Tampere University).
Kong, Y., & Chookhampaeng, C. (2024). Developing a Teaching Model to Enhance Computational Thinking for Higher Vocational College Students. Journal of Ecohumanism, 3(8), 4979-4995.
Larsari, V. N., Geng, H., & Vidal, J. (2023, July). Collaborative Creation of Digital Storytelling-Based Task for EFL Grammar Acquisition: Using Gamification and Its Effect on EFL Sixth-Grade Students’ Learning in Flipped, Blended, and Traditional Classes. In International Conference on Future of Education (pp. 239-253). Singapore: Springer Nature Singapore.
Le, H. V., & Nguyen, L. Q. (2024, June). Promoting L2 learners’ critical thinking skills: the role of social constructivism in reading class. In Frontiers in Education (Vol. 9, p. 1241973). Frontiers Media SA.
Li, Y., Liao, R., & Zhong, D. (2025). From theory to practice: assessing the impact of innovative English teaching on college students’ language proficiency. Innovation: The European Journal of Social Science Research, 1-22.
Malykhin, O., Bondarchuk, J., Tersina, I., & Voitanik, I. (2024). Unlocking success: strategic approaches to enhancing communicative competence in English learning. Amazonia Investiga, 13(76), 90-102.
Mathieu, J. E., Luciano, M. M., D’Innocenzo, L., Klock, E. A., & LePine, J. A. (2020). The development and construct validity of a team processes survey measure. Organizational Research Methods, 23(3), 399-431.
Mister, B. (2023). From potential words to actual words: Supporting adult ESL learners to develop productive oral vocabulary (Doctoral dissertation, University of Wollongong).
Naibaho, L. (2021). The Analysis of Pre-Service EFL Teachers’ Teaching Implementation. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4(3), 3372-3381.
Naibaho, L. (2022). Exploring digital technology integration in learning innovation. International Journal of Academic Research and Development, 7(6), 17-23.
Naibaho, L., & Ambrosia, Y. (2019). Students’ Perception on Guessing Game Use in Learning Vocabulary at SMPK Ignatius Slamet Riyadi.
Naibaho, L., Saxena, P. R., Sharma, K., Alfurhood, B. S., Pallavi, L., & Pant, B. (2023, May). Integration of Artificial Intelligence in Software Defined Networking Technology through Developing Machine Learning Algorithms. In 2023 3rd International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE) (pp. 513-517). IEEE.
Naibaho, L., Saxena, P. R., Sharma, K., Alfurhood, B. S., Pallavi, L., & Pant, B. (2023, May). Integration of Artificial Intelligence in Software Defined Networking Technology through Developing Machine Learning Algorithms. In 2023 3rd International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE) (pp. 513-517). IEEE.
Nazeer, I., Mukhtar, S., & Azhar, B. (2023). Exploring the Effectiveness of Vocabulary Acquisition Strategies in Foreign Language Learning. Harf-o-Sukhan, 7(3), 1-14.
Netanda, R. S. (2020). Supporting Learning through Learning Management Systems in an ODL Environment amid Covid-19: Technology Accessibility and Student Success.
Nicastro, O. (2024). The Development and Content Validity of an Assessment Instrument in Simulation for Advanced Practice Provider Fellowship Programs: An Exploratory Study (Doctoral dissertation, University of Northern Colorado).
Niyozov, N., Bijanov, A., Ganiyev, S., & Kurbonova, R. (2023). The pedagogical principles and effectiveness of utilizing ChatGPT for language learning. In E3S Web of Conferences (Vol. 461, p. 01093). EDP Sciences.
Ortikov, U. K. U. (2024). The effectiveness of technology-enhanced language learning methods. Oriental renaissance: Innovative, educational, natural and social sciences, 4(3), 162-179.
Panadero, E., & Lipnevich, A. A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review, 35, 100416.
Park, S. (2024). Longitudinal relationships between grit, self-esteem, and academic achievement among Korean primary school students. School Psychology International, 45(5), 522-544.
Rice, C. A., & Tokowicz, N. (2020). A review of laboratory studies of adult second language vocabulary training. Studies in Second Language Acquisition, 42(2), 439-470.
Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., ... & Pusic, M. (2020). Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic. MedEdPublish, 9, 82.
Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2), 261-274.
Thankachan, T. C. (2020). Peace Value Model: Theoretical And Practical Implications. Educational Extracts, 54.
Tyas, E. H., & Naibaho, L. (2021, June). Effective School Management in Industrial Revolution Era 4.0. In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020) (pp. 212-216). Atlantis Press.
Vesala-Varttala, T., Pál, Á., & Kóris, R. (2024). Fostering sustainability competences through co-creation of digital storytelling: Effects of COVID-19 on higher education students’ reflective learning. Journal of University Teaching and Learning Practice, 21(3).
Wawire, B. A., & Zuilkowski, S. S. (2021). The role of vocabulary and decoding language skills in reading comprehension: a cross-linguistic perspective. International Multilingual Research Journal, 15(1), 23-42.
Yaqobi, S. T. (2022). The Effectiveness of Communicative Language Teaching and Task-Based Technology in Promoting International Graduate Students’ Communicative Competence and Willingness to Communicate in English: A Case Study (Doctoral dissertation, Texas Tech University).
Zeng, Y., Kuo, L. J., Chen, L., Lin, J. A., & Shen, H. (2025). Vocabulary Instruction for English Learners: A Systematic Review Connecting Theories, Research, and Practices. Education Sciences, 15(3), 262.
Zhang, Z., Li, H., & Zhou, J. (2023). Teaching with social context in instructional video facilitates second language vocabulary learning. Heliyon, 9(3).