Article Per Year (5 Year)
p-Index From 2021 - 2026
0.882
P-Index
This Author published in this journals
All Journal International Journal of Informatics and Communication Technology (IJ-ICT) International Journal of Evaluation and Research in Education (IJERE) Register: Jurnal Ilmiah Teknologi Sistem Informasi Journal of Research in English Language Teaching and Linguistics
Lim Seong Pek
INTI International University
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media

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Critical thinking development through English reading activities in higher education Lim Seong Pek; Ahmad Tauchid
Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v2i1.38

Abstract

Critical thinking has become a central goal in higher education, particularly in English language learning where reading is expected to move beyond basic comprehension toward analysis, evaluation, and interpretation. Recent studies have increasingly emphasized the integration of higher-order thinking strategies, such as guided questioning and collaborative discussion, to promote deeper engagement with texts; however, much of the existing research focuses on instructional strategies or outcomes without clearly explaining how students’ thinking develops over time, leaving the connection between learning processes and measurable outcomes less fully explored. This study therefore aims to examine how English reading activities support the development of critical thinking among higher education students and to explore how students respond to the integration of critical thinking-oriented tasks. Using a mixed-method design, the study involved 23 undergraduate students in an English education program at a public university in Indonesia, with data collected through pre- and post-tests, reflective journals, classroom observations, and semi-structured interviews. Quantitative data were analyzed using paired samples t-tests, while qualitative data were examined through thematic analysis to identify patterns of engagement and cognitive development. The findings reveal consistent and balanced improvement in students’ abilities to analyze, evaluate, and interpret texts over time, with interpretation showing slightly stronger development, alongside a clear positive relationship between engagement and critical thinking performance. Students also demonstrated positive cognitive, affective, and behavioral responses, including high engagement, strong motivation, increased confidence, and a strong perception of the relevance and value of the tasks. These results imply that structured reading activities not only enhance critical thinking skills but also foster meaningful and engaging learning experiences, highlighting the importance of integrating cognitive, behavioral, and affective dimensions in instructional design to effectively support critical thinking development in higher education contexts.
From Clicks to Cradles: Mapping the Digital Landscape of Maternal Support through Bibliometric Analysis Rita Wong Mee Mee; Hanim Mohamad Ismail; Belinda Marie Balraj; Lim Seong Pek; Ali Derahvasht; Yang Mingmei
Register: Jurnal Ilmiah Teknologi Sistem Informasi Vol 11 No 2 (2025): July
Publisher : Information Systems - Universitas Pesantren Tinggi Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/register.v11i2.5437

Abstract

Online platforms have emerged as crucial parenting information sources in the digital age, revolutionizing how moms seek help, make choices, and deal with the difficulties of raising children. This change demonstrates the increasing scholarly interest in comprehending how digital resources affect the experiences of mothers. With an emphasis on performance and co-citation analyses, this study offers a bibliometric analysis of studies on mothers' interactions with online parenting resources. After a thorough screening process, 453 studies were eventually included out of the 1,352 records that were first found using the Web of Science database. While co-citation analysis finds thematic clusters like maternal mental health, digital parenting literacy, and online community engagement, performance analysis identifies important contributors, such as top authors, organizations, and nations. The findings show that, especially in reaction to the COVID-19 pandemic, academics are increasingly focusing on digital platforms as the main sources of parenting information. The results indicate that although mothers can benefit greatly from online resources, problems with disinformation and inequalities in digital literacy still exist. Since it highlights the necessity of trustworthy digital parenting resources to support maternal mental health and child development, this study is in line with Sustainable Development Goal (SDG) 3: Good Health and Well-Being. For a more comprehensive understanding of digital parenting practices, future research should incorporate qualitative methods and investigate cross-cultural viewpoints. A systematic road map for upcoming studies, the creation of policies, and real-world applications in the rapidly changing field of online parenting support is offered by this bibliometric analysis.
Mapping influential CLIL research in English language teaching: a bibliometric SWOT analysis Lim Seong Pek; Fatin Syamilah Che Yob; Azie Azlina Azmi; Desmond Sandum; Gilbert C. Magulod Jr.; Choiril Anwar
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38986

Abstract

Content and language integrated learning (CLIL) has gained increasing attention in English language teaching (ELT); however, existing reviews often describe trends without critically examining both research impact and developmental challenges. This study addresses this gap by investigating the question: what directions and challenges characterize influential CLIL research in ELT? An integrative approach combining document-level bibliometric performance analysis and strengths, weaknesses, opportunities and threats (SWOT) analysis was employed. Using the Scopus database, the ten most-cited CLIL-related studies published between 2021 and 2025 were identified and systematically analyzed. The findings indicate that influential CLIL scholarship centers on pedagogical scaffolding, teacher cognition, learner motivation, and technology-enhanced learning environments. At the same time, recurring challenges include role ambiguity between content and language teachers, policy-practice misalignment in English-medium instruction (EMI) contexts, and limited longitudinal evidence of language outcomes. The study concludes that while CLIL research is increasingly shaped by digital innovation, sustainable implementation depends on pedagogical clarity, teacher preparation, and institutional alignment. By integrating bibliometric evidence with critical qualitative synthesis, this study provides theoretical and practical insights to guide future research, teacher education, and policy development aligned with sustainable development goal 4 (quality education).
Immersive technology in English language learning: a bibliometric analysis Zhou Bo; Lim Seong Pek; Nahdia Kabir; Mohamed Bouteraa; Asna Asna
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.37947

Abstract

This bibliometric analysis, drawing on data from the Web of Science (WoS) core collection, explores the expanding role of immersive technologies in English language education. Virtual reality (VR) and augmented reality (AR) have shown strong potential to improve learner motivation, engagement, and communicative competence, yet their integration into formal English language settings remains uneven. By analyzing 248 peer-reviewed articles published between 2021 and 2025, this study finds significant trends, influential contributors, and emerging areas of interest within the field. The findings show a steady increase in publications and citations, reflecting growing recognition of the educational value of immersive environments. Prominent themes include emotional engagement, lowered language anxiety, and improved performance in vocabulary, speaking, listening, and cultural understanding. Much of the literature underlines authentic and situated learning, VR-based interactive environments, VR-supported problem-based learning, and AR-assisted vocabulary development. The analysis also identifies leading countries, with China and the United States producing the largest share of research, a pattern supported by strong institutional participation worldwide. These insights help guide educators and policymakers as they consider how to bring immersive technologies into English instruction. The study also establishes a foundation for future research on effective, engaging, and sustainable immersive language learning practices. Overall, these findings clarify how research on immersive technologies in English language education has evolved between 2021 and 2025 and identify influential studies and key contributors. They also point to persisting gaps, such as equity, teacher readiness, and cognitive-load–informed design, that warrant further investigation.
Navigating digital parenting: a bibliometric exploration of trends on children’s digital soothing practices Rita Wong Mee Mee; Noor Hanim Harun; Lim Seong Pek; Suzulaikha Mohamed; Tengku Shahrom Tengku Shahdan; Nurul Asyiqin Jalil; Anisa Ahmad; Tirzah Zubeidah Zachariah
International Journal of Informatics and Communication Technology (IJ-ICT) Vol 15, No 3: September 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijict.v15i3.pp1431-1442

Abstract

The digital age has transformed parenting practices, with an increasing reliance on digital devices for managing children’s behavior, particularly as calming tools. This study addresses the growing phenomenon of digital parenting, highlighting its implications on child development and family dynamics. Despite the benefits of digital media, concerns persist regarding its overuse for emotional regulation, which may impede children’s self-regulation skills and parent-child interactions. This study aims to explore the evolution of research on digital parenting using bibliometric analysis. A comprehensive dataset was extracted from the Scopus database, focusing on publications from 2020 to 2024 within the Social Sciences domain. The inclusion criteria included peer-reviewed, open-access articles written in English. A systematic methodology ensured the analysis of performance metrics, trends, and co-authorship patterns. Results indicate a significant increase in scholarly attention to digital parenting, with 837 articles meeting the inclusion criteria. Leading contributions emerged from journals such as Sustainability Switzerland and Education Sciences, with prolific authors and institutions from the United Kingdom and the United States dominating the field. The analysis underscores the interdisciplinary nature of the topic, reflecting contributions from education, media studies, and child development. This study offers valuable theoretical insights and practical recommendations, emphasizing balanced digital media use and informed parenting strategies to foster healthier family dynamics.
Co-Authors Ahmad Tauchid Ali Derahvasht Anisa Ahmad Anwar, Choiril Asna Asna Azie Azlina Azmi Belinda Marie Balraj Desmond Sandum Fatin Syamilah Che Yob Gilbert C. Magulod Jr. Hanim Mohamad Ismail Mohamed Bouteraa Nahdia Kabir Noor Hanim Harun Nurul Asyiqin Jalil Rita Wong Mee Mee Suzulaikha Mohamed Tengku Shahrom Tengku Shahdan Tirzah Zubeidah Zachariah Yang Mingmei Zhou Bo