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This Author published in this journals
All Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JEELL (Journal of English Education, Linguistics and Literature)
Duratun Nasekhah
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media Other

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ENHANCING EFL GRAMMAR LEARNING THROUGH GAME-BASED LEARNING: A SYSTEMATIC LITERATURE REVIEW Novi Intan Aprilia; Duratun Nasekhah
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 2 (2025): JEELL Volume 12 Number 2 June 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v12i2.55

Abstract

This systematic literature review investigates the effectiveness of game-based learning (GBL) in enhancing English as a Foreign Language (EFL) students’ grammar mastery. By analyzing eleven selected peer-reviewed studies published between 2015 and 2025, the review explores how digital games support grammar instruction through interactive features, instant feedback, and student-centered design. The findings indicate that GBL significantly increases student motivation, engagement, and performance, especially when aligned with learners’ proficiency levels and interests. However, challenges such as digital literacy gaps, access to infrastructure, and emotional stress due to competitive elements must be addressed. This review highlights the need for thoughtful game selection and teacher facilitation to ensure inclusive and effective grammar instruction through GBL.
Comparing Teacher Strategies in Encourage Speaking English in Rural and Urban Areas Duratun Nasekhah; Girindra Putri Dewi Saraswati
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25299

Abstract

This study aims to compare the strategies used by pre-service English teachers in encouraging students to speak English in urban and rural schools in Semarang, as well as to identify challenges faced in both contexts. Using a qualitative research approach, the study involved four pre-service English teachers participating in a teaching internship program, consisting of two participants from urban schools and two from rural schools. Data were collected through interviews and document analysis, including lesson plans and teaching materials, and analyzed using thematic analysis to identify patterns related to speaking strategies and contextual challenges. The findings indicate that pre-service teachers in rural schools tend to employ simpler and more supportive strategies, such as group work, language games, short conversations, and question-and-answer activities, with a focus on building students’ confidence and reducing anxiety caused by limited vocabulary and minimal exposure to English outside the classroom. In contrast, pre-service teachers in urban schools employ more varied and structured strategies, including discussions, presentations, role-play, think-pair-share, and digital media to promote active participation. Despite contextual differences, both learning environments face similar challenges, particularly low student confidence. This study concludes that speaking instruction is context-dependent and requires pre-service teachers to adapt strategies effectively in classrooms
Co-Authors Girindra Putri Dewi Saraswati Novi Intan Aprilia