Studies on learner autonomy (LA) in EFL learning have been widely reported. However, the promotion of LA through EFL textbooks in Indonesia remains under-explored. This study investigated the extent ...to which the EFL textbook Erlangga Straight Point Series (ESPS) facilitates LA, the students’ perceptions of the textbook in promoting LA, and the teacher's perceptions of LA facilitation in the textbook contributing to EFL learning. This study employed quantitative and qualitative research designs involving 20 EFL students and an EFL teacher at a private Islamic senior high school in Bengkulu, Indonesia. The data were garnered from the textbook evaluation, the student questionnaires, and the teacher interview. The corpus data were analyzed through the framework by Nunan (1997), the questionnaires were through percentage calculation, and the interview results were through thematic analysis. The results showed that LA is not optimally facilitated in task sections of the textbook. Moreover, the students perceived the textbook only supported LA through the principles of classroom activities, self-assessment, and self-reflection. Meanwhile, the teacher positively perceives LA, but institutional support for its implementation is unavailable. This study implies the pivotal roles of all stakeholders in education to support autonomous learners through EFL textbooks.
Teaching is an activity involving semiotic resources beyond verbal language. Therefore, more studies investigating what semiotic resources are employed and how they are utilized within EFL classroom ...settings are needed. This study sought to explore the types of semiotic resources employed by two EFL teachers in Indonesia and the roles of these semiotic resources in teaching activities. Through a qualitative case study, two EFL teachers in Bandung and Medan, Indonesia, were purposively selected. Data collection was through a semi-structured interview and document analysis. A six-phase of thematic analysis was employed to analyze the interview results, while a three-step of skimming, reading, and interpretation was used to analyze the documents. This study found that spoken language, pictures, videos, proxemics, gestures, head movements, gaze, and music were the semiotic resources used by both teachers in their teaching. The findings also demonstrated that these semiotic resources were used in the opening, delivering, and closing of the class, explaining learning content, performing interactions with students, checking the students' progress, managing classroom order, showing appreciation, and conducting evaluations. This study implies the crucial roles of all stakeholders in education to help EFL teachers in multimodal knowledge and practical strategy to create better teaching outcomes.
