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Prodi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Lamongan Jl.Veteran No.53A Lamongan
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E-Link Journal
Published by Universitas Islam Lamongan
ISSN : 20851383     EISSN : 26214156     DOI : https://doi.org/10.30736/el.v6i2.169
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
E-Link Journal is open acces, peer reviewed journal that publishes original research and literature reviewes on English education that focuses on educational language, literature and linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 143 Documents
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Transforming Eco-Digital Literacies Through Multimodal Projects in English Language Learning Iklil Saifulloh; Khuaxay Sengsouk; Akhmad Fatoni; Syihabul Irfan
E-Link Journal Vol 13 No 1 (2026): E-Link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v13i1.1392

Abstract

Students’ engagement with digital media has increasingly influenced English language learning; however, its role in developing ecological awareness remains underexplored, particularly in Indonesian English language learning (ELL) contexts. Previous studies have primarily discussed digital literacy and environmental education as separate areas, while paying limited attention to how English learners transform ecological concerns into meaningful digital texts through multimodal practices. This study investigates how transformed practice within multiliteracies pedagogy supported undergraduate students in redesigning local environmental issues into multimodal digital texts. Employing a qualitative case study approach, this research involved twelve undergraduate English language learners and collected data from student artefacts, reflective accounts, classroom observations, and semi-structured interviews. The digital artefacts included a reforestation documentary, the Nawasena educational game, digital journalism, and fandom-based environmental posters. Data were analysed thematically using multiliteracies pedagogy, particularly the concept of transformed practice, and ecolinguistic perspectives to examine how students constructed and communicated ecological meanings through different modes. The findings indicate that students used digital media not only to complete academic assignments but also to communicate ecological concerns and engage audiences beyond the classroom. The documentary project developed place-based ecological storytelling; the game project integrated environmental decision-making through narrative interaction; the journalism project encouraged critical ecological discourse; and the poster project transformed youth popular culture into an environmental campaign language. Nevertheless, the transformation process varied among students due to differences in digital experience, access, and confidence in using multimodal resources. The study suggests that eco-digital projects can support English learning by connecting language practices with students’ local ecological experiences, cultural resources, and environmental concerns.
The Effect of Randomized Topic-Based Tasks Using Flipped Bottle Media on EFL Students’ Speaking Fluency: English Silvanessa Radjah; Rizky Lutviana; Oktavia Widiastuti
E-Link Journal Vol 13 No 1 (2026): E-Link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v13i1.1397

Abstract

Speaking fluency become a major obstacle for students in English as a foreign language (EFL) classrooms due to limited opportunities to communicate spontaneously. This research aimed to find out the effect of randomized topic-based speaking tasks to improve students’ speaking fluency. The study employed a quasi-experimental pretest-posttest non-equivalent control group design involving 62 eighth-grade students aged 13-14 years old from a middle school in Malang. An experimental group participated in randomized topic-based speaking tasks activities using flipped bottle media, and the control group learned with the usual textbook method. Data came from speaking tests and assessed using a fluency scoring rubric followed by Brown’s (2004) criteria for speaking. The findings showed that the experimental class obtained a better post-test mean score (M= 58.83) compared the control class (M= 43.13). Furthermore, the Mann-Whitney U test make a significant difference for both groups (p= .001), indicating that the treatment positively affected students’ speaking performance. These findings suggest that flipped bottle media can serve as an effective pedagogical tool by providing randomized speaking topics that encourage spontaneous language production and meaningful classroom interaction. Therefore, integrating simple physical game media into task-based speaking activities may offer a practical alternative for improving speaking fluency, particularly in EFL classrooms with limited technological resources.
Integrating SDG‑Themed Digital Authentic Texts in Communicative Language Teaching for Developing Students’ Digital Literacy Angga Prasongko; Erwin Hari Kurniawan; Ninik Farikha
E-Link Journal Vol 13 No 1 (2026): E-Link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v13i1.1420

Abstract

As higher education increasingly prioritizes digital competence, pedagogical models must move beyond tool integration toward design-driven digital literacy development. This study examines how embedding Sustainable Development Goal (SDG)-themed digital authentic texts within a Communicative Language Teaching (CLT) framework facilitates digital competence in a technology-enhanced university classroom. Accordingly, this study was conducted to find How does the integration of SDG-themed digital authentic texts within a CLT framework facilitate the development of undergraduate students’ digital literacy. Using a descriptive qualitative design, the study was conducted over a ten-week instructional intervention involving 28 undergraduate English Language Education students. Data were generated from classroom observations, multimodal digital works, reflective journals, and semi-structured interviews. The analysis was informed by digital competence dimensions framed by UNESCO. Findings show that SDGs functioned as epistemic and ethical substance, intensifying students’ critical engagement with multimodal digital texts. Through structured cycles of exposure, analysis, production, and reflection, students demonstrated progressive development in organized information evaluation, multimodal meaning-making, ethical digital participation, and digitally mediated communicative competence. The study developments an SDG-Embedded Techno-Pedagogical Mediation Model, arguing that digital literacy development arises from the meeting of global sustainability discourse, multimodal digital works, and communicative instructional instruments. By highlighting contextual relevance and pedagogical design as primary drivers of digital competence, this study contributes a design-oriented framework to technology-enhanced learning research.

Page 15 of 15 | Total Record : 143

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