

































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 6, No. 3, December 2023, pp. 172-187  

       https://doi.org/10.12928/eltej.v6i3.10077          http://journal2.uad.ac.id/index.php/eltej/index        eltej@pbi.uad.ac.id  

Capturing moments to analyze students’ transformative thinking 

through photovoice in an English language teaching classroom 

Wiwiek Afifah a,1* , Ani Susanti b, 2, Eka Anisa Sari c,3, Abzhanova Samal d,4 

a, b, c Universitas Ahmad Dahlan, Jl. Ringroad Selatan, kragilan, Tamanan, Bangutapan, Bantul, Yogyakarta, and 55166, Indonesia  
d Nazarbayev University, Qabanbay Batyr Ave 53, Astana 010000, Kazakhstan 
1 wiwiek.afifah@enlitera.uad.ac.id  ; 2 mitra.zeraatpishem1398@gmail.com*; 3 afaravani@yahoo.com ; 4 afaravani@yahoo.com 

* corresponding author 

  

A R T I C L E  I N F O 

  

A B ST R ACT   

 

 

Article history 

Received 16 June 2023 

Revised 12 August 2023 

Accepted 15 December 2023 

  The understanding of photovoice technique to capture transformative 
thinking (thereafter, TT) in ELT classes is challenging and providing 
valuable insights in the field of language education. However, the 
study specifically concerned on these fields have not been sufficiently 
explored. To fill the gap, this study aims to explore how students’ 
thinking evolved during joining the English Language Teaching ELT 
class, how their insights changed, what moments lead students to 
undergo the transformation, and what ELT students believed about TT 
contribution to ELT. Photovoice, a participatory research method was 
employed to these determined research purposes. Approximately 75 
students, aged 19-20 years old were invited to participate in this study. 
They were instructed to submit two pictures. Each picture was given 5 
questions: what you saw here, what really happened, how did this 
relate to your life, why did this occur, and what could you do regarding 
EL II. A questionnaire was designed to be filled out by the students 
using Google Forms, which was used as the second data to complete 
the pictures’ interpretation. Data analysis then used the model from 
Erlingsson and Brysiewicz (2017) consisting of four steps: 
condensation, coding using MAXQDA, categorization, and finalizing 
the themes. This study provided insightful information about the 
dynamics of transformative thinking in ELT classrooms through 
photovoice. The results show that photovoice serves as both a visual 
aid for documentation and a window into the ways in which ELT 
influences students' broader thought processes. Using the technique, 
the emotional changes, creative thinking, and evolving viewpoints of 
the students through the photographs they have selected can be 
understood.  

 

This is an open access article under the CC–BY-SA license.    

 

 
Keywords 

English Language Teaching 

Pedagogical Strategies 

Photovoice 

Transformative Thinking 

 

 

  

How to Cite: Afifah, W., et.al. (2023). Capturing moments to analyze students’ transformative thinking through 
photovoice in an English language teaching classroom. English Language Teaching Educational Journal, 6 (3), 
172-187. https://doi.org/10.12928/eltej.v6i3.10077 

1. Introduction  

 Learning how to teach is not currently prioritized (Alstein et al., 2021). The quality of teachers is 
generally underestimated, as some studies have shown that only a small number of digital natives are 
willing to be teachers (Kirschner & De Bruyckere, 2017). Some factors that are assumed to explain 
why teaching becomes a less attractive career are its low salary, workload, and low prestige in society 
(Gorard et al., 2021). Not only in Indonesia, but teachers in various nations also earn less money than 
workers in occupations requiring an equivalent degree of education and experience (Darling-
Hammond et al., 2017). A study done by Gorard et al. (2021) showed that workload was a strong 
predictor of the decision to leave teaching. From that point of view, the public may not consider 

https://doi.org/10.12928/eltej.v6i3.10077
http://journal2.uad.ac.id/index.php/eltej/index
mailto:eltej@pbi.uad.ac.id
mailto:wiwiek.afifah@enlitera.uad.ac.id
mailto:mitra.zeraatpishem1398@gmail.com
mailto:afaravani@yahoo.com
mailto:afaravani@yahoo.com
http://creativecommons.org/licenses/by-sa/4.0/
https://doi.org/10.12928/eltej.v6i3.10077
http://crossmark.crossref.org/dialog/?doi=10.12928/eltej.v5i2.2806&domain=pdf
http://creativecommons.org/licenses/by-sa/4.0/
https://orcid.org/0000-0001-7378-8108


ISSN 2621-6485 English Language Teaching Educational Journal 173 
Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

teaching as a career choice, as this profession gives a low status, salary, and lack of opportunities for 
career advancement. 

However, many students from the English Literature Department enrolled in English Language 
Teaching (ELT) class. When they were randomly interviewed to record their intention to choose it, 
they admitted that they chose ELT because of wanting to have an additional profession as an English 
teacher. They are not trained to be English teachers, but through the ELT course, they believe that 
they will gain that profession. In contrast to the interview result, the open survey results showed 
surprising facts. Most students chose ELT because they avoided the more challenging course such as 
English for journalism and public speaking. They thought that ELT was easier and only related to 
teaching grammar and vocabulary. This intention led to other problems, such as procrastination, 
unenthusiasm in attending the class, and lack of critical thinking. They did not seriously join the class, 
as they thought that they had gained the English learning materials. 

Transformative thinking (TT) can play an important role in addressing the mentioned issues. In 
ELT, TT can foster students’ habit mind, creative thinking, and critical reflection. When facing a 
problem, students having TT can find the solution with their cognitive maturity. It also helps students 
enhance their language skills, teaching creativity, and nurtures of pedagogical understanding. TT also 
boots students’ cognitive thinking, beliefs, and perceptions in which those components will 
significantly influence students’ teaching skills (Mezirow, 2018). Furthermore, TT can also enhance 
students' cognitive and affective domain and to promote meaningful learning experiences (Hoggan & 
Cranton, 2015). Many approaches have been investigated to improve TT abilities in English language 
instruction. These techniques include critical thinking techniques, collaborative learning, and 
photovoice. 

Studies have demonstrated the efficacy of transformative strategies in enhancing learners' language 
skills (Leonard et al., 2023).  Pre-service and in-service instructors have benefited from the use of 
photovoice in understanding students to enhance their teaching abilities (Musoke et al., 2022; Cho & 
Kim, 2022). Moreover, photovoice complies with the requirement for theoretical frameworks in 
studies to accurately document the learning process. Teachers can track the development of students' 
TT by methodically analyzing and interpreting visual data by fusing photovoice technique with 
theoretical underpinnings. According to McMorrow & Musoke (2023), the strategy not only improves 
research methods but also offers a useful supply of data for comprehending the intricacies of cognitive 
growth in English language learners. 

In relation to, photovoice is an effective technique for recording important moments that reveal the 
underlying issues, such as students' chronic absences, procrastination, apathy in classes, lack of 
enthusiasm and critical thinking abilities. In ELT context, using photovoice helps teachers express 
their obstacles while implementing online teaching (Pratolo et al., 2024). Add to this, photovoice also 
supports students convey their points of view when creating an unusual and genuine story beyond 
conventional data (Goessling, 2018; Reed et al., 2024). Thus, an appropriate intervention can be 
addressed to the problems raised by using photovoice, which provides a more detailed view of the 
processes at action. Photovoice emerges as a useful technique for acquiring significant insights into 
learners' cognitive growth, even though a variety of strategies have been used to increase 
transformational thinking abilities in English language instruction. Teachers can gain a deeper 
understanding of how students develop their cognitive abilities such as spatial thinking and critical 
thinking in the context of learning English by using photovoice with theoretical frameworks. Through 
the use of visual narratives, photovoice plays a critical role in methodical knowledge by recording the 
growth of learners' thinking skills. It enables students to use visuals to communicate their viewpoints, 
experiences, and thoughts, which promotes a deeper comprehension of their cognitive growth. 
Teachers of English can learn about their students' creative thinking, problem-solving strategies, and 
mental processes by incorporating photovoice into their lessons. These insights are critical for the 
development of students' cognitive thinking abilities. Research on ELT and transformative thinking 
have been extensively conducted. Some of the researchers are Bayyurt & Sifakis (2015), Jeyaraj & 
Harland (2014) and Safari (2017).  

However, those specifically addressing transformative thinking and photovoice in the ELT context 
are still infrequently.  To address this gap, this study aimed to investigate by formulating the research 
questions as follows: (1) how students’ thinking evolves during the ELT experience, (2) how their 



174 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

insights changed, (3) what moments lead students to undergo the transformation, and (4) what the 
ELT students believed about the transformative thinking contribution to ELT. 

1.1. ELT for English Literature Department 

Students want to acquire the ability to teach English and want to learn theory with more practice. 
Since ELT is not the major course offered, exploring their decisions is necessary to know the reasons 
and expectations of joining it. To introduce the English teaching to students of the English Literature 
Study Program, the ELT syllabus used was designed based on the mission and vision of the institution 
and new demands in the global workplace. It discusses the four skills (speaking, listening, reading, and 
writing) and approaches to balance them, as well as ensuring comprehensive language proficiency. 
Additionally, ELT has also been associated with student differentiation. Due to the varying needs, 
learning styles, and proficiency levels, they are carefully undertaken and tailored to teaching methods. 
Differentiated activities, personalized instruction, and adaptive learning strategies have been discussed 
in ELT. Since ELT contains not only linguistics and education aspects but also general aspects, 
knowledge of students’ needs should be acquired to avoid misunderstandings and misperceptions in 
joining ELT courses. 

Learning ELT in English Literature Department provides some benefits to support the educational 
experience as highlighted by Chu et al., (2021). To foster linguistic competency, critical thinking, and 
a profound understanding of literature, a dynamic and enriching learning environment is needed. 
Anuyahong & Pengnate (2023) suggested a novel method of teaching English vocabulary that makes 
use of mnemonics and memory tricks. This creative approach can be helpful for increasing vocabulary 
learning in literary classes. Using English literary texts to foster students' intercultural communicative 
ability is also necessary to do as Bagui & Adder (2020) highlight the importance of using literature to 
help students improve their communication and cultural awareness. Poetry can help EFL learners 
expand their vocabulary, as suggested by Imron & Hantari (2021).  

1.2. Transformative Thinking 

The theory of "transformative thinking," referred to as "transformative learning," focuses on how 
people's thought processes develop and change because of meaningful learning events (Eschenbacher 
& Fleming, 2020; Mezirow, 2018).  Jack Mezirow was the pioneer who put this theory, and then some 
scholars have developed it. Based on this idea, transformative thinking entails a significant structural 
change in a person's beliefs, assumptions, values, and perspectives. The process of transformative 
learning consists of several steps, which are explained as follows. 

1. Disorienting dilemma: This challenges a student's beliefs, which creates a state of 
confusion and makes the students reevaluate their previous beliefs. 

2. Self-Reflection: Students critically analyses their ideas, beliefs, and views through self-
reflection. Students examine their various perspectives and question the fundamental 
beliefs that shape their ways of thinking. 

3. Exploration of new perspectives: Students search for knowledge, ideas, and perspectives. 
They interacted with others and participated in other activities to increase their 
understanding of the problem. 

4. Evaluating new knowledge: Students critically evaluate their new knowledge and 
perspectives. Through a comparison with their previous views, they assessed the accuracy, 
applicability, and relevance of the new information. 

5. Transformative thinking: Through critical thought, students might have a "aha" moment. 
They have developed fresh, deeper conceptual frameworks that enhance their perspectives. 

6. Action and Implementation: Learning is not only about changing students’ viewpoints on 
things but also about acting on new ideas. Students use their new ways of thinking to make 
decisions and navigate their daily lives. 

7. Critical Reflection: recognizes the significance of emotions, social context, and power 
dynamics in its process. This highlights meaningful engagement with diverse perspectives 
in fostering transformative thinking. 

The importance of emotions, the social environment, and power dynamics in the process of 
transformative learning is acknowledged by transformative thinking theorists (Romano, 2017). 



ISSN 2621-6485 English Language Teaching Educational Journal 175 
Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

Attention to how debate, critical thought, and substantive interactions with various viewpoints can 
encourage transformative thinking (Fazey et al., 2018). It is also vital to clarify that the evolutionary 
development of thinking over a long period is not the primary focus of transformational thinking 
theory, which instead emphasizes individual cognitive transformation (Valladares, 2021). 

1.3. Research Mapping of Transformative Thinking, ELT, and Photovoice 

Regarding the research mapping of transformative thinking in ELT, more than 500 articles were 
identified using the Vosviewer software. Based on the analysis, there were 42 items in four clusters. 
The links were 417 with a total link strength of 1986. The data were taken from Scopus and Google 
Scholars with the help of publishing and perishing software. Figure 1 and 2 show the results of the 
analysis using Vosviewer. 

Fig. 1.  Vosviewer Result 1 

Fig. 2.  Vosviewer Result 2 

In the academic realm of our study, transformative thinking was promoted in various ways using 
qualitative methodologies and approaches (Colomer et al., 2020; Farias et al., 2019; Rodríguez 
Aboytes & Barth, 2020; Wang et al., 2019). These were framed as interpretative and critical 
paradigms. In the context of reflective education, photography has been used to produce images and 
build social knowledge. In this regard, research that used photovoice or participatory photography was 
of interest to many scholars, but none have investigated transformative thinking. Therefore, using a 
particular photographic technique, photovoice as a participatory strategy for transformative thinking 
in ELT would help us identify, represent, and enhance new insights.  

Research using the photovoice method will make an important contribution in analyzing 
transformative thinking in ELT. Using photography as a tool to reflect on students’ experiences in 
ELT should be appreciated. This approach allows students to visually express their thoughts regarding 



176 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

the process of learning and teaching English. By involving students in this creative process, 
photovoice highlights the transformational dimensions in the way students perceive, feel, and interpret 
their learning experiences. This transformative thinking includes changes in their attitudes, 
understanding and outlook towards English language learning. By utilizing photovoice techniques, 
this research presents a unique perspective that goes beyond traditional understandings of teaching-
learning and designing more effective and relevant teaching strategies in the ELT classroom. 

2. Methodology  

Utilizing the photovoice technique (Wang & Burris, 1997), several elements such as photo-
documentation, photo-elicitation, and exhibition in galleries were used which are in line with an 
exploratory of qualitative approach. The goals were to identify, demonstrate, and enhance students' 
transformational thinking using a specific photography style. By using it, students were seen as active 
participation in this study. Furthermore, through both large- and small-group discussions of 
photographs, the photovoice technique aimed to (1) record and reflect the strengths and concerns of 
students toward the ELT course, (2) foster critical thinking and knowledge about significant issues, 
and (3) influence ELT policy. Four processes comprise the implementation of photovoice: (1) 
planning, (2) holding a pre-focus group meeting, (3) capturing pictures, (4) reflecting, and (5) 
summarizing the lessons gained (Boamah et al., 2022). Figure 3 shows the sequences used in this 
study. 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fig. 3.  Research sequences of photovoice technique (adopted from Boamah et al., 2022) 

2.1. Participants and Setting of the Research 

The study was carried out with approximately 75 students, aged between 19 and 20, at the University 
of Ahmad Dahlan's ELT II English literature department. This study was conducted from September 
2023 to February 2024. The English literature department offered three credit semesters. All the 
students enrolled in the "Community English Literature Department" course were asked to participate 
in this teaching strategy. The course was offered in the English literature department during the odd 
semester of the sixth undergraduate year. 

Since individuals were included in this study, ethical issues were addressed. Clear and easy-to-
understand explanations of the research purpose, the methods, and potential risks were given to the 
students. They were given the autonomy to make their own decisions and were provided with a readily 
understood informed consent form that emphasized the voluntary nature of participation. To ensure a 
transparent process, they were encouraged to raise questions prior to giving their consent. Students 
then received confirmation that their choice to participate or not would have any unfavorable effects. 

 



ISSN 2621-6485 English Language Teaching Educational Journal 177 
Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

 

2.2. Data Collection Techniques 

During the first two-hour session, the project objectives, the photovoice process, and the principles 
of the TT were discussed in the classroom with the students. The students were given the task of 
obtaining pictures that illustrated their emotional condition before and after attending the ELT classes. 
Additionally, the pictures that described their critical to the process of change. Using their phones, 
tablets, or cameras, students had 20 days to prepare and take their pictures (photo- documentation). 
Three of these pictures were chosen, summitted to the lecturer using Google form link, and the pictures 
were completed by the student’s description about their emotional condition during attending in the 
ELT classes. Five questions were posed to each photo: What did you notice here? What was taking 
place? What did this have to do with your lives? Why was this strength or difficulty there? For ELT, 
what could you do about it? Given that clues, this study was expected to investigate transformational 
thinking process. 

2.3. Data Analysis Techniques 

The four steps of data analysis consisting of condensation, coding using MAXQDA, 
categorization, and finalizing the themes were applied as suggested by Erlingsson and Brysiewicz 
(2017). We systematically transcribed, structured, and reduced students’ narratives that accompanied 
the photographs. Visual content analysis was used to examine the student-captured images. To identify 
recurring themes and hidden meanings, it was necessary to categorize and code the visual motifs, 
patterns, and symbols in the images. Triangulating the results enabled by the mix of textual and visual 
data allowed for a more thorough and nuanced understanding of students' perspectives. In addition, 
the research team conducted member-checking procedures and solicited participant inputs to 
guarantee the validity and correctness of the conclusions drawn from the data. Because Photovoice is 
collaborative, participatory analysis was possible, guaranteeing that the students' opinions were not 
only heard but also actively included in the interpretation of the results. In summary, the photovoice 
data analysis in this study revealed students' transformational thinking in the ELT classroom and 
demonstrated how well visual techniques capture the nuanced details of their learning experiences. 

3. Findings and Discussion 

3.1 Findings 

The students’ confessions taken from their pictures and descriptions were used to analyze students’ 
thinking processes, insights development, the moments leading them to transformation, and the 
students believe about the contribution of transformation thinking in ELT. The pictures and 
descriptions were guided by five questions. (1) What do you see here? (2) what was really happening? 
(3) how did this relate to your live? (4) why did this problem or strength exist? and (5) what could you 
do about it for EL II? Each issue is described as follows. 

1) Students' Thinking Processes Evolve during the ELT Teaching-Learning Process 

Students' thinking processes that evolved during the ELT teaching-learning process were used to 
analyze transformative thinking. English Literature students evolved their thinking from the pictures 
that express facial expressions, body language, and classroom engagement when they interacted with 
their friends. The way students performed their tasks also demonstrated their level of interest and 
comfort with the ELT. They chose pictures they had collected before joining the ELT class. 

Students’ transformative thinking can be captured in their thinking process. For example, at first, 
they did not like to be a teacher, but after attending the classes and being involved in the learning 
experiences, their thinking gradually changed. A change in thinking can be understood from how they 
viewed the ELT class. For instance, the way they responded to the teachers’ instructions and completed 
the entire task given by the teachers in the classroom could be one of the proven ways to determine 
students’ transportive thinking. 

The following pictures and the descriptions of the pictures show the students’ thinking processes. 
They were taken before and after attending ELT classes. 



178 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

  Fig. 4. Picture from student12  Fig. 5.  Picture from student12 

“I selected that picture, because my future was unclear, and I was unsure whether I would actually 
become a teacher or not at all.” [student12] 

“During ELT class, I was excited because I have new knowledge about how to teach. The group 
discussion before performing in front of the class gives me an insight that each student has different 
knowledge from one another. Teamwork is needed in the classroom, there are a lot of benefits that we 
get from making a group in a class. In discussion, collaboration with other students is important 
and it will expand our perspective. We can exchange ideas, make a strategy in the learning process, 
and solve problems together.” [student12] 

 

 

Fig. 6. Picture from student65 

 

 

Fig. 7. Picture from student65 

 

“There are no feelings, emotions, and my view is empty. Honestly, I feel confused, but I keep 
trying to understand”. [student65] 

“The overall ELT class is very fun and memorable. While studying ELT, the class was very 
conducive and exciting especially when practicing teaching.” [student65] 

Transformative thinking is facilitated by engaging in a variety of thought processes, including 
systems thinking, creative problem solving, and critical analysis. Students’ transformative thinking 
also included questioning previous assumptions, rethinking outdated assumptions, and adopting new 
approaches to challenges. These were frequently found in students’ descriptions of their selected 
pictures. The degree of cognitive flexibility and capacity to understand beyond preconceived notions 
have proven the thinking process. 

In exploring the transformative thinking through students’ thinking processes, some evidence both 
from students’ photos and description were gathered. Students engaged in a process of selecting, 
taking, and describing photographs were symbolized their transformative thoughts and experiences. 
The visual nature of photovoice not only provided a tangible and personal representation of these 
moments but also allowed for a deeper exploration of the emotions, context, and complexities 
associated with their cognitive shifts. The student’s nature of photovoice empowered them to express 
their transformative thinking in a medium beyond traditional verbal or written communication. 
Through this method, students were able to visually articulate the subtle nuances and context of their 
transformative thoughts, providing a more holistic understanding of their intellectual development. 
From this finding, it can be interpretated that transformational thinking essentially serves as a 
fundamental change in how students view and interact with their friends, lecturers, and ELT itself. 
Thinking processes also offer cognitive aspects and strategies for evaluating and comprehending 
information. Transformative thinking can arise from specific ways of thinking that encourage students 
to go beyond obstacles and explore new cutting-edge ideas and solutions. 



ISSN 2621-6485 English Language Teaching Educational Journal 179 
Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

2) Students’ Insights Development 

In the context of transformative learning, the development of students' insights is complex, and the 
process is influenced by various factors such as cognitive, social, and emotional aspects. Based on the 
students’ acknowledgment, the aspects that had influenced their insight toward ELT were the teachers’ 
explanation and the instructional design framework they had experienced in the classroom. In 
addition, students’ insight development was also influenced by the learning material, interaction both 
inside and outside the classroom, and students’ own learning processes. The following quotations 
show the students’ insight development. The following pictures and the descriptions of them show the 
students’ insight development.  

 

Fig. 8. Picture from student51 

 

Fig. 9. Picture from student51 

 

 “While studying in the ELT class, I felt happy because I could discuss and exchange opinions with 
friends to gain new insights about various teaching techniques and approaches.” [student51] 

 

 

Fig. 10. Picture from student70 
 

Fig. 11. Picture from student70 

 

“So, the picture above is a character in a cartoon called inside out. Her name is joy, a character 
who is always happy. It's the same as how I felt when I took this ELT course. I always feel happy 
when I take this class. Because the teacher has a way of teaching that can make students feel happy 
and not bored.” [student70] 

“Being a true teacher is not just teaching and then giving material, the task is even more than that.” 
[student70] 

“Hopefully in the future, we can become modern teachers and be good role models for students.” 
[student70] 

These quotations provide information and an understanding of the process that has brough students 
to perspective and insight change toward the importance of ELT. The aspects influencing students' 
perspectives and insights development in the context of transformative learning cover instructional 
design, strategies, quality enhancement, classroom dynamics, and task-related experiences. 

3) Moments that Lead Students to Undergo the Transformation. 

Students’ transformations were influenced by several factors. The moment that has brought about 
the transformation was the quality of their interactions with the teacher and engagement in dialogues. 
Positive teacher-student relationships have been reported by students as one of the moments that 



180 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

brought about the transformation. When students connect their old memories with their teacher, the 
moments were likely to undergo transformative experiences. The following quotation show the 
students’ insight development. 

“Studying in ELT class was very enjoyable. The material obtained greatly broadened my horizons 
about the world of teaching, which I had never even imagined before. This course will be very helpful 
in the future, especially for those who want to become teachers. Being a true teacher is not just teaching 
and then giving material, the task is even more than that. While studying ELT, the class was very 
conducive and exciting especially when practicing teaching. The overall ELT class is very fun and 
memorable. Hopefully in the future, we can become modern teachers and be good role models for 
students”. [student01] 

Moments that stimulated students into transformation were from engagement with their friends, 
such as when the student did the classroom projects, discussion, and presentation. In addition, teacher-
student relationships and harmonious experiences have been identified as triggers of transformative 
learning. Exposure to challenging and meaningful learning experiences can contribute to student 
transformation. The following quotation show the moment that led the students undergo the transition. 

            Fig. 12. Picture from student04                         Fig. 13. Picture from student04 

“I chose iceberg and some glasses filled with water as a description of my experience while 
studying in the ELT class because my expectations before studying in ELT class unfortunately differed 
greatly from my imagination that something from the simple sounding thing of teaching English was 
wrong because teaching English is very difficult. Teaching English needs many preparations and from 
this class, I have found many new things and have shaped my perception about teaching.” [student04] 

4) The Students Believe about the Contribution of TT in ELT 

Based on data analysis, students perceived that there were some contributions from transformative 
thinking to ELT. Students used some symbols to actualize their belief. The following quotations are 
students’ acknowledgment about their belief about the contribution of transformative thinking to ELT. 

Fig. 14. Student’s selected photo from student10 

“why I chose panda, because in my opinion panda symbolizes sincerity, innocence, cuteness, and 
fun. so, I chose panda because during learning I feel like a panda who does not think too much about 
expectations to be perfect but is free to explore a learning in its own way and time and the most 
important thing is to learn while being happy including when doing UAS.” [student010] 



ISSN 2621-6485 English Language Teaching Educational Journal 181 
Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

 

Fig. 15. Student’s selected photo from student19 

“The bookshelves are huge and illustrate a lot of the knowledge and knowledge I have gained from 
ELT classes. After joining this class, I feel optimistic about my future as an academic who will work 
as an English teacher.” [student19] 

“After attending the ELT class, I feel that there is a process of change in the way I see the role of 
English teachers for the future of the nation. I feel that having good English language skills with 
sufficient knowledge of English literature will enable me to be an inspiring English teacher. This 

change in my way of thinking has a positive value towards ELT.” [student19] 

There are at least seven contributions of it to ELT, based on students’ beliefs. They can solve 
problems, foster a passion for learning and a curiosity-driven mindset, being independent learners, 
thinking outside the box, fostering innovation and creativity, promoting social and global awareness, 
adapting to new technology, handling complicated problems, and accepting change, learning, and 
unlearning new things. These claims were taken from the students’ confessions. The following chart 
shows the seven contributions of students. 

 

Fig. 16. The Contribution of TT in ELT 

After attending the ELT class, students felt that there was a process of change in the way they 
understand the role of English teachers in the future of the nation. Students feel that having good 
English skills with sufficient knowledge of English literature will enable them to become inspiring 
English teachers. This change in their way of thinking has a positive value for the development of 
ELT in the future. 

3.2 Discussion 

Students were asked to describe a series of questions based on the photos they have selected. From 
the activity, students can go further in explaining their experience. When students conducted a visual 
analysis, evaluating and describing the visible aspects within their acquired photos, the answer to some 
questions, such as "what do you see from your photo?" have been answered. Following that, in 

Students believe about 

the contribution of TT in 

ELT 

Accepting change, learn, and… 7 10.00% 

Adapting to new technology,… 9 12% 

Promoting social and global… 9 12% 

Thinking outside the box,… 10 13% 

Being independent learners. 11 15% 

Fostering a passion of… 12 16% 



182 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

response to the question, "what was really happening in your photo?" students discussed the 
background details, including the feelings and occasions that led up to the moment that was 
photographed. Reflections on personal connections were sparked by the question, "How did this relate 
to your life with your photo?" which helped students connect the visual storytelling to their own 
experience. In examining the question, "why did this problem or strength exist?" students provided 
explanations for the underlying reasons and consequences of the situations that were shown. Finally, 
asking students "what could you do about it for English language teaching?" inspired transformational 
thinking and helped them come up with feasible concepts for implementing their experiences in the 
field of teaching English. 

From the findings, this study reaved that students' thinking had developed during the ELT teaching-
learning process. Students were engaged with ELT activities. They also responded to a teacher’s 
guidance, and fulfilled some tasks in the class. That active participation had served as an effective 
method for stimulating students' transformative thinking skills. This finding supports research done by 
Idris et al., (2023) that cognitive factors and strategies for processing and understanding information 
significantly impact transformative thinking, enabling students to overcome challenges and delve into 
innovative concepts and solutions. 

The classroom atmosphere, which included the explanations given by the teachers and the 
instructional design framework that the students were exposed to, had an impact on the development 
of the students' insights. These findings prove how important to investigate students’ transformation 
in the ELT class and support few researches examining how the photovoice approach in ELT 
search for students' transformational thinking. Among the limited scholars doing the research which 
were almost in line with the findings are Castro (2016) doing the photovoice workshop to create 
meaningful context for EFL learning. Simanjuntak (2020) and Ferdiansyah et al., (2020) identifying 
the cause of disengagement among apathetic English learners and the use of photovoice in teaching 
have proven that photovoice can maximize students’ learning without too much pressure on students. 
ELT, transformative learning, and photovoice become more relevant to answer the new demands of 
the modern world by documenting and analyzing classroom moments in their selected pictures. 

This study has supported the study done by Klahr & Wallace (2022) that the moment brings crucial 
effect to the students’ cognitive development. The moment brings a crucial contribution to the process 
of learning and students’ transformation. As a brief period characterized by a particular occurrence, 
feeling, and thinking, moment of silence, moment of joy, and any other moment, those had brought to 
students into transformation. The moment in this study is considered as the substantial aspects. 
Consequently, in ELT learning process, it should be well designed. This claim is in line with the study 
done by Sert (2021) conducting an interaction of student-teacher that created learning opportunities 
providing valuable insights and study by Walsh & Sert (2019) founding that a variety of interactional 
practices covering the issues of wait time, reduced teacher echo, and various feedback practices. 

The moment from this research finding is then described as significant or memorable events that 
leads students to have a different way of thinking. This study reaved that those moments which have 
been designed by the teacher had shaped students’ thinking process during the ELT learning 
experience. This finding is in line with the study done by Tardy & Snyder (2004) that moments can 
motivate participants and shape classroom practices, as well as provide new insight into teaching 
beliefs. Catching the moment using a photovoice also helped the students shape their perspectives and 
insights. Additionally, Pratolo et al., (2024) also revealed that photovoice helped EFL teachers 
expressed their emotional journey and their creativity in activating students’ low level of participation 
in online class. Findings in this research also support the study by Lam et al., (2020) that autistic voices 
can foster well-being among the autistic community. In the ELT classroom, moments should be created 
or designed by the teacher whether they are silent, shift, formal, or very serious. Even moments in 
ELT should be created as relaxed as possible by supporting many students’ interactions. Some 
moments that lead students to undergo the transformation are interactions between the teacher and 
students. This finding is in line with the study done by Walsh & Sert, (2019), who found that an 
appropriate level of interactional competence can create opportunities and spaces where learning can 
occur. 

This study also revealed that TT contributes to ELT. TT contribution to ELT supports some studies, 
such as Jenkins & Alfred (2018) who stated that TT can improve teaching and learning because 
learning is not only for memorization and superficial knowledge but also leads students to go beyond 



ISSN 2621-6485 English Language Teaching Educational Journal 183 
Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

that. This encourages students to think critically, consider other points of view, and create original 
solutions to challenging issues. In real-world situations, this capacity for creative and critical thinking 
is essential. Through ELT classes, it is possible to promote the curiosity-driven strategy for lifelong 
learning that is addressed in TT. 

This motivated students in ELT class explore a wide range of subjects, pursue for information, and 
never stop working to become better versions of themselves. Moreover, TT skills help students develop 
into lifelong learners who can adapt to shifting conditions and pick up new abilities as they go through 
life. This claim is consistent with research on an existence of independent thinking conducted by 
Sperrazza & Raddawi (2016). The study revealed that students of ELT had posed independence 
thinking that help them to stand up for themselves, clearly state their opinions, and support them. This 
finding is in line with Akyıldız & Çelik (2020) that through transformational thinking, students are 
enabled to think creatively and innovatively, and to come up with several ideas. Additionally, Felsman 
et al., (2020) also found the same point that students in that condition can consider a variety of options 
because they encourage diverse thinking. 

To explore transformative thinking in an ELT classroom through photovoice, it is essential to 
consider the potential impact of innovative teaching methods on students' learning experience. It has 
been demonstrated that the application of photovoice, a participatory action research technique that 
blends photography with grassroots social action, fosters transformational learning and critical 
thinking in a variety of educational situations (Haffejee, 2021). According to Cavazos (2017), this 
method gets students to take pictures and think about them, which can foster critical thinking and deep 
involvement. 

4. Conclusion 

The study suggests that transformational learning in ELT can be explored by using photovoice. It 
offers valuable insights into how to ignite students' perspective shift, which greatly benefits their 
learning experience. Students' thinking processes can be traced by analyzing the transformational 
process. By highlighting the significance of pedagogical approaches, emotional aspects, and the role 
of peer support in fostering transformative learning experiences, this study collectively demonstrates 
the variety of ways in which researching transformative learning enriches students' learning journeys. 
Catching the moments might also result from participating in discussions and completing the lecturer's 
assigned work. The use of photovoice as a method to capture moments in the ELT process can provide 
an in-depth picture of students' transformative thinking. This method not only allows teachers to 
understand the development of students' ELT skills and knowledge, but also provides a richer 
understanding of how students experience self-transformation during ELT learning. Through the 
pictures chosen by the students, we can feel the emotional nuances, creative ideas, and changes in 
their mindsets. Thus, Photovoice is not only a visual documentation tool, but also a window that opens 
a deeper view into students' understanding of ELT and how it affects their overall thinking. By 
continuing to explore the potential of Photovoice in ELT classrooms, we can stimulate deeper 
reflection, enrich the learning experience, and support students' positive transformation in 
understanding and using English. 

Despite the fact that the study using the photovoice approach is significant, it has several 
drawbacks. A significant limitation is the possibility of subjectivity in the interpretation of visual data. 
A further view of the events captured might result from the analysis considering the perspectives of 
the students as well as the researchers’ personal biases. Additionally, the findings are impacted by the 
number of selected photos collected by the students. Future research might overcome these 
shortcomings. Moreover, considering that photovoice is a dynamic tool, continued research into new 
technical tools and platforms may expand its use and accessibility. A more thorough analysis can be 
obtained by incorporating mixed-method techniques, such as integrating photovoice with quantitative 
measurements.  

Acknowledgment  

The authors would like to extend their gratitude to the LPPM (Lembaga Penelitian dan 
Pengabdian kepada Masyarakat) Universitas Ahmad Dahlan for their support to this research. 

Declarations  



184 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

Author contribution : Wiwiek Afifah was responsible for the entire research project. She 
also led the writing of the manuscript and the collaboration with the 
second, third, and fourth author. Ani Susuanti and Eka Anisa Sari 
have participated in the data collection and data analysis. Abzhanova 
Samal has participated in data analysis and interpretation. She also 
revised the manuscript. All the authors approved the final 
manuscript. 

Funding statement : This research has been funded by LPPM UAD with the contract no. 
U12/722/VIII/2023.  

Conflict of interest : The authors declare no conflict of interest. 

Ethics declaration : We as authors acknowledge that this work has been written based on 
ethical research that conforms with the regulations of our universities 
and that we have obtained the permission from the relevant institutes 
when collecting data. 

 

REFERENCES 

Akyıldız, S. T., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions 
of creativity. Thinking Skills and Creativity, 36, 100649. 
https://doi.org/10.1016/j.tsc.2020.100649  

Alstein, P., Krijtenburg-Lewerissa, K., & van Joolingen, W. R. (2021). Teaching and learning 
special relativity theory in secondary and lower undergraduate education: A literature 
review. Physical Review Physics Education Research, 17(2), 23101. 
https://doi.org/10.1103/PhysRevPhysEducRes.17.023101  

Anuyahong, B., & Pengnate, W. (2023). Developing a New Approach to Teaching English 
Vocabulary Using Mnemonics and Memory Techniques. International Journal of 
Research Publication and Reviews. https://doi.org/10.55248/gengpi.4.423.35573    

Bagui, H., & Adder, F. Z. (2020). Promoting Students’ Intercultural Communicative Competence 
Through English Literary Texts: Students’ Attitudes and Teachers’ Challenges. SSRN 
Electronic Journal. https://doi.org/10.2139/ssrn.3649236  

Bayyurt, Y., & Sifakis, N. C. (2015). ELF-aware in-service teacher education: A transformative 
perspective. In International perspectives on English as a lingua franca: Pedagogical 
insights (pp. 117–135). Springer. https://doi.org/10.1057/9781137398093_7  

Boamah, S. A., Yous, M. L., Weldrick, R., Havaei, F., & Ganann, R. (2022). Using photovoice 
as a method for capturing the lived experiences of caregivers during COVID-19: A 
methodological insight. International Journal of Qualitative Methods, 21, 
https://doi.org/10.1177/16094069221137494   

Castro, L. S. V. De. (2016). ‘We are more than EFL teachers – we are educators’: emancipating 
EFL student-teachers through photovoice.0792. 
https://doi.org/10.1080/09650792.2016.1215930  

Cavazos, A. G. (2017). Translingual oral and written practices: Rhetorical resources in 
multilingual writers’ discourses. International Journal of Bilingualism, 21(4), 385–401. 
https://doi.org/10.1177/1367006916629225  

Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher 
education: Active methodologies for transformative practices. Sustainability 
(Switzerland), 12(9). https://doi.org/10.3390/su12093827   

Cho, C. K., Kim, B. Y., & Stoltman, J. P. (2022). Design, implementation, and outcomes of an 
in-service program with photovoice as a pedagogical tool for geography teachers. 

https://doi.org/10.1016/j.tsc.2020.100649
https://doi.org/10.1103/PhysRevPhysEducRes.17.023101
https://doi.org/10.55248/gengpi.4.423.35573
https://doi.org/10.2139/ssrn.3649236
https://doi.org/10.1057/9781137398093_7
https://doi.org/10.1177/16094069221137494
https://doi.org/10.1080/09650792.2016.1215930
https://doi.org/10.1177/1367006916629225
https://doi.org/10.3390/su12093827


ISSN 2621-6485 English Language Teaching Educational Journal 185 
Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

International Research in Geographical and Environmental Education, 31(2), 123-138. 
https://doi.org/10.1080/10382046.2021.1924983  

Chu, W., Liu, H., & Fang, F. (2021). A Tale of Three Excellent Chinese EFL Teachers: 
Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories From 
an Ecological Perspective. Sustainability. https://doi.org/10.3390/su13126721  

Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerless, K., Low, E.-L., 
McIntyre, A., Sato, M., & Zeichner, K. (2017). Empowered educators: How high-
performing systems shape teaching quality around the world. John Wiley & Sons. 

Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African 
journal of emergency medicine, 7(3), 93-99. https://doi.org/10.1016/j.afjem.2017.08.001  

Eschenbacher, S., & Fleming, T. (2020). Transformative dimensions of lifelong learning: 
Mezirow, Rorty and COVID-19. International Review of Education, 66(5–6), 657–672. 
https://doi.org/10.1007/s11159-020-09859-6  

Farias, L., Laliberte Rudman, D., Pollard, N., Schiller, S., Serrata Malfitano, A. P., Thomas, K., 
& van Bruggen, H. (2019). Critical dialogical approach: A methodological direction for 
occupation-based social transformative work. Scandinavian Journal of Occupational 
Therapy, 26(4), 235–245. https://doi.org/10.1080/11038128.2018.1469666  

Fazey, I., Moug, P., Allen, S., Beckmann, K., Blackwood, D., Bonaventura, M., Burnett, K., 
Danson, M., Falconer, R., & Gagnon, A. S. (2018). Transformation in a changing climate: 
a research agenda. Climate and Development, 10(3), 197–217. 
https://doi.org/10.1080/17565529.2017.1301864  

Felsman, P., Gunawardena, S., & Seifert, C. M. (2020). Improv experience promotes divergent 
thinking, uncertainty tolerance, and affective well-being. Thinking Skills and Creativity, 
35, 100632. https://doi.org/10.1016/j.tsc.2020.100632  

Ferdiansyah, S., Widodo, H. P., & Elyas, T. (2020). Photovoice in the English as an additional 
language (EAL) writing classroom: No need to rush to love writing because love will 
grow with time. Journal of Asia TEFL, 17(1), 269. 
https://doi.org/10.18823/asiatefl.2020.17.1.19.269  

Goessling, K. P. (2018). Increasing the depth of field: Critical race theory and photovoice as 
counter storytelling praxis. The Urban Review, 50, 648–674. 
https://doi.org/10.1007/s11256-018-0460-2  

Gorard, S., Maria Ventista, O., Morris, R., & See, B. H. (2021). Who wants to be a teacher? 
Findings from a survey of undergraduates in England. Educational Studies, 1–23. 
https://doi.org/10.1080/03055698.2021.1915751  

Haffejee, F. (2021). The use of photovoice to transform health science students into critical 
thinkers. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02656-1  

Hoggan, C., & Cranton, P. (2015). Promoting transformative learning through reading fiction. 
Journal of Transformative Education, 13(1), 6–25. 
https://doi.org/10.1177/1541344614561864  

Idris, R., Govindasamy, P., Nachiappan, S., & Bacotang, J. (2023). Exploring the impact of 
cognitive factors on learning, motivation, and career in Malaysia’s STEM education. 
International Journal of Academic Research in Business and Social Sciences, 13(6), 
1669–1684. https://doi.org/10.6007/IJARBSS/v13-i6/17227  

Imron, A., & Hantari, W. C. (2021). How Poetry Improves EFL Learners’ Vocabulary Through 
Curriculum-Based Dynamic Assessment. Metathesis Journal of English Language 
Literature and Teaching. https://doi.org/10.31002/metathesis.v5i1.2834  

https://doi.org/10.1080/10382046.2021.1924983
https://doi.org/10.3390/su13126721
https://doi.org/10.1016/j.afjem.2017.08.001
https://doi.org/10.1007/s11159-020-09859-6
https://doi.org/10.1080/11038128.2018.1469666
https://doi.org/10.1080/17565529.2017.1301864
https://doi.org/10.1016/j.tsc.2020.100632
https://doi.org/10.18823/asiatefl.2020.17.1.19.269
https://doi.org/10.1007/s11256-018-0460-2
https://doi.org/10.1080/03055698.2021.1915751
https://doi.org/10.1186/s12909-021-02656-1
https://doi.org/10.1177/1541344614561864
https://doi.org/10.6007/IJARBSS/v13-i6/17227
https://doi.org/10.31002/metathesis.v5i1.2834


186 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

Jeyaraj, J. J., & Harland, T. (2014). Transforming Teaching and Learning in ELT Through Critical 
Pedagogy: An International Study. Journal of Transformative Education, 12(4), 343–355. 
https://doi.org/10.1177/1541344614550042  

Jenkins, C., & Alfred, M. (2018). Understanding the motivation and transformation of White 
culturally responsive professors. Journal of Adult and Continuing Education, 24(1), 81–
99. https://doi.org/10.1177/1477971417738793  

Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. 
Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001  

Klahr, D., & Wallace, J. G. (2022). Cognitive development: An information-processing view. 
Routledge. 

Lam, G. Y. H., Holden, E., Fitzpatrick, M., Raffaele Mendez, L., & Berkman, K. (2020). 
“Different but connected”: Participatory action research using Photovoice to explore well-
being in autistic young adults. Autism, 24(5), 1246–1259. 
https://doi.org/10.1177/1362361319898961  

Leonard, J., Djonko-Moore, C., Francis, K. R., Carey, A. S., Mitchell, M. B., & Goffney, I. D. 
(2023). Promoting Computational Thinking, Computational Participation, and Spatial 
Reasoning with LEGO Robotics. Canadian Journal of Science, Mathematics and 
Technology Education, 23(1), 120–144. https://doi.org/10.1007/s42330-023-00267-0  

McMorrow, S., & Musoke, D. (2023). Use of Photovoice in sub-Saharan Africa: Illustrations and 
Reflections from Research in Uganda. International Journal of Qualitative Methods, 22, 
16094069231218863. https://doi.org/10.1177/16094069231218863  

Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 
114–128). Routledge. https://doi.org/10.4324/9781315147277-8  

Musoke, D., Raven, J., Basnet, S., Idriss, A., Phiri, B., Ssemugabo, C., & Ozano, K. (2022). Using 
photovoice to inform and support health systems to reach marginalised populations: 
experiences from six low-and middle-income countries. Global Public Health, 17(12), 
3912-3930. https://doi.org/10.1080/17441692.2022.2092179  

Pratolo, B. W., Rofiqoh, Anggraeni, C. W., & Armin, D. S. (2024). Adopting photovoice to 
explore teachers’ experiences in online teaching. International Journal of Evaluation and 
Research in Education , 13(2), 1109–1122. https://doi.org/10.11591/ijere.v13i2.24164  

Romano, A. (2017). Transformative Learning: A Review of the Assessment Tools. The Journal 
of Transformative Learning, 53–70. 

Reed, K. B., Matson, Z., & Brown, E. A. (2024). Fostering justice and student connectivity with 
their community in mind: Using photovoice as a tool. Journal of Hospitality, Leisure, 
Sport & Tourism Education, 34, 100484. https://doi.org/10.1016/j.jhlste.2024.100484  

Rodríguez Aboytes, J. G., & Barth, M. (2020). Transformative learning in the field of 
sustainability: a systematic literature review (1999-2019). International Journal of 
Sustainability in Higher Education, 21(5), 993–1013. https://doi.org/10.1108/IJSHE-05-
2019-0168  

Safari, P. (2017). Proletarianization of English language teaching: Iranian EFL teachers and their 
alternative role as transformative intellectuals. Policy Futures in Education, 15(1), 74–99. 
https://doi.org/10.1177/1478210316681203  

Sert, O. (2021). Transforming CA findings into future L2 teaching practices: Challenges and 
prospects for teacher education. Classroom-based conversation analytic research: 
Theoretical and applied perspectives on pedagogy, 259-279. https://doi.org/10.1007/978-
3-030-52193-6_13  

https://doi.org/10.1177/1541344614550042
https://doi.org/10.1177/1477971417738793
https://doi.org/10.1016/j.tate.2017.06.001
https://doi.org/10.1177/1362361319898961
https://doi.org/10.1007/s42330-023-00267-0
https://doi.org/10.1177/16094069231218863
https://doi.org/10.4324/9781315147277-8
https://doi.org/10.1080/17441692.2022.2092179
https://doi.org/10.11591/ijere.v13i2.24164
https://doi.org/10.1016/j.jhlste.2024.100484
https://doi.org/10.1108/IJSHE-05-2019-0168
https://doi.org/10.1108/IJSHE-05-2019-0168
https://doi.org/10.1177/1478210316681203
https://doi.org/10.1007/978-3-030-52193-6_13
https://doi.org/10.1007/978-3-030-52193-6_13


ISSN 2621-6485 English Language Teaching Educational Journal 187 
Vol. 6, No. 3, December 2023, pp. 172-187 

 Wiwiek Afifah et.al(Capturing moments to analyze students’ transformative …..) 

Simanjuntak, D. C. (2020). Photovoice approach as investigation tool to identify the cause of 
disengagement occurrence among apathetic English learners. Jurnal JOEPALLT (Journal 
of English Pedagogy, Linguistics, Literature, and Teaching), 8(1). 

Sperrazza, L., & Raddawi, R. (2016). Academic writing in the UAE: Transforming critical 
thought in the EFL classroom. Teaching EFL writing in the 21st century Arab world: 
Realities and challenges, 157-187. https://doi.org/10.1057/978-1-137-46726-3_7  

Tardy, C. M., & Snyder, B. (2004). ‘That's why I do it’: flow and EFL teachers’ practices. ELT 
journal, 58(2), 118-128. https://doi.org/10.1093/elt/58.2.118  

Valladares, L. (2021). Scientific literacy and social transformation: Critical perspectives about 
science participation and emancipation. Science & Education, 30(3), 557-587. 
https://doi.org/10.1007/s11191-021-00205-2  

Walsh, S., & Sert, O. (2019). Mediating L2 learning through classroom interaction. Second 
handbook of English language teaching, 737-755. https://doi.org/10.1007/978-3-030-
02899-2_35  

Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory 
needs assessment. Health education & behavior, 24(3), 369-387. 
https://doi.org/10.1177/109019819702400309  

Wang, V. X., Torrisi-Steele, G., & Hansman, C. A. (2019). Critical theory and transformative 
learning: Some insights. Journal of Adult and Continuing Education, 25(2), 234-251. 
https://doi.org/10.1177/1477971419850837  

 

https://doi.org/10.1057/978-1-137-46726-3_7
https://doi.org/10.1093/elt/58.2.118
https://doi.org/10.1007/s11191-021-00205-2
https://doi.org/10.1007/978-3-030-02899-2_35
https://doi.org/10.1007/978-3-030-02899-2_35
https://doi.org/10.1177/109019819702400309
https://doi.org/10.1177/1477971419850837

	1. Introduction
	1.1. ELT for English Literature Department
	1.2. Transformative Thinking
	1.3. Research Mapping of Transformative Thinking, ELT, and Photovoice

	2. Methodology
	2.1. Participants and Setting of the Research
	2.2. Data Collection Techniques
	2.3. Data Analysis Techniques

	3. Findings and Discussion
	3.1 Findings
	1) Students' Thinking Processes Evolve during the ELT Teaching-Learning Process
	2) Students’ Insights Development
	3) Moments that Lead Students to Undergo the Transformation.
	4) The Students Believe about the Contribution of TT in ELT

	3.2 Discussion

	4. Conclusion
	Acknowledgment
	Declarations

	REFERENCES

