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Journal of English for Academic and Specific Purposes (JEASP)
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 26154358     EISSN : 26222957     DOI : 10.18860
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
Journal of English for Academic and Specific Purposes (JEASP) a specialized journal of English language teaching (ELT) that meticulously tailors English language teaching-learning instructions to meet the precise needs of learners within various academic and professional fields. At its core, this journal focuses on English for Academic Purposes (EAP), emphasizing the enhancement of essential language skills—listening, reading, speaking, and writing—alongside the critical components of grammar and vocabulary. This targeted approach necessitates the development of specialized teaching language materials, strategies, and assessment that address the unique linguistic demands of each discipline. The scope of this journal (JEASP) is vast and diverse, encompassing English for Education, which equips educators and students with the language proficiency required for academic success; English for Laws, covering the specialized terminologies of family law, economic law, criminal law, and constitutional law; and English for Science and Technology, focusing on the linguistic needs of natural sciences and engineering. Additionally, this journal extends to English for Economics, addressing the specific language of finance, banking, and business; English for Humanities, which enhances communication in social and cultural studies, languages, and media; and English for Medicine and Health Community Services, supporting the complex language requirements of medicine, pharmacy, nursing, midwifery, and health analyses. By concentrating on these focused and scoped areas, this journal (JEASP) ensures that authors/readers are well-prepared to effectively navigate and excel in their respective academic and professional environments.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 157 Documents
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The Correlation Between Self-Directed Learning on YouTube and English Speaking Achievement Rumiyah Rumiyah
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.43624

Abstract

English speaking proficiency is a crucial component of communicative competence; however, many English as a Foreign Language (EFL) learners continue to face difficulties in developing effective speaking skills due to limited opportunities for authentic practice and exposure. Drawing on the theory of self-directed learning, digital platforms such as YouTube have been recognized as valuable resources that may support autonomous language learning beyond the classroom. Nevertheless, evidence regarding the relationship between self-directed learning through YouTube and speaking achievement remains limited, particularly in Indonesian vocational school contexts. This study investigated the correlation between students’ self-directed learning on YouTube and their English speaking achievement at SMKN 4 Palembang. Employing a quantitative correlational design, the study involved 33 tenth-grade students selected through purposive sampling. Data were collected through a questionnaire measuring self-directed learning activities on YouTube and a speaking test assessing fluency, pronunciation, grammar, vocabulary, and comprehension based on Brown’s (2004) speaking assessment framework. Pearson Product-Moment correlation analysis revealed a positive but very weak correlation between self-directed learning on YouTube and speaking achievement (r = 0.116). The relationship was not statistically significant (p 0.05), indicating that the use of YouTube as an autonomous learning resource did not substantially contribute to students’ speaking achievement. These findings suggest that autonomous access to YouTube alone is insufficient to improve speaking performance without structured learning strategies and reflective engagement. This study contributes empirical evidence from an Indonesian vocational school setting and highlights the importance of integrating guided pedagogical support with YouTube-based learning to enhance EFL learners’ speaking competence
ChatGPT as a Writing Aid: Opportunities and Challenges in Developing Students’ Logical Reasoning Skills Arisandi Setiawan; Ummul Ma'rufah; Ika Meilinda
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.38035

Abstract

The integration of artificial intelligence (AI) in education has transformed the academic landscape, offering new tools to enhance students’ writing and reasoning skills. This study investigates the effectiveness of ChatGPT in supporting logical reasoning in writing among university students. The research employs a descriptive qualitative approach, incorporating surveys and semi-structured interviews with 15 students from the English Education Program at Universitas Islam Madura. The study examines how ChatGPT influences argument structuring, idea generation, and clarity in writing, while also identifying potential challenges and limitations. The findings indicate that 93.3% of students perceive ChatGPT as beneficial, particularly in improving logical coherence and content organization. Students reported that ChatGPT helps develop structured arguments, refine transitions, and overcome writing difficulties. However, significant limitations were identified, including the lack of proper citations, occasional inaccuracies, and the risk of over-reliance on AI-generated content. The study highlights the importance of critical evaluation when using ChatGPT, emphasizing that AI should be a supplementary tool rather than a primary knowledge source. These results contribute to ongoing discussions on AI’s role in higher education, underscoring the need for AI literacy training and ethical AI integration in academic writing. The study suggests that future research should explore long-term impacts of AI-assisted learning, real-time citation integration, and AI’s role in fostering independent critical thinking, ensuring AI remains a constructive force in education. 
Reading with the Machine: AI as a Pedagogical Partner for Critical Digital Literacy and Human Interpretation in Literature Classrooms Riyad Md. Arefin Sohan; Sajib Khandaker; Md. Mahmudunnabi Sourov
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.37906

Abstract

The study elucidates how Critical Digital Literacy (CDL) in the literature classroom for interpretation can be developed by integrating AI tools. This paper finds that AI can serve as a pedagogical collaborator in Literature classes, particularly for Bangladeshi students from the Department of English. This research paper explores how the integration of AI can enhance human interpretative autonomy in the literature classes without over-reliance on technology assistance. This article argues that undergraduate students can enhance their literary interpretative skills and creativity by integrating AI tools, as in today’s fast-paced modern world, AI has become an integral part across various sectors. Employing a mixed-method research design, this study adapts qualitative and quantitative approaches to investigate the role of AI as a collaborative partner in the literature classroom. Few existing studies have examined AI's contribution to fostering CDL within literature classes. Therefore, the present study addresses the gap by demonstrating how AI can effectively function as a collaborative partner.
Integrating Artificial Intelligence into Adaptive ESP Curriculum Design: Pedagogical Innovations for Specialized Language Learning Eslam Shehata Ahmed Yacoub
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.38531

Abstract

The rapid expansion of artificial intelligence (AI) in education has renewed scholarly interest in the ways technology can enhance English for Specific Purposes (ESP) curriculum design, particularly in highly specialized fields such as healthcare. The present study investigates the pedagogical impact of integrating AI-driven feedback into an adaptive ESP writing curriculum and examines its effects on learners' acquisition of domain-specific vocabulary and communicative competence. A convergent mixed-methods design was employed: undergraduate healthcare students enrolled in a medical English ESP course were assigned to either an AI-enhanced instructional condition or a traditional instructional condition. Quantitative analyses of pre-test and post-test writing tasks revealed significantly greater gains for the AI-enhanced group in grammatical accuracy, lexical specificity, and overall textual coherence, with these gains corroborated by platform analytics from the Write & Improve system. Qualitative evidence drawn from semi-structured student interviews and faculty observation notes demonstrated strong learner engagement, positive perceptions of the immediacy of AI-generated feedback, and increased confidence in revising specialized texts, alongside concerns regarding the potential for over-reliance on automated feedback. The findings indicate that AI-supported personalization can meaningfully enhance ESP learning outcomes when it is integrated within a pedagogically coherent curriculum. The study contributes empirical evidence to the emerging field of AI-informed ESP research and offers practical implications for the design of adaptive, technology-supported ESP instruction in both professional and academic settings.
Needs Analysis for English for Professional Purposes: Importance of Professional Language Skills for Ethiopian Police University Students Geremew Garda Wozie
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.42490

Abstract

English serves as both a medium of instruction and a vital tool for professional communication at the Ethiopian Police University (EPU). However, current English courses are predominantly academic-oriented and do not adequately address profession-specific communicative demands. This study investigated the professional English language needs of first-year EPU students to inform the development of a needs-based English for Professional Purposes (EPP) curriculum. Guided by English for Specific Purposes (ESP) and Needs Analysis (NA) frameworks, a mixed-methods design was employed, combining questionnaires and semi-structured interviews with 200 students and 30 instructors. Data were analyzed using descriptive statistics and thematic analysis, incorporating Target Situation Analysis (TSA), Present Situation Analysis (PSA), and Learning Situation Analysis (LSA). The findings revealed a significant mismatch between existing instruction and workplace communication requirements. Although all language skills were considered important, listening and speaking were prioritized for operational communication, while writing was identified as the most problematic area, with a clear gap between instructors’ expectations and students’ competence. The study highlights the need for authentic, task-based, and genre-specific instruction. It concludes that a needs-based ESP/EPP curriculum is essential to enhance students’ professional communicative competence and prepare them for both national and international policing contexts.
Enhancing the Students' Speaking Achievement using the Shadowing Technique at SMKN 2 palembang Wulan Sri Ayu Kartika Kirana; Dio Resta Permana; Nike Anggraini
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.41438

Abstract

This study aimed to examine the application of the shadowing technique in enhancing the speaking achievement of vocational high school students, addressing common problems such as students’ lack of self-confidence and low awareness of the importance of learning. The research employed a quasi-experimental design involving 70 students from SMKN 2 Palembang, equally divided into two groups: 35 students in the experimental group and 35 in the control group. The experimental group received shadowing instruction, while the control group had regular lessons over ten meetings with a pre-test, treatment, and post-test. Students’ opinions were collected through a questionnaire, and the results were analysed using paired and independent sample t-tests. The paired sample t-test revealed that the mean score improvement in the experimental group reached 33.26 points, while the control group showed an increase of only 13.20 points, indicating greater improvement in the group that received the shadowing treatment. Additionally, the independent sample t-test showed a mean difference of 5.321 points in the post-test scores between the experimental and control groups, suggesting that the shadowing technique significantly contributed to improved speaking achievement. The shadowing technique enhanced students’ speaking achievement and their listening achievement. Students also responded positively, with greater motivation, confident and engagement in learning.
Applying Elsa Speak with Mobile-Assisted Language Learning (MALL) to Improve Students’ Speaking Achievement Dini Juniarti; Dio Resta Permana; Jaya Nur Iman
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.43354

Abstract

Speaking is one of the most essential skills in English learning; however, many students in English as a Foreign Language (EFL) contexts still experience difficulties in developing speaking proficiency due to limited opportunities for practice and teacher-centered instruction. At SMA Aziziah Palembang, students showed low performance in fluency, pronunciation, and confidence during speaking activities. This study investigated the effectiveness of the ELSA Speak application combined with the Mobile-Assisted Language Learning (MALL) strategy in improving students’ speaking skills. A quasi-experimental design employing a pre-test and post-test control group was applied to two tenth-grade classes. The experimental group received instruction through ELSA Speak-based activities, while the control group was taught using conventional methods. Students’ speaking performance was assessed in fluency, pronunciation, grammar, vocabulary, and comprehension using a rubric adapted from Brown (2004). The findings revealed that the experimental group’s mean score improved from 14.75 to 15.75, while the control group showed only a slight increase from 13.53 to 13.69. The improvement in the experimental group was particularly evident in pronunciation and fluency. Nevertheless, statistical analysis indicated no significant difference between the groups (p 0.05), which may have been influenced by the short treatment duration and limited access to smartphones for practice. Despite this limitation, the study highlights the potential of integrating ELSA Speak and the MALL strategy to support speaking development in EFL classrooms. The study contributes to the growing discussion on technology-assisted language learning and provides implications for future English speaking instruction. 

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