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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal of English Education and Linguistics (IJoEEL) ELTR Journal Jurnal Pendidikan Bahasa Inggris Proficiency Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP ELTALL: English Language Teaching, Applied Linguistic and Literature Jurnal Peradaban Masyarakat (JPM) Journal of Education And Research ELT Forum: Journal of English Language Teaching Journal of Applied Linguistics and English Education
Agustina, Eliasanti
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Gen Z’s Preference for English Digital Learning Media Qatrunnada, Agatha Fitri; agustina, Eliasanti; Setiawan, Rahmat
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025): In Press
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.11901

Abstract

This study explores the preferences of Generation Z for English learning media and the factors influencing these preferences. Generation Z, born between 1997 and 2012, demonstrates a strong inclination toward modern digital platforms such as social media, video streaming services, and learning apps like Duolingo, which offer flexibility, interactivity, and visually appealing content. The study employs a mixed-method approach, combining quantitative surveys of 77 respondents aged 15–25 years and qualitative interviews with four participants. Key findings reveal that ease of access, visual appeal, and relevance to personal interests significantly influence Gen Z’s media choices. Challenges include distractions, short attention spans, and a lack of motivation in self-directed learning. The findings highlight the importance of designing media that aligns with Gen Z’s learning styles, incorporating interactive and gamified elements to enhance engagement and learning outcomes. This research provides valuable insights for educators and developers to optimize digital media for effective English learning
Designing Digital Gamification Literacy For EFL teachers Joyonegoro, Dinar Auliarahman; Agustina, Eliasanti
Journal of Applied Linguistics and English Education Vol 3 No 1 (2025): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/fpcxye95

Abstract

  This research aims to design digital gamification literacy for English as a Foreign Language (EFL) teachers, particularly in the context of the Merdeka Curriculum in Indonesia. In the current digital era, gamification has emerged as an innovative approach to enhance student motivation, engagement, and learning outcomes. However, many teachers still face obstacles in adopting this strategy, such as a lack of understanding, training, and limited access to technology. This study employs an explanatory mixed-method approach, involving 20 lecturers from the English Education study program in a quantitative survey and 3 of them in qualitative interviews. The research results show that although the majority of respondents are accustomed to using digital technology, only a small fraction actively apply gamification in their teaching. The main obstacles identified include time constraints, lack of training, and gaps in technology access. On the other hand, the participants showed a high interest in gamification training and recognized its positive potential in enhancing student-centered learning. This study recommends the development of practice communities, experiential training, and the provision of structured digital resources as strategic steps to strengthen digital gamification literacy among EFL teachers.
A Systematic Review of Teachers’ Teaching Styles and Their Impact on EFL Student Learning Outcomes Almira, Nahdah Fitri; Almira, Zaidah Fitri; Vircavani, Catur; Agustina, Eliasanti
Journal of Applied Linguistics and English Education Vol 3 No 1 (2025): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/t6xaeh55

Abstract

In the field of English as a Foreign Language (EFL), teaching style is a crucial factor influencing students' motivation and engagement. However, because there are more separate studies than comprehensive syntheses, there remains a deficiency in the overall synthesis of what is commonly utilized and, from the perspective of learners, the most effective in teaching. This systematic review seeks to determine prevalent teaching styles in EFL classrooms and their perceived effects on students' engagement and motivation. Employing the SALSA framework—Search, Appraisal, Synthesis, and Analysis—30 peer-reviewed empirical studies from 2014 to 2024 were analyzed. Studies were chosen based on stringent inclusion criteria, including EFL/ELT environments and empirical data on teaching approaches linked to student results. Findings indicate that student-centered approaches, especially the Facilitator and Delegator styles, consistently correlate with enhanced learner autonomy, emotional backing, and active engagement. Traditional approaches like Expert and Formal Authority styles, although still in use, are shown to hinder intrinsic motivation when they are overly dominant. Moreover, contextual elements like culture, type of institution, and mode of learning (for instance, in-person or online) greatly influence the success of teaching methods. Although they are valuable, the majority of research depends on limited, perception-driven data with a narrow geographic focus and insufficient attention to young learners or informal education. Future studies must tackle these constraints using longitudinal and experimental methodologies. The review underscores the critical significance of culturally relevant and adaptive teaching methods in enhancing EFL learning results.
Co-Authors Adawiyah , Robiatul Almira, Nahdah Fitri Almira, Zaidah Fitri Andanty, Ferra Dian Elfrida Ratnawati Fajar Susanto Hanifah Azhari Joyonegoro, Dinar Auliarahman Khawas, Ursya Tiara Kurniadiansyah, Meytha Dwi Mukhibbah, Tefanya Laili Norita Prasetya Wardhani Parangu, Kaukabilla Alya Permani, Debina Putri Putri, Nabila Tavania Qatrunnada, Agatha Fitri Rahayu, Endang Mastuti RAHMAT SETIAWAN Rizkiyah, Faiqotur Soelistijowati, Joesasono Oediarti Vircavani, Catur Wibowo, Amiruddin Hadi Yuliani, Sesilia