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All Journal Journal of English Language and Education The Academic: English Language Learning Journal
Aqidatul Izzah Syafruddin
Universitas Muhammadiyah Makassar
Education Languange, Linguistic, Communication & Media Other

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Exploring Factors Influencing Students’ Engagement in Deep Learning-Based EFL Speaking Aqidatul Izzah Syafruddin; Nurdevi Bte Abdul; Hasnawati Latif
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2813

Abstract

Student engagement is essential for fostering significant learning and enhancing speaking proficiency in EFL lessons. While prior research has investigated student involvement and deep learning independently, there is a paucity of studies addressing the elements that affect students' participation in deep learning-oriented EFL speaking activities, especially at the junior high school level. This study defines deep learning-based EFL speaking activities as speaking tasks that foster meaningful comprehension, critical analysis, cooperation, reflection, and the application of information through genuine communication. This study sought to examine the factors affecting students' engagement in these learning activities. The study utilized a descriptive qualitative approach and featured 10 eighth-grade students from SMP Muhammadiyah Lajoa, recruited via purposive sampling. Data were gathered via classroom observations and semi-structured interviews, subsequently analyzed employing the interactive model proposed by Miles, Huberman, and Saldaña (2014). The results identified five elements affecting student engagement: teaching strategy, individual motivation, student-teacher relationship, students’ English proficiency and teaching facilities. The data suggest that student involvement is influenced by the interplay of internal and external influences. The study emphasizes the significance of establishing supportive, engaging, and student-centered learning settings to promote meaningful engagement and active participation in EFL speaking activities.
Investigating Students Perceptions Toward Gamified Vocabulary Learning Using Bamboozle Aqidatul Izzah Syafruddin; Naufal Afif Raihan; Andi Asri Jumiaty; Sitti Herawati
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 11 No 1 (2026): The Academic: English Language Learning Journal
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v11i1.1638

Abstract

This study aimed to investigate students' perceptions toward gamified vocabulary learning using Bamboozle. Employing a quantitative descriptive design, the research involved 15 seventh-grade students from a junior high school. Data were collected through a structured questionnaire containing closed-ended and open-ended questions, then analyzed using descriptive statistics and content analysis. The findings revealed that all students (100%) demonstrated positive emotional responses toward Bamboozle, with significantly enhanced motivation and engagement compared to traditional methods. Students perceived the platform as effective in facilitating easier vocabulary learning, increasing confidence in using new vocabulary, and supporting comprehensive vocabulary development including word meanings, spelling, and contextual usage. The majority of students (93.3%) preferred collaborative learning and reported measurable vocabulary growth. This study concludes that Bamboozle offers an effective pedagogical approach for vocabulary instruction by addressing both cognitive and affective dimensions, making it a valuable tool for educators in creating engaging and meaningful learning experiences that align with contemporary students' preferences and learning needs.
Co-Authors Andi Asri Jumiaty Hasnawati Latif Naufal Afif Raihan Nurdevi Bte Abdul Sitti Herawati