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All Journal Dinamik Jurnal Pendidikan Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Tell : Teaching of English Language and Literature Journal Esteem Journal of English Study Programme Voices of English Language Education Society English Language Teaching Educational Journal INTERACTION: Jurnal Pendidikan Bahasa REiLA: Journal of Research and Innovation in Language Journal of English Teaching and Applied Linguistics (JETAL) JOLLT Journal of Languages and Language Teaching International Journal of Educational Research and Social Sciences (IJERSC) Jurnal Sosial dan Teknologi Journal of English Language and Education International Journal of Educational Best Practices INTERNAL (Information System Journal) INTERACTION: Jurnal Pendidikan Bahasa
Rosalina, Elsa
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Artificial Intelligence in English Language Teaching: A Systematic Literature Review of Tools, Impact, and Challenges Syuhra, Muhammad Nazaruddin; Chandra, Noor Eka; Rosalina, Elsa
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29745

Abstract

Artificial Intelligence (AI) has emerged as a transformative force in English Language Teaching (ELT), offering innovative tools to enhance proficiency across writing, speaking, listening, and reading skills. However, despite increasing interest, systematic investigations into how AI is currently applied and the challenges it presents in ELT remain scarce. This systematic literature review (SLR) critically synthesizes 35 peer-reviewed articles published between 2021 and 2025, selected from Scopus and SINTA 2-indexed journals using PRISMA guidelines and predefined inclusion criteria. The analysis identifies five categories of AI applications in ELT—pronunciation enhancement, writing assistance, speaking practice, listening comprehension, and personalized learning—alongside tools such as ChatGPT, Grammarly, ELSA Speak, and Duolingo. These tools demonstrate measurable improvements in learners’ linguistic accuracy, fluency, and engagement. Nonetheless, the review highlights persistent challenges, including teacher dependency, ethical concerns, limited contextual awareness by AI systems, fluctuating student motivation, and infrastructure constraints. To address these issues, the study underscores the importance of establishing ethical standards, expanding teacher training, ensuring equitable technological access, and encouraging the development of culturally adaptive AI systems. Cross-sector collaboration among educators, researchers, developers, and policymakers is vital to fully realize the pedagogical potential of AI in English language education.
How Online Extensive Reading and Listening Program Enhances Students’ Reading and Listening Comprehension: An Experimental Study Asrimawati, Inayati Fitriyah; Elyani, Eka Puteri; Rosalina, Elsa
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11580

Abstract

Encouraging students to repeatedly read and listen to resources can be challenging for language teachers. Although students understand that reading and listening are essential for language acquisition, few spend their free time engaging in these activitiesStudents often remain passive and hesitant to read or listen to English texts on their own due to a lack of understanding of the additional benefits, insufficient guidance on choosing appropriate texts for their proficiency level, and ingrained habits. Therefore, this study aimed to explore the impact of the Online Extensive Reading and Listening (OERL) program on students' reading and listening comprehension. Additionally, it sought to assess the variations in students' performance following exposure to the OERL intervention. This quasi-experimental research utilized a pretest-posttest design, involving sixty eleventh-grade students from a senior high school in Banjarbaru, selected through purposive sampling. Data collection involved administering reading and listening comprehension tests, and MANCOVA test was employed for data analysis. Results indicated a significant positive impact of the OERL program on enhancing students' reading and listening comprehension. Furthermore, noteworthy differences were observed in the reading and listening achievements of students exposed to the OERL program compared to those receiving intensive reading and listening with teacher-selected texts, with a significance level of 0.000. In essence, the OERL program proved valuable in improving students' reading and listening comprehension. 
Investigating Language Ego as an Affective Factor Influencing Second Language Acquisition in the Learning Process Zahra, Dzahabiyah Alfiya; Nasrullah, Nasrullah; Rosalina, Elsa
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i1.14552

Abstract

ABSTRACT: Real-life observation has shown that second language (L2) learners differ in their L2 learning process in which this individual difference is virtually related to the factors influencing second language acquisition. Many researchers have been interested in finding those factors, yet there is still a little study examining the impact of language ego as the affective factor. Thus, this paper aims to elaborate on how the language ego influences second language acquisition. By having a thorough understanding of language ego in L2 learning, it is expected that it can give some enlightenment to a better learning process for L2 learners.To provide an adequate explanation of language ego, this paper uses a literature review. This method is used to aggregate empirical findings related to a narrow research question which is the language ego as one of the affective factors influencing second language acquisition. Some previous studies that discuss a similar topic are collected, and the data is analyzed in accordance with the objective of this paper.As one of the affective factors, language ego is a psychological state of a learner in which it refers to the identity that a person develops in reference to the language. In this paper, it is hypothesized that the language ego influences second language acquisition in positive correlation when the focus is the permeability of the language ego. The permeability shows how the ego can be flexible and adaptable to the second language. The higher the learner’s language ego permeability is, the higher the learner’s chance of successful second language acquisition is.
An Analysis of Figurative Language Used in Sing 2 Movie Irawan, Ersyaluna Salsabila; Nasrullah, Nasrullah; Rosalina, Elsa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.5080

Abstract

This study aims to describe the figurative language found in the Sing 2 Movie, find the meaning of each utterance, and the relationship between figurative language used in Sing 2 movie and EFL students. This type of research is descriptive qualitative research. The subject of this research is the Sing 2 movie and the figurative language are the objects. The findings of this research show that there are nine types of figurative language found in the Sing 2 Movie. They are personification, hyperbole, simile, metaphor, synecdoche, metonymy, paradox, litotes, and irony. The personification appears 6 times. The hyperbole appears 28 times. The simile appears 6 times. The metaphor appears 18 times. The synecdoche appears 2 times. The metonymy appears 1 time. The paradox appears 2 times. The litotes appears 2 times. The irony appears 3 times. The meaning of each utterance has been interpreted based on the conditions when the utterance is mentioned. This research also has benefits in fulfilling the curriculum found in schools in Indonesia. All the data were determined by the context of the situation in the movie.
Co-Authors Alfisah, Mutiara Amal, Muhammad Ikhlasul April Lia Hananto Asrimawati, Inayati Fitriyah Desfianthy, Fatiya Hanifah Effendi, Shintya Bella Eka Puteri Elyani Fadillah, Arfa S. N. Falerina, Rosa Hananto, Agustia Hidayah Nor, Hidayah Hikmah Hikmah Hilabi, Shofa Shofiah Huda, Baenil Irawan, Ersyaluna Salsabila Koroh, Riyo Pasca Alexander Mariani, Nanik Moh. Yamin Mu’in, Fatchul Nasrullah Nasrullah Nasrullah Ningsih, Rahma Pitria Noor Ainah Noor Eka Chandra, Noor Eka Nugroho, Puguh Setyo Perdana, Rizka Fathoni Pitria Ningsih, Rahma Pratama, Daffa Agung Rachmadhan, Hayyu Fath Rahmadina, Nida Rezma Sari, Annisa Sab’na, Sab’na Siti Kustini, Siti Syuhra, Muhammad Nazaruddin Umar, Vebrianti Yamin, Moh Zahra, Dzahabiyah Alfiya