Collaborative Digital Mashup Poetry Project: Exploring EFL Students’ Perceptions and Experiences

Yanti Sri Rezeki

doi:10.24036/ld.v19i2.131400

Collaborative Digital Mashup Poetry Project: Exploring EFL Students’ Perceptions and Experiences

Yanti Sri Rezeki⁽¹⁾,
(1) Universitas Tanjungpura

Indonesia

Corresponding Author
Copyright (c) 2025 Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa

DOI : https://doi.org/10.24036/ld.v19i2.131400

Full Text:

Language : en

Abstract

This study explores EFL pre-service teachers’ perceptions and practices of learning as the results of their collaborative digital mashup poetry project experience. Specifically, the study seeks to describe the nature of students’ mashup poetry projects, their collaboration strategies, and their perceived benefits and challenges of working on the multimodal project collaboratively. Involving 27 students in a Poetry in ELT class, data were generated from the results of group interviews, responses to online questionnaires, individual reflective notes, and samples of students’ work. The data were transcribed, coded, and categorized into relevant themes. The study revealed students’ positive perception regarding their collaborative project in terms of soft skill and digital literacy skill development. Concerns about ethical issues as well as technical difficulties were also found. This study suggests careful consideration for pedagogical implications on the use of collaborative digital poetry projects in the EFL higher education context.

Keywords

collaborative project; mash-up poetry; digital video; project-based learning

References

Alvi, A., & Alvi, R. (2019). Text, reader & pedagogy: A reflection upon teaching English poetry to EFL female students at a Saudi Arabian university. Arab World English Journal, 1, 154–169. https://doi.org/10.24093/awej/efl1.12

Amgott, N. (2020). L2 Multimodal Composing Abroad: Remixing Languages, Cultures, and Identities. L2 Journal, 12(3), 0–22. https://doi.org/10.5070/l20047045

Bonn, J. D. (2010). A comprehensive dictionary of literature (J. D. Bonn (ed.)). Abhishek Publication.

Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247(May), 104318. https://doi.org/10.1016/j.actpsy.2024.104318

Crawford, W. J., & Mcdonough, K. (2017). Text Differences between Individual and Collaborative Writing: A Lexico-Grammatical Perspective. REFLections, 24(December).

Cruz-yeh, A. (2005). Understanding culture through poetry : A task. 1(2), 87–95.

Curwood, J. S., Magnifico, A. M., Lammers, J. C., & Stornaiuolo, A. (2019). Ethical Dilemmas Within Online Literacy Research. Literacy Research: Theory, Method, and Practice, 68(1), 293–313. https://doi.org/10.1177/2381336919870264

Galatsopoulou, F., Kenterelidou, C., Kotsakis, R., & Matsiola, M. (2022). Examining students’ perceptions towards video-based and video-assisted active learning scenarios in journalism and communication courses. Education Sciences, 12(2). https://doi.org/10.3390/educsci12020074

Guenier, A. (2023). Student Initiative of Producing Their Own Mini Videos for Language Learning. International Journal of Computer-Assisted Language Learning and Teaching, 13(1), 1–15. https://doi.org/10.4018/IJCALLT.317929

Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071

Hirsch, S., & Macleroy, V. (2020). The art of belonging: Exploring the effects on the English classroom when poetry meets multilingual digital storytelling. English in Education, 54(1), 41–57. https://doi.org/10.1080/04250494.2019.1690394

Insani, A. N. P., Aprilia, P. K., & Mistar, J. (2024). Challenges and Opportunities: A Qualitative Study of EFL Teachers’ Digital Proficiency and its Impact on Interactive Language Assessment. Voices of English Language Education Society, 8(1), 43–51. https://doi.org/10.29408/veles.v8i1.25095

Kangasharju, A. (2021). The digital poetry machine supporting lower secondary students ’ poetry writing. Journal of Literacy and Technology, 22(1), 52–91.

Karimaliana, K., Ramadhan, S., & Mukhaiyar, M. (2024). Transformative Literacy Training for English Students: The Impact of Movie-Based Learning Methods. VELES (Voices of English Language Education Society), 7(3), 829–838. https://doi.org/10.29408/veles.v7i3.24296

Kurtz, G., & Peled, Y. (2016). Digital learning literacies – A validation study. Proceedings of the 2016 InSITE Conference, 13, 910. https://doi.org/10.28945/3480

Lee, J. S., & Drajati, N. A. (2019). English as an international language beyond the ELT classroom. ELT Journal, 73(4), 419–427. https://doi.org/10.1093/elt/ccz018

Legarde, M. A. A. (2023). Do teachers have the requisite digital and technology skills for online learning?: The case of a state university in the Philippines. Pendidikan Progresif, 13(2), 404–419. https://doi.org/10.23960/jpp.v13.i2.2023

Lestariningsih, F. E., Madya, S., & Nurkamto, J. (2020). Pedagogical problems encountered by teachers of English to Computer Science students in the Indonesian context. EduLite: Journal of English Education, Literature and Culture, 5(1), 1. https://doi.org/10.30659/e.5.1.1-13

Mackey, A., & Gass, S. M. (2022). Second language research: methodology and design. In Routledge (3rd ed.). Routledge. https://doi.org/10.4324/9781003188414

Maiier, N., & Koval, T. (2021). How to develop digital competence in pre-service Fl teachers at university level. Advanced Education, 8(18), 11–18. https://doi.org/10.20535/2410-8286.227639

Miller, S. M., & Bruce, D. L. (2017). Welcome to the 21st Century: New literacies stances to support student learning with digital video composing. The English Journal, 106(3), 14–18.

Morrison, K. A. (2020). Poetry, place, and the university as anchor institution. English in Education, 56(1), 5–17. https://doi.org/10.1080/04250494.2020.1848349

Nugroho, A., & Mutiaraningrum, I. (2020). EFL teachers’ beliefs and practices about digital learning of English. EduLite: Journal of English Education, Literature and Culture, 5(2), 304. https://doi.org/10.30659/e.5.2.304-321

O’Halloran, K. (2022). Postdigital stylistics: Creative multimodal interpretation of poetry and internet mashups. English in Education, 56(1), 73–90. https://doi.org/10.1080/04250494.2021.1937112

Polednov, J., & Moln, I. (2023). Heliyon Soft skills and their importance in the labour market under the ´ kov a athov a Luk a s Copu ˇ. 9(July).

Rambe, L. N., & Suganda, S. P. (2023). Implementation of project-based learning in English Classroom of Merdeka Curriculum: Student and Teacher Perception. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 17(2), 196. https://doi.org/10.24036/ld.v17i2.126166

Rezeki, Y. S., & Surmiyati, S. (2021). EFL students’ perceptions of collaborative writing during remote teaching. Jurnal Pendidikan Bahasa, 10(2), 231–241. https://doi.org/10.31571/bahasa.v10i2.3220

Salam, U., Wahdini, W., Surmiyati, S., Rezeki, Y. S., Riyanti, D., & Suthathothon, P. (2023). Teachers’ challenges and strategies in using digital media in teaching English. Journal of English Language Teaching Innovations and Materials (Jeltim), 5(1), 49. https://doi.org/10.26418/jeltim.v5i1.63204

Seiça, Á. (2016). Digital poetry and critical discourse: A network of Self-references? Matlit Revista Do Programa de Doutoramento Em Materialidades Da Literatura, 4(1), 95–123. https://doi.org/10.14195/2182-8830_4-1_6

Sigvardsson, A. (2019). Don’t fear poetry! Secondary teachers’ key strategies for engaging pupils with poetic texts. Scandinavian Journal of Educational Research, 64(6), 953–966. https://doi.org/10.1080/00313831.2019.1650823

Sirisrimangkorn, L. (2018). The use of project-based learning focusing on drama to promote speaking skills of EFL learners. Advances in Language and Literary Studies, 9(6), 14. https://doi.org/10.7575/aiac.alls.v.9n.6p.14

Slater, T., & Beckett, G. (2019). Integrating language, content, technology, and skills development through project-based language learning: Blending frameworks for successful unit planning. Mextesol Journal, 43(1), 1–14.

Stanley, N. V. (2021). Poetry and digital media for improving upper elementary African American science learning. Journal of Poetry Therapy, 34(1), 13–23. https://doi.org/10.1080/08893675.2020.1846866

Stanley, N. V., Underberg-goode, A. N., Boyd, A., Guenier, A., Bloemert, J., Paran, A., Jansen, E., van de Grift, W., Rahayu, D., Young, C., Valadez, C., Gandara, C., Simecek, K., Rumbold, K., Pandya, J. Z., Kangasharju, A., Gunkel, D. J., Aladini, F., Farahbod, F., … Zembylas, M. (2020). L2 Multimodal Composing Abroad: Remixing Languages, Cultures, and Identities. English in Education, 49(1), 447–460. https://doi.org/10.5070/l20047045

Suherdi, D. (2019). Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class. Indonesian Journal of Applied Linguistics. https://doi.org/10.17509/ijal.v9i1.16418

Syafryadin, Pratiwi, V. U., & Wardhana, D. E. C. (2021). Pre-service English teachers’ experience with various call applications: Hindrances and reflection. Studies in English Language and Education, 8(1), 99–114. https://doi.org/10.24815/siele.v8i1.17609

Thibaut, P., & Curwood, J. S. (2018). Multiliteracies in practice: Integrating multimodal production across the curriculum. Theory into Practice, 57(1), 48–55. https://doi.org/10.1080/00405841.2017.1392202

Tiernan, P. (2021). Exploring digital literacy: How do undergraduate students evaluate digital video for inclusion in assignment work? Digital Education Review, 40, 110–121. https://doi.org/10.1344/der.2021.40.110-121

Vänttinen, M. (2024). Resolving asymmetry of access in peer interactions during digital tasks in EFL classrooms. Linguistics and Education, 80(March). https://doi.org/10.1016/j.linged.2024.101287

Viana, V., & Zyngier, S. (2020). Language-literature integration in high-school EFL education: Investigating students’ perspectives. Innovation in Language Learning and Teaching, 14(4), 347–361. https://doi.org/10.1080/17501229.2019.1608999