Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP International Journal of Technology and Education Research
Luís Miguel Oliveira de Barros Cardoso
Polytechnic Institute of Portalegre, Portugal
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Influence of Teacher Professionalism, Motivation, Attitude, and Culture on English Proficiency: Evidence from South Sulawesi, Indonesia Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso; Raveenthiran Vivekanantharasa
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.17362

Abstract

Proficiency in English serves as a crucial metric for assessing educational quality and employability in multilingual regions. In South Sulawesi, Indonesia, disparities persist due to variations in teacher professionalism, motivation, attitude, and cultural environment. This study investigates how these factors collectively influence students’ English proficiency. Data were gathered from 100 teachers and 300 students through surveys, interviews, and classroom observations using a mixed-methods design. Quantitative analysis revealed that teacher professionalism showed the strongest correlation with English proficiency (r = 0.65, β = 0.45), followed by teacher attitude (r = 0.60, β = 0.40) and motivation (r = 0.58, β = 0.38), while cultural influence had a moderate effect (r = 0.50, β = 0.30). Qualitative findings highlighted that limited professional development, insufficient institutional support, and strong local linguistic identity hindered teaching effectiveness, particularly in rural areas. The study emphasizes that enhancing teacher training, sustaining motivation, and applying culturally responsive pedagogies are vital for improving English outcomes. These insights provide practical guidance for policymakers and teacher education programs seeking to strengthen English instruction in multilingual educational settings.
Assessment and Feedback Practices in MOOCs: A Systematic Literature Review of 2023–2025 Studies Noer Ekafitri Sam; Mukhlisin Mukhlisin; Luís Miguel Oliveira de Barros Cardoso
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4082

Abstract

This study aims to synthesize the latest empirical evidence regarding assessment and feedback practices in Massive Open Online Courses (MOOCs) through the Systematic Literature Review (SLR) approach that follows the PRISMA guidelines. The identification process was carried out using the Scopus database with keywords related to MOOCs, assessments, and feedback, resulting in 514 initial articles. After going through the stages of screening, feasibility assessment, and selection based on the 2023–2025 publication year range, document type, language, access status, and file availability, as many as 29 articles met all inclusion criteria. Analysis of these articles shows that assessment in MOOCs is evolving towards an automated, adaptive, and data-driven approach, with the use of automated quizzes, adaptive assessments, peer assessments, and learning analytics. On the other hand, feedback mechanisms show significant transformation through the integration of generative artificial intelligence technology and learning analytics that provide fast, relevant, and personalized feedback at massive scale. The results of the synthesis also revealed that good evaluation design consistently increases the motivation, engagement, and learning outcomes of MOOC participants, while a number of challenges such as peer assessment bias, evaluation design complexity, and technological barriers still need to be considered. Overall, this study confirms that assessment and feedback are key components that determine the quality of learning in MOOCs and contribute greatly to the effectiveness of learning processes and outcomes when designed in a systematic, adaptive, and participant-oriented manner.
Analisis Kualitas Tes Bahasa Arab di Indonesia: Studi Systematic Literature Review tentang Validitas, Reliabilitas, Tingkat Kesukaran, dan Daya Beda Ulya Nur Alim; Syahrul Syahrul; Luís Miguel Oliveira de Barros Cardoso; Suryadi Ishak; Andi Asrifan
Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Vol 21, No 2 (2025): Volume 21, Nomor 2, November 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Al Asyariah Mandar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35329/fkip.v21i2.6040

Abstract

Evaluation in Arabic language learning is essential to measure students' achievement; however, the quality of tests used in Indonesia still requires improvement. This study employed the Systematic Literature Review (SLR) method to analyze the validity, reliability, difficulty level, and discrimination power of Arabic test items, based on a synthesis of six articles indexed in SINTA and Scopus, published between 2019 and 2024. This SLR approach offers a new contribution by systematically revealing national trends and gaps in item quality, which have not been comprehensively analyzed in previous studies. The findings show that on average, 66% of the items were valid, and most tests demonstrated very high reliability (≥ 0.85), although some tests had low reliability (0.54). The distribution of difficulty levels was imbalanced, with 50.83% of items being too easy and only 7.67% classified as difficult, deviating from the ideal distribution. Additionally, 34% of the items exhibited low discrimination power, reducing the effectiveness of assessments in distinguishing students' abilities. These imbalances can lead to biased evaluations and hinder students' competency development. The practical implications of this study include the importance of teacher training in item analysis, the application of Bloom's Taxonomy to balance item difficulty levels, and the development of a standardized, data-driven item bank. The main contribution of this research is to provide empirical foundations for improving Arabic language assessment policies in Indonesia and to propose a more accurate and fair evidence-based evaluation approach.
Teacher-Student Style Mismatch: Implications for English Language Learning and Classroom Dynamics Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso; K.J. Vargheese
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.31747

Abstract

Comprehending discrepancies between instructor and student learning styles is crucial for enhancing English language acquisition and classroom interactions. This study specifically sought to (1) ascertain the degree of discrepancies between teachers’ instructional preferences and students’ learning styles, (2) investigate the impact of these discrepancies on student engagement, motivation, and classroom interaction, and (3) analyze the adaptive strategies utilized by both educators and learners. A convergent mixed-methods methodology was utilized, integrating surveys (VARK and Grasha inventory), classroom observations, and interviews with ten educators and one hundred students. The findings indicated a notable discrepancy: 70% of educators supported auditory-based education, whereas merely 30% of students preferred this approach, resulting in diminished engagement, frustration, and disengagement among visual and kinesthetic learners. Nonetheless, certain students formulated adaptive tactics, including the creation of visual aids and collaboration with others. These findings underscore the necessity for multimodal instructional strategies and specialized teacher training to cultivate inclusive educational settings.
Automated feedback for speaking and writing skills: Deep learning in English language assessment Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso; K.J. Vargheese
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.67-85

Abstract

The incorporation of Artificial Intelligence (AI) into language evaluation has revolutionized how learners receive feedback on their speaking and writing abilities. Nevertheless, empirical information about the precision and educational efficacy of AI-generated feedback—especially in advanced language competencies—continues to be scarce. This study seeks to evaluate the efficacy of deep learning–driven automated feedback systems in enhancing English learners' speaking and writing skills. The study utilized a mixed-methods research approach and included 100 undergraduate students participating in an English for Academic Purposes course, focusing on English as a Foreign Language (EFL). Quantitative data were gathered via pre-test and post-test writing and speaking activities evaluated using AI tools (Grammarly, ETS e-rater, and Google Automatic Speech Recognition), whilst qualitative data were derived from surveys and interviews to capture learners' impressions. The findings demonstrate statistically significant enhancements in grammatical accuracy, lexical diversity, coherence, fluency, pronunciation, and intelligibility following exposure to AI-generated feedback. However, inconsistencies were identified between AI and human assessments regarding speech coherence and contextual relevance. The results indicate that AI-generated feedback serves as an excellent additional evaluation instrument, especially for form-focused linguistic elements, however it is constrained in its ability to measure higher-order communication competencies. This study underscores the significance of amalgamating AI-driven feedback with human discernment to establish a more holistic and pedagogically robust language assessment framework.
Co-Authors Asrifan, Andi K.J. Vargheese Mukhlisin Mukhlisin Noer Ekafitri Sam Raveenthiran Vivekanantharasa Suryadi Ishak Syahrul Syahrul Ulya Nur Alim