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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmiah Peuradeun
Sharma, Vipin Kumar
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Academic researchers, come on! Integrate social media in pedagogy Sharma, Vipin Kumar; Begum, Suraj
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29651

Abstract

Teaching and learning have changed tremendously from traditional teaching to teaching integrating social media (SM) because of immense educational technological advancements and pedagogical innovation. Teachers, thus far, use conventional teaching as a seasoning tool and meet adaptability issues to the new learning environment. In this paper, we define SM, its related aspects, the vitality of social media networks (SMN), and how SM facilitates teaching and learning in tertiary education. It also contends with the benefits of their integration into pedagogy by teachers and students and answers a few fundamental questions on integrating SMN in teaching and learning. Accordingly, a few challenges do appear at different stages that scare us to reflect on SM as a distractor to pedagogy. To integrate and identify challenges in learning and teaching, we claim that a curriculum should be designed incorporating SMN as catalysts and managed as a learning community. The resources needed to operate SMN are also illustrated for both stakeholders to utilize and work together to collaborate for the learner-centered approach to teaching where learners use SMN to share, discuss course materials, post their assignments, get feedback, and interact beyond time, place, and location without any restrictions.
Enhancing Language Learning through Literary Integration: A Pathway to Twenty-First-Century Proficiency Holbah, Wael Ali; Sharma, Vipin Kumar; Hamdi, Sami Abdullah; Habiburrahim, Habiburrahim
Jurnal Ilmiah Peuradeun Vol. 13 No. 3 (2025): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v13i3.2044

Abstract

In the rapidly evolving landscape of global education, English as a Second or Foreign Language (ESL/ EFL) pedagogy faces persistent challenges such as declining learner engagement, test-driven instruction, and insufficient development of intercultural competence. Literature, despite its proven capacity to foster linguistic proficiency, critical thinking, and cultural sensitivity, has remained underutilized and inconsistently applied in language classrooms. This study sought to reposition literature as a central element in ESL/ EFL education by examining how it can be systematically integrated into pedagogy. Employing a qualitative content analysis of thirty peer-reviewed articles published between 2000 and 2025, the study synthesized recurring themes across diverse contexts using NVivo-supported coding and thematic analysis. Five key themes emerged: pedagogical effectiveness, learner engagement, cultural relevance, cognitive development, and critical thinking integration. Building on these findings, the study introduced the Literary Integration Pedagogical Framework (LIPF), a model that unifies sociocultural scaffolding, emotional engagement, and critical literacy into a coherent and adaptable approach. The LIPF contributed theoretically by bridging previously fragmented perspectives and practically by offering curriculum designers, educators, and policymakers an evidence-based strategy for revitalizing language teaching. This study demonstrates that literature is not a peripheral supplement but an indispensable resource for cultivating linguistically competent, emotionally intelligent, and critically aware global citizens.
Co-Authors Begum, Suraj Habiburrahim Habiburrahim Hamdi, Sami Abdullah Holbah, Wael Ali