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Inspiring: English Education Journal
Published by Institut Agama Islam Negeri Parepare
ISSN : 26208350     EISSN : 27212130     DOI : https://doi.org/10.35905/inspiring.v2i1
Core Subject : Education,
Languange, Linguistic, Communication & Media
Inspiring: English Education Journal is published by English Education Department, Tarbiyah Faculty, State of Islamic Institute of (IAIN) Parepare. This journal is expected to share knowledge among lecturers, students, teachers, and education practitioners and observers. This journal discusses various topics about English Education. We invite scholars to publish their original research.
Arjuna Subject : Umum - Umum
Articles 154 Documents
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Exploring Culturally Responsive Teaching in ELT: English Literature Lecturers’ Perceptions and Experiences Tiara Widyaiswara; Yuha Takahashi; Riryn Fatmawaty; Abdullah Farih
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16538

Abstract

This study examine about perceptions and practices face by English Literature Lecture in implementation of Culturally Responsive Teaching in ELT based on Gay’s CRT approach. This study applied qualitative approach of CRT and employed thematic method for data analysis. The data was taken through in-depth. interview with three participants as literature lecture. The analysis three main stages: data reduction, selecting, and organizing relevant data in CRT.  The finding study show that as a contextual and culturally rooted pedagogical, as a strategy for empowerment and cultural preservation, as a novel and relevant pedagogical innovation. The implementation English Literature Lecture is based on learning process focus on local culture to empowering cultural identity.  The result study show the application of Culturally Responsive Teaching (CRT) in English literature teaching at the university level can create contextual, inclusive learning that is rooted in students' local cultures. Through student-centered strategies and the use of technology, lecturers successfully increase student engagement and cultural awareness in understanding literary texts. However, the effectiveness of CRT implementation is still influenced by systemic limitations and uneven institutional support within the university environment.
Undergraduate EFL Learners’ Experiences as Anxious Academic Writers: A Mixed Method Study Muflihatus Sururil Arifah; Dyah Ayu Nugraheni; Dihliza Basya; Novika Purnama Sari
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16555

Abstract

The primary objective of this study is to investigate the EFL learners’ level of anxiety and experiences as anxious academic writers in essay writing course. Selected by using purposive sampling, five students at sixth semester of English Education Department eagerly participate as respondents. Relying on analysis from Cheng (2004) and Holland (2013), a mixed-method approach with explanatory design is employed by applying two methods of data collection: questionnaire analysis and semi-structured interviews. The findings of the study indicate that moderate anxiety predominates when it comes to composing essays. Furthermore, the five participants depict the experiences being struggling with essay writing anxiety as follows: (1) receiving a poor grade from the instructor; (2) not understanding grammar and structure; (3) discovering rigorous guidelines for academic writing that cause them to write sloppily; (4) worrying about organizing their thoughts to ease the readers; (5) feeling confused, stressed, and frustrated when composing essays; and (6) worrying that the results of their essays become discussion samples and do not meet expectations. The findings confirm hands-on evidence from learners’ experiences as the basic data for course designer to unravel writing anxiety, and for researchers particularly in the demesne of English Language Teaching.
Exploring the Influence of Digital Remote Platforms on Learners' Speaking Abilities in Educational Contexts Noerhaetty Hafriana; M. Saleh Yahya Himni; Joemar Minoza
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16581

Abstract

This study examines the influence of remote learning environments on students’ speaking abilities, particularly among learners in geographically isolated areas. Using a descriptive qualitative design, data were collected from 50 ninth-grade students at a private Islamic junior secondary school in a remote area through classroom observations, semi-structured interviews with English teachers, and self-report questionnaires focusing on linguistic competence and motivation. The findings indicate that remote learning contexts intensify several barriers to speaking development, including limited vocabulary, poor pronunciation, low confidence, and reduced motivation. These challenges are largely attributed to minimal exposure to authentic English use, strong interference from the first language, and restricted learning environments. In addition, psychological factors such as fear of making mistakes and classroom interaction constraints further hinder students’ oral performance. The study also identifies gaps in instructional implementation, including limited evaluation practices and time constraints, which contribute to less effective learning outcomes. These findings highlight the importance of providing targeted pedagogical support, improving access to digital learning resources, and adopting culturally responsive teaching strategies to enhance students’ speaking proficiency in remote settings. This study contributes to the broader discussion on equitable English language education in underserved areas.
Profiling Prevalent Linguistic Inaccuracies in Undergraduate ESL Learners’ Writing: An Error-Based Statistical Analysis Gourob Das
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16592

Abstract

Linguistic accuracy is a crucial component of effective writing. However, ESL learners often encounter difficulties that affect the clarity and quality of their written texts. This study aims to identify and profile the most prevalent linguistic inaccuracies in undergraduate ESL learners’ writing. A descriptive cross-sectional design was employed involving 53 undergraduate students from the University of Dhaka selected through purposive sampling. Data were collected through an essay-writing task and analyzed using an adapted error analysis framework, followed by descriptive statistics and Pearson correlation analysis using SPSS 25.0. The findings revealed 16 types of errors categorized into grammatical, mechanical, lexical, and discourse marker errors, with grammatical errors being the most dominant. The results also indicated that essay length is not a reliable predictor of overall linguistic accuracy. Factors such as first language interference and limited writing practice were found to contribute to these inaccuracies. These findings provide empirical insights into common error patterns in ESL writing and underscore the importance of implementing targeted, context-sensitive instructional strategies that emphasize linguistic accuracy and sustained writing practice.

Page 16 of 16 | Total Record : 154

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