Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of English Language and Education Journal of Innovative and Creativity
Vivi Amanda
Universitas Rokania
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Vocabulary Growth Through Immersive App-Based Learning: A Study of Duolingo and Quizlet Vivi Amanda; Yesi Darmayanti; Rani Zahra; Arrohman Arrohman; Tina Angriani Lubis
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.5090

Abstract

Vocabulary mastery is a fundamental component of English proficiency, yet many EFL learners continue to struggle with vocabulary retention and contextual use despite traditional instruction. The integration of mobile-assisted learning applications offers new opportunities to enhance engagement and autonomy; however, a gap remains between theoretical expectations of mobile learning effectiveness and its actual implementation in classroom contexts. Therefore, it aims to explore how immersive app-based learning through Duolingo and Quizlet supports vocabulary growth among higher education students. Employing a qualitative descriptive design, the study involved first semester students of English Study Program. Data were collected through semi-structured interviews and document analysis. The data analyzed using thematic analysis supported by triangulation for validity. The findings revealed four dominant themes: (1) students’ learning profile using Duolingo and Quizlet (2) improved vocabulary retention and contextual application facilitated by spaced repetition and retrieval practice; (3) heightened motivation and engagement through gamified features; (4) development of self-regulated learning behaviors such as goal-setting and progress monitoring; and (5) the crucial role of lecturer mediation and contextual factors in enhancing app effectiveness. The study concludes that immersive app-based learning significantly enhances vocabulary acquisition when technological features are supported by motivational design, learner autonomy, and instructional integration. These results bridge the gap between mobile-assisted language learning theory and classroom practice, offering both theoretical contributions to the understanding of Mobile-Assisted Language Learning (MALL) and pedagogical implications for integrating digital tools into EFL instruction. Duolingo and Quizlet, when appropriately guided, can transform vocabulary learning into an engaging, autonomous, and sustainable process for EFL learners.
The Influence of Digital Storytelling on EFL Students’ Reading Motivation and Reading Habits Yesi Darmayanti; Vivi Amanda; Rani Zahra; Asih Ria Ningsih; Khabib Muafi; Andini Safitri
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2474

Abstract

This research examined the effect of digital storytelling on EFL students’ reading motivation and reading habits at SMK Inayah Ujung Batu. A quantitative approach with a quasi-experimental design was applied, involving an experimental group and a control group. The participants consisted of 40 second-grade students, divided equally into two classes: 20 students in the experimental class and 20 students in the control class. The experimental group received instruction through digital storytelling, whereas the control group was taught using conventional reading methods. Data were collected using Likert-scale questionnaires measuring reading motivation and reading habits. The data analysis employed descriptive statistics, paired sample t-tests, and independent sample t-tests using SPSS. The results demonstrated a substantial improvement in the experimental group. The mean score of reading motivation increased from 59.45 (pre-test) to 85.15 (post-test), while reading habits improved from 56.45 to 83.15. In comparison, the control group showed relatively lower gains. Statistical testing confirmed that the significance value was below 0.05 (Sig. = 0.000 0.05), indicating a statistically significant effect. These findings suggest that digital storytelling effectively enhances students’ motivation and fosters better reading habits. The integration of multimedia elements contributes to increased engagement, active participation, and positive attitudes toward reading. Therefore, digital storytelling can be considered an innovative and effective instructional medium for improving students’ reading-related outcomes in English language learning.
The Effect of ChatGPT-Assisted Writing on EFL Students’ Academic Writing Skills Vivi Amanda; Yesi Darmayanti; Rani Zahra; Asis Ria Ningsih; Khabib Muafi; Resti Oktarisna
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2477

Abstract

Artificial Intelligence (AI) has become increasingly significant in higher students, particularly in improving their academic writing skills. AI-powered tools such as ChatGPT offer immediate feedback, grammar correction, vocabulary enhancement, idea generation, and text organization, which can support EFL learners in the writing process. Academic writing is often considered one of the most challenging skills for EFL students due to difficulties in language accuracy, coherence, and idea development. Although many students use AI tools in writing classes, limited empirical studies have examined the direct effect of ChatGPT-assisted writing on students’ academic writing performance, especially in the Indonesian EFL context. This study aimed to investigate the effect of ChatGPT-assisted writing on EFL students’ academic writing skills. The study employed a quasi-experimental design using a pre-test and post-test control group design involving 50 higher students divided into experimental (25 students) and control groups (25 students). The experimental group received ChatGPT-assisted writing instruction, while the control group received conventional writing instruction. The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p 0.05). It can be concluded that ChatGPT-assisted writing effectively improves students’ academic writing skills. 
The COLAK Model for Vocabulary Learning in Primary English Classrooms Rani Zahra; Yesi Darmayanti; Vivi Amanda; Arisman Arisman; Yondri Mei Muzaqi
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2799

Abstract

Vocabulary development is fundamental to Teaching English to Young Learners (TEYL), yet many primary English classrooms continue to rely on teacher-centred instruction with limited use of culturally relevant learning approaches. Although traditional games have been widely used as learning media, previous studies have largely treated them as supplementary classroom activities rather than structured instructional models with systematic learning procedures and multidimensional vocabulary assessment. Addressing this research gap, this study investigated how the COlourful CongkLAK (COLAK) model supports vocabulary development and student engagement in primary English classrooms. A descriptive qualitative approach supported by quantitative frequency analysis was employed with 18 second-grade students at SD Negeri 001 Rambah, Indonesia. Data were collected through structured classroom observations, observation checklists, and video recordings. The findings showed that the COLAK model effectively enhanced students' vocabulary development, particularly in word recognition, followed by pronunciation accuracy and meaning recall, while contextual word use remained the most challenging aspect. The model also promoted high levels of student engagement through meaningful interaction and collaborative learning. These findings suggest that the COLAK model provides an effective culturally responsive approach to vocabulary learning in TEYL.
Co-Authors Andini Safitri Arisman Arisman Arrohman Arrohman Asih Ria Ningsih Asis Ria Ningsih Khabib Muafi Rani Zahra Resti Oktarisna Tina Angriani Lubis Yesi Darmayanti Yondri Mei Muzaqi