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All Journal Journal on English as a Foreign Language (JEFL) Script Journal: Journal of Linguistic and English Teaching JR-ELT (Journal of Research in English Language Teaching) EDUTREND: Journal of Emerging Issues and Trends in Education
Fatma Setya Ningrum
Universitas Lancang Kuning, Pekanbaru, Indonesia
Education Languange, Linguistic, Communication & Media Other

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Exploring the Impact of Gamification on English Language Learning for Students in Asia Countries: A systematic Review Aprilia Yunda Supasa; Meutya Rizki Ramadhani; Fatma Setya Ningrum; Budianto Hamuddin
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 1 No. 3 (2024): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.460

Abstract

This study explores the effectiveness of gamification in English language learning in Asian countries, aiming to identify best practices and challenges in its integration. Although gamification has been widely acknowledged for enhancing student engagement and motivation, its impact on improving actual language proficiency remains uncertain, especially in the diverse educational contexts of Asia. Through a systematic review of literature published from 2019 to 2024, this research addresses gaps in existing studies, particularly those focusing on gamification within Asian educational systems. The review adheres to PRISMA guidelines, and data were gathered using the Publish or Perish tool, which identified 1,053 studies based on keywords such as "gamification," "impact," "English learning," and "Asia." Inclusion and exclusion criteria were rigorously applied to ensure the relevance of selected studies. The findings indicate that while gamification has the potential to increase motivation and engagement, several contextual factors—such as technological access, teacher preparedness, and cultural perceptions of game-based learning—are critical to its success. This study provides evidence-based recommendations for overcoming these challenges and offers practical strategies for educators and policymakers to design more effective gamified learning interventions that can enhance English language acquisition in Asia.
LEARNING ENGLISH THROUGH ECOTOURISM: STUDENTS’ EXPERIENCES, LINGUISTIC DEVELOPMENT, AND ENVIRONMENTAL RESPONSIBILITY IN EFL Fatma Setya Ningrum; Meutya Rizki Ramadhani; Destina Kasriyati
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/cjfshb82

Abstract

As sustainability challenges reshape educational priorities worldwide, English Language Teaching (ELT) is increasingly expected to promote not only language development but also environmental responsibility. Although sustainability-oriented ELT and ecotourism-based learning have received growing scholarly attention, previous studies have mainly focused on pedagogical models, curriculum integration, and teacher perspectives, while learners’ experiences remain underexplored, particularly in Indonesian higher education. Addressing this gap, this study investigates students’ learning experiences in ecotourism-based English learning and examines how engagement with ecotourism topics influences their linguistic development and environmental responsibility. Using a qualitative descriptive design, the study involved six undergraduate students from the English Education Study Program at Universitas Lancang Kuning who had completed the English for Eco Edu Tourism course. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Four themes emerged: meaningful learning experiences, linguistic development, linguistic challenges, and environmental responsibility. Participants perceived ecotourism as an authentic context for learning English that supported vocabulary development, communication skills, and meaningful language use. They also reported challenges related to unfamiliar terminology, pronunciation, and confidence in expressing ideas. Furthermore, engagement with ecotourism topics strengthened students’ awareness of conservation and responsible tourism practices. These findings provide learner-centered evidence supporting ecotourism-based instruction as an effective approach for integrating language development with environmental responsibility in EFL contexts.
The Impact of Home Language and Literacy Environment on Children's Learning Outcomes Budianto Hamuddin; Meutya Rizki Ramadhani; Fatma Setya Ningrum
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.2001

Abstract

BackgroundThe Home Language and Literacy Environment (HLLE) is critical for children's language development, cognitive growth, and academic success. In bilingual and multilingual households, HLLE influences linguistic proficiency, executive function, and social integration. While numerous studies emphasize HLLE’s potential benefits, significant gaps remain concerning the influence of socioeconomic status, parental involvement, and access to technological tools in diverse home contexts. MethodologyThis Systematic Literature Review (SLR) synthesizes findings from 23 empirical studies (both qualitative and quantitative) published between 2019 and 2024, selected from 2,098 records across Crossref, Google Scholar, Scopus, and Web of Science. A thematic and quantitative synthesis categorizes results based on HLLE components, parental engagement, socioeconomic factors, and technology use.FindingsHLLE supports cognitive flexibility, literacy, and executive function. Parental involvement, especially in shared reading and storytelling, strongly links to higher vocabulary scores and literacy rates. Children in HLLE-rich environments show significant gains in language and reading, with vocabulary improvements of 20–30% and more conversational turns per hour, as measured by tools like LENA. Metrics such as adult word count and child vocalizations underscore HLLE’s impact. However, limited access to books, interactions, and technology due to socioeconomic gaps continues to widen literacy disparities. While tools like LENA offer valuable insights, challenges in accessibility and equity remain.ConclusionHLLE is essential for bilingual and multilingual literacy development. Addressing parental literacy support, socioeconomic inequalities, and digital literacy initiatives is crucial for equitable learning outcomes. Future research should assess HLLE’s long-term impact on academic success.OriginalityThis study offers a comprehensive synthesis of HLLE research, integrating linguistic, sociocultural, and quantitative perspectives to inform educators, policymakers, and researchers.
The language-mind interface in psycholinguistics: A systematic literature review and cross-disciplinary synthesis Budianto Hamuddin; Dessi Natalia; Meutya Rizki Ramadhani; Fatma Setya Ningrum; Alexsander Yandra
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.9912

Abstract

While psycholinguistic research has advanced significantly, gaps persist in understanding how linguistic diversity, bilingualism, and socio-emotional factors influence cognitive mechanisms in language processing, particularly beyond monolingual and Western contexts. This study aims to address these gaps by conducting a systematic literature review of 24 peer-reviewed articles published between 2019 and 2024. Utilizing a structured analytical framework – PRISMA, the study synthesizes findings on the roles of working memory, executive functions, and neural structures in language acquisition and processing. The results highlight that bilingualism enhances executive control and cognitive flexibility, yet methodological inconsistencies and limited representation of non-Western linguistic contexts remain challenges. Additionally, the integration of neuroimaging, artificial intelligence, and interdisciplinary approaches is emphasized as a means to develop more comprehensive models of language cognition. The study has practical implications for bilingual education, language therapy, and AI-driven linguistic analysis, with broader contributions to cognitive science, language policy, and cross-cultural communication. By bridging linguistic, psychological, and neuroscientific perspectives, this research advances the field of psycholinguistics. It underscores the need for culturally adaptive, technology-integrated methodologies to inform education, healthcare, and global communication strategies.
Co-Authors Aprilia Yunda Supasa Budianto Hamuddin Dessi Natalia Destina Kasriyati Meutya Rizki Ramadhani