cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Aswad
Contact Email
aswad@unsulbar.ac.id
Phone
-
Journal Mail Official
eduvelop@unsulbar.ac.id
Editorial Address
-
Location
Kab. majene,
Sulawesi barat
INDONESIA
EDUVELOP (Journal of English Education and Development)
Published by Universitas Sulawesi Barat
ISSN : 2597713     EISSN : 25977148     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
EDUVELOP (Journal of English Education and Development) Universitas Sulawesi Barat invites the researchers, academics, to publish the results of research related to English education. This journal will be publishing the articles September 2018 with ISSN 2597-713X (print), ISSN 2597-7148 (online).
Arjuna Subject : -
Articles 158 Documents
 12   13   14   15   16 
Critical Reading Skill Development through Mobile-Assisted Language Learning (MALL) Collaboration: A Needs Analysis Rahman Nur, Dedi; Rachman , Dzul; Arbain, Arbain
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5807

Abstract

This study investigates the integration of collaborative learning within mobile-assisted language learning (MALL) environments to enhance critical reading skills among English Department students in East Kalimantan. The research aims to identify learners’ and lecturers’ needs, wants, and challenges related to critical reading instruction through mobile-based collaboration. Employing a mixed-methods approach, data were collected from 55 students and 5 lecturers using a 50-item Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative responses were coded thematically using ATLAS.ti. The findings reveal that both students and lecturers highly value the incorporation of technology and collaborative activities in fostering critical reading abilities. Over 90% of respondents agreed that MALL enhances engagement, autonomy, and comprehension when combined with peer interaction and authentic materials. However, challenges such as diverse proficiency levels, limited digital resources, and insufficient professional training for lecturers were also identified. The study concludes that designing collaborative MALL frameworks—integrating discussion forums, peer feedback, and adaptive learning tools—can significantly support the development of students’ critical literacy. The results provide a foundation for developing context-specific MALL applications and contribute to the advancement of critical reading pedagogy in higher education
Literal Reading in Academic English Texts among EFL Undergraduate Thesis Writers: A Mixed-Method Exploration Resyadi, Herman; Syam, Ferawaty; Uswatunnisa
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5849

Abstract

This research investigated how EFL undergraduate thesis writers engage in and perceive literal reading when working with academic English texts. An explanatory sequential mixed-method design was employed, involving questionnaire data from 38 undergraduate thesis writers and follow-up interviews with seven purposively selected participants. Quantitative data were analyzed descriptively, while qualitative data were examined using thematic analysis. The findings indicate that students actively engage in literal reading strategies such as scanning, highlighting, and translation and report strong confidence in locating explicit information, identifying main ideas, and recognizing cohesive ties in academic texts. However, interview data revealed that their reading performance is frequently constrained by limited vocabulary and the structural complexity of academic texts, leading students to rely on compensatory rather than fluent reading practices. Overall, the findings suggest that literal reading remains a foundational yet insufficiently developed component of academic literacy among EFL undergraduate thesis writers. This research contributes to the literature by highlighting the gap between students’ perceived literal reading competence and the actual lexical and structural demands of academic English, underscoring the need for explicit instructional support in vocabulary development and literal reading strategies in higher education contexts.
Analysis of Technology Support Needs in Foreign Language Learning Models for Learners with Disabilities to Support the Independent Learning Vocational Program Prasetyo Ery, Anda; Mukarramah Machmud; Muhammad Said; Muhammad Salim, Muhammad Arfin
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5952

Abstract

The Independent Learning (Vocational) Program requires independence and practical skills, such as foreign language proficiency. To ensure that students with disabilities, particularly students who are Deaf (total deafness), can participate in the vocational environment, this study examines the necessary adaptive technologies and strategies. Limited participatory observation in the model trial class and document analysis (RPS and curriculum) were used in this qualitative case study. The focus of the observation was the use of visual media and technology, as well as identifying gaps in existing technological support. The results show that using a learning model is very effective in low-tech visual adaptation driven by lecturers' personal efforts. This includes the preparation of adaptive lesson plans (RPS), captioning, and consistent visualization. However, the analysis found that the high-tech gap results in a significant need for technological support (A4). There are certain communication barriers, particularly in verifying students' spontaneous cues (C1), because real-time voice-to-text conversion applications are not explicitly supported by the curriculum guidelines. To address miscommunication, the integration of real-time assistive tools is a top technological need. To achieve the goal of vocational program independence, adaptive practices must be reinforced with institutional policy mandates that ensure adaptive technology is available and used so that inclusion no longer depends on individual faculty autonomy.
Development of Environment-Based Contextual Learning Model for improving the English Language Competency of Children with Disabilities in Inclusive Schools La'biran, Roni; Gerik Allo, Markus Deli; Resnita Dewi; Tandi Arrang, Judith Raty; Hilda Kalvin; Kevin Imanuel
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5965

Abstract

This study aims to develop an environment-based contextual learning model designed to enhance the English language competency of children with disabilities in inclusive schools. The research adopts a research and development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The model emphasizes the use of real-life environmental contexts as learning resources, integrating natural surroundings, school environments, and community-based materials to create meaningful learning experiences. Data were collected through observation, interviews, and performance assessments involving English teachers, students with disabilities, and inclusive education experts. The results indicate that the environment-based contextual learning model effectively increases students’ motivation, participation, and English proficiency, particularly in vocabulary mastery and communicative competence. The model also promotes inclusive interaction and supports differentiated learning strategies tailored to students’ needs and abilities. Overall, this study concludes that environment-based contextual learning provides a practical and inclusive pedagogical framework for improving English language competency among children with disabilities in inclusive educational settings.
Project-Based Learning as a Transformative Approach to Enhancing EFL Students’ Paragraph Writing Competence Ajam, Ali; Daud, Abdulhalim; Lestari, Sri Ayu Budi; Rizal , Awaludin; Wahid, Jusmin HJ
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5993

Abstract

This study investigates the effectiveness of project-based learning (PBL) in enhancing the paragraph writing skills of first-year college students. A total of thirty-one students participated in the research, which utilized a pre-test and post-test design to objectively measure improvements resulting from the instructional intervention. The data collected from both tests were analyzed using SPSS, with descriptive statistical methods applied to evaluate the outcomes. The findings reveal a clear advancement in students’ writing skills following their engagement in project-based learning activities. The mean score for the pre-test was 67.48, while the post-test mean increased to 75.64. This significant improvement suggests that PBL has a positive impact on students’ ability to construct coherent and effective paragraphs. The collaborative nature of PBL was also evident, as students worked together in groups, leveraging a project-based learning assistant to guide them through the writing process. They engaged in drafting, revising, and refining their paragraphs, with particular focus on building strong arguments and supporting them with relevant facts and references. The collaborative environment encouraged peer learning and mutual support, promoting greater engagement and a sense of responsibility among group members. These initial results provide a valuable baseline for future research and instructional practices. They illustrate how project-based learning can not only enhance students’ writing abilities but also cultivate essential skills such as teamwork, analytical thinking, and effective communication. The outcomes of this study suggest that integrating PBL into writing instruction may be a promising approach for educators seeking to improve students’ academic writing performance and foster active, collaborative learning environments.
Identifying Pronunciation Errors Using English Speaking Management Methods in Tourism-Based Schools Tulaktondok, Linerda; Rachel; Sallata, Yizrel Nani; Padaunan, Amelisa Nugraha; Duapadang, Aprisel Bimbang
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6084

Abstract

This study aims to identify common pronunciation errors among students in tourism-based schools in Toraja, Indonesia, and assess the potential application of English Speaking Management (ESM) methods as a structured approach to improve pronunciation. With the growing importance of English proficiency in the tourism sector, especially in regions like Toraja, improving pronunciation is crucial for enhancing communication with international visitors. Using a qualitative-collaborative research approach, data were collected through Focus Group Discussions (FGD) with 15 teachers and 30 students. The study revealed that phonemic errors, stress misplacement, and difficulties with consonant clusters were prevalent among students. The implementation of ESM methods, including drilling, role play, and technology integration, showed significant improvements in pronunciation accuracy and students’ speaking confidence. The findings support the potential of ESM as a useful tool in addressing pronunciation challenges and enhancing language learning in tourism-focused educational settings. This research aligns with national agendas to improve education quality and supports SDG goals 4 (Quality Education) and 8 (Decent Work and Economic Growth).
Feedback as a Determinant of Online Assessment Validity: A Multidimensional Analysis in Indonesian EFL Higher Education Mursalim; Alberth; Nggawu, La Ode; Ayu, Anugrah Puspita; Wahyudin Madil
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6093

Abstract

Although LMS-based online assessment is widely used, there is a paucity of empirical research studies that have investigated its multidimensional validity from students’ perspectives, especially in Indonesian higher education. The proposed cross-sectional survey research examines students’ perceptions of the validity and quality of online assessment in the English Education Department at Universitas Halu Oleo (UHO) delivered through the E-Green SPADA (Moodle-based) course platform. The study conceptualizes perceived validity based on multidimensional and argument-based validity frameworks that are prominent in contemporary research. A 25-item questionnaire (5-point Likert scale) that included construct validity, assessment fairness, feedback & support, learning impact, and affective impact was administered to a stratified random sample of 120 students during the final week of the semester. Exploratory factor analysis showed a five-factor structure (KMO = 0.89; Bartlett χ²(300) = 1650.3, p < .001), which explained 68.2% of the total variance, with acceptable internal consistency (α = .76–.89). The descriptive results showed that construct validity (M = 4.21, SD = 0.61) and assessment fairness (M = 4.08, SD = 0.65) were highly rated, while feedback & support received relatively low scores (M = 3.49, SD = .79). Feedback & support was the strongest predictor of overall perceived validity (β = .458, p < .001) in multiple regression analysis, and the full model accounted for 62.7% of the variance (R² = .627). These findings provide support for the consequential facet of validity in that the prompt, comprehensive, and accessible feedback can influence students’ confidence in online assessment. The research adds evidence from the Indonesian EFL higher education context and highlights the importance of LMS design features, instructor training, and feedback literacy programs that facilitate dialogic and responsive feedback practices.
Shaping Speaking Skills Through Role-Play: Classroom Dynamics In Workplace Training Sukmalasari, Ristha; Fadilla Oktaviana; Yayu Heryatun
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6104

Abstract

The demands of spontaneous and confident communication are still major challenges for adult learners in professional settings. However, role-play is often used in speaking classes that are carried out in academic contexts with homogeneous participants or in certain educational settings. However, there are still limited studies that examine how role-play functions in heterogeneous workplacetrainin contexts involving participants with diverse professional roles,ages, and English proficiency levels. This study aims to explore how classroom dynamics through role-play activities shape speaking skills in workplace English training. A qualitative approach was employed involving fifteen employees at PT Pulp Indonesia from different professional divisions who participated in a ten-session English training program. Data were collected through classroom observation during four role-play sessions and semi-structured interviews, then analyzed through thematic analysis following Braun and Clarke’s framework. The findings indicate that the speaking development did not occur instantly through task repetition, but emerged through a gradual transformation of classroom dynamics. In the early stages, there is an unequal interaction of participants, dominated by certain participants, anxiety, and lack of confidence, especially in older participants or those with low levels of English proficiency. As the role-play session progresses, emotional tension decreases and interaction patterns become cooperative. Passive participants initiate and show a more spontaneous response. These findings show that the development of speaking skills is formed through the reconstruction of participation patterns and the reduction of psychological barriers in the context of heterogeneous professional training. These findings contribute to the understanding of workplace English pedagogy by highlighting the role of social dynamics and professional hierarchies in shaping participation and the development of speaking skills in the context of training.
AI Chatbots and EFL Learners’ Risk-Taking in Oral Communication: A Scoping Review Wang, Xiaxia; Meng, Yu
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6112

Abstract

Research examining the role of AI-powered chatbots in promoting risk-taking in oral communication remains limited. This scoping review explored the interplay between AI-powered chatbots, risk-taking, and oral communication development among English as a Foreign Language (EFL) learners. Guided by the five-stage framework of Arksey and O’Malley and the PRISMA-ScR reporting guidelines, it systematically mapped and synthesized empirical studies retrieved from Web of Science, Scopus, and ProQuest. The analysis of 24 studies, including 18 on AI chatbots and 6 on risk-taking, generated three main findings. First, AI-powered chatbots effectively improved EFL learners’ oral communication skills by increasing practice opportunities, providing instant feedback, and creating a low-anxiety environment. Second, risk-taking was positively associated with oral proficiency, primarily by increasing the frequency of output and fostering a positive attitude toward errors. Third, a critical synthesis revealed that the core affordances of chatbots align with the key barriers to risk-taking, positioning them as a potential pedagogical practice to encourage risk-taking by reducing anxiety, boosting self-confidence, and prioritizing meaning-focused communication. Overall, the review highlights the importance of chatbot-mediated learning not only as a tool for linguistic practice but also as an affective scaffold that supports learners’ engagement in oral communication. Additionally, the findings underscore the need for chatbot designs that move beyond controlled practice and increase the simulation of real-life, risk-provoking communicative situations. By incorporating open-ended tasks and contextually authentic interactions, chatbots may better prepare learners to transfer risk-taking behaviors from low-stakes digital environments to real EFL classroom contexts.
English Needs Analysis for Technology Students at A Technopreneurship-based University Eka Grana Aristyana Dewi; A.A. Gede Adi Mega Putra
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6130

Abstract

In the context of rapid digital transformation, English proficiency has become a strategic competency for students in technopreneurship-oriented information technology programs. However, discrepancies remain between students’ current competence and the communicative demands of startup ecosystems. This study aims to identify the specific English language needs of technopreneurship-based IT students using Dudley-Evans and St. John’s (1998) Needs Analysis framework. A descriptive mixed-method design was employed, involving 38 respondents (students, alumni, and industry practitioners). The questionnaire demonstrated strong content validity (S-CVI/Ave=0.98) and acceptable internal consistency across core dimensions. Quantitative findings indicate a substantial gap between Target Situation demands (M=9.16) and Present Situation competence (M=5.08), confirming substantial professional communication “lacks.” Qualitative thematic analysis using NVivo further highlights the prioritization of productive skills, particularly digital content writing and professional complaint handling, as key industry necessities. By systematically mapping findings into the domains of necessities, lacks, and wants, this study contributes to contemporary ESP discussions in digitally mediated and entrepreneurial contexts. The study recommends a hybrid pedagogical model integrating task-based learning and communicative language teaching to enhance authentic task performance and sociolinguistic competence in technology-driven higher education.

Page 15 of 16 | Total Record : 158

 12   13   14   15   16 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development Vol 8 No 1 (2024): Eduvelop: Journal of English Education and Development Vol 7 No 2 (2024): Eduvelop: Journal of English Education and Development Vol 7 No 1 (2023): Eduvelop: Journal of English Education and Development Vol 6 No 2 (2023): Eduvelop: Journal of English Education and Development Vol 6 No 1 (2022): Eduvelop: Journal of English Education and Development Vol 5 No 2 (2022): Eduvelop: Journal of English Education and Development Vol 5 No 1 (2021): Vol 5 No 1 (2021)Eduvelop: Journal of English Education and Development Vol 4 No 2 (2021): Eduvelop: Journal of English Education and Development Vol 4 No 1 (2020): Eduvelop: Journal of English Education and Development Vol 3 No 2 (2020): Eduvelop: Journal of English Education and Development Vol 3 No 1 (2019): Eduvelop: Journal of English Education and Development Vol 2 No 2 (2019): EDUVELOP (Journal of English Education and Development) Vol 2 No 1 (2018): EDUVELOP (Journal of English Education and Development) Vol 1 No 2 (2018): EDUVELOP (Journal of English Education and Development) Vol 1 No 1 (2017): EDUVELOP (Journal of English Education and Development) More Issue