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All Journal English Focus: Journal of English Language Education Journal of English Education and Linguistics
Arifah, Tanalina
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Literature Review on Culture-Based Digital Storytelling to Enhance EFL Students’ English Writing Skills Arifah, Tanalina; Wijayatiningsih, Testiana Deni; Setiawan, Anjar
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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This study explores the potential of culture-based digital storytelling as a pedagogical approach to enhancing English writing skills among learners of English as a Foreign Language (EFL) by integrating multimodal learning features with culturally familiar narratives. Adopting a literature review methodology, the study synthesizes findings from 27 peer-reviewed journal articles published between 2010 and 2024 that examine EFL writing challenges, instructional strategies, digital storytelling practices, and the incorporation of cultural materials in language learning. The synthesis reveals that EFL learners frequently encounter difficulties in idea generation, textual coherence, and linguistic accuracy, challenges that are often exacerbated by cognitive overload and affective barriers. The reviewed studies indicate that digital storytelling supports writing development by providing multimodal scaffolding through the integration of visual, auditory, and textual modes, which enhances learners’ comprehension, engagement, and narrative organization. In addition, the use of culturally familiar narratives, particularly local folklore, facilitates conceptual understanding, reduces cognitive demands, and fosters emotional connection with writing tasks. The findings suggest that culture-based digital storytelling constitutes a mutually reinforcing instructional model in which multimodal support and cultural relevance jointly address both cognitive and affective dimensions of writing. This integrated approach enables learners to construct and express ideas more meaningfully in written form. The study concludes that culture-based digital storytelling offers a pedagogically sound framework for strengthening EFL learners’ narrative writing competence and emphasizes the need for further empirical research to investigate its classroom implementation and effectiveness across diverse educational contexts.
The Relationship between Google Translate Use, Students’ Writing Accuracy, and Descriptive Text Quality among EFL Learners Arifah, Tanalina; Wijayatiningsih, Testiana Deni
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

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This study investigates the relationship between Google Translate (GT) use, students’ writing accuracy, and the overall quality of descriptive texts among EFL learners. Given that descriptive writing requires precise vocabulary, sensory details, and clear spatial organization, many students struggle with lexical selection, grammatical accuracy, and idea organization. As a result, an increasing number of learners rely on GT as a digital support tool. The purpose of this study was to synthesize existing empirical evidence and identify quantitative patterns regarding how GT influences descriptive writing performance. Employing a quantitative descriptive literature review, this study followed a PRISMA inspired procedure, screening 147 articles from Google Scholar, DOAJ, ERIC, ResearchGate, and SINTA, with 27 empirical studies meeting the inclusion criteria. Data were extracted using a structured matrix focusing on accuracy levels, error types, syntactic complexity, vocabulary use, and descriptive quality indicators. The findings revealed three major trends. First, GT had become a prominent linguistic and affective scaffold that helped students to overcome lexical and syntactic limitations, reducing anxiety and supporting idea generation. Second, GT positively influenced grammatical accuracy, lexical precision, syntactic complexity, and text organization by reducing cognitive load and enabling learners to focus on descriptive elaboration. Third, limitations persisted particularly regarding idiomatic expressions, contextual appropriateness, stylistic nuance, and expressive detail, which may hinder independent writing development when overused. The study concluded that GT is most effective as a complementary scaffold within guided instruction rather than a standalone writing tool.
Co-Authors Testiana Deni Wijayatiningsih