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Eko Suhartoyo
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jreall@unisma.ac.id
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INDONESIA
J-REaLL
Published by Universitas Islam Malang
ISSN : 27215024     EISSN : 27215016     DOI : https://doi.org/10.33474/j-reall
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
Journal of Research on English and Language Learning (J-REaLL) with ISSN numbers 2721-5016 (online) and 2721-5024 (printed) is an international journal that is published twice a year in the months of February and August. The aim of this journal is to promote a principled approach to research on English Language Teaching and Learning-related concerns by encouraging inquiry into the relationship between theoretical and practical studies. The journal welcomes contributions in the areas of English as a Lingua Franca (ELF), Teaching English as a Second and Foreign Language (TESL/TEFL), English Language Testing and Assessment, Curriculum and Development, Linguistics, Translation, ICT-based Learning, Teaching English for Your Learners (TEYL), English for Academic Purposes (EAP), English Language Teaching and Learning (ELT), Teachers’ Training and Education in ELT, and Review Papers (Scoping/Systematic Literature Review (SLR)/Bibliometrics). Journal of Research on English and Language Learning (J-REaLL) has been publishing the articles since February 2020 precisely since the release of Volume 1, Number 1, 2020. Journal of Research on English and Language Learning (J-REaLL) has been accredited by Science and Technology Index (SINTA-4) since December 7th, 2022 (from Vol. 1 No. 2 up to Vol. 6 No. 1). Journal of Research on English and Language Learning (J-REaLL) is indexed in the database Google Scholar, Directory of Open Access Journals (DOAJ), Indonesia One Search, Garba Rujukan Digital (Garuda), Ministry of Religious Affairs Reference (Moraref), Scilit, WorldCat, Crossref, Dimensions, Bielefeld Academic Search Engine (BASE), Public Knowledge Project (PKP|Index), Every submitted manuscript will be read by the editorial team. Manuscripts that are evaluated by editors and deemed not in accordance with the criteria of the journal will be rejected without external review. Then, a manuscript that has a special interest to readers is sent to peer reviewers, with two (2) different reviewers for each article by using the double-blind system. After reviewing the manuscript, it will be returned to the author for the revision process. In this journal, we have forty-one (41) reviewers. The editorial team makes decisions based on reviewers’ recommendations. The Editorial Board invites the authors to submit the best manuscripts to be published in this journal.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 167 Documents
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Assessing translanguaging as a strategy for enhancing students’ classroom activity participations in a rural vocational high school: A case study Karima, Kauna; Windianto, Nur Eko; Machfudi, Moch. Imam; Salsabila, Hanania; Purnawan, Ari; Sukarno, Sukarno; Yulia, Yuyun
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23479

Abstract

Translanguaging (TL) has been recognized for its potential to enhance students’ understanding and participation in English as a foreign language (EFL) classroom, particularly in speaking, reading, writing, and listening. This is especially relevant for vocational high school students in rural settings, where limited English proficiency and resource constraints present challenges. TL allows students to engage more actively by flexibly using their native language alongside English. However, its effectiveness depends on various contextual factors, including teachers’ implementation strategies and students’ language proficiency. This case study investigates how teachers and students perceive the effectiveness of TL in supporting comprehension within the context of English for specific purposes (ESP) in a rural school setting. The data were collected through teacher interviews, student focus group discussions, and classroom observations. Findings indicate positive perceptions of TL from both teachers and students, with teachers using it strategically to explain complex ideas and foster language skills. However, its effectiveness varies based on language familiarity, with a noted preference for mixing English with Bahasa Indonesia over Javanese. Despite TL's benefits in building confidence and comprehension, challenges such as balancing native languages with English, managing limited vocabulary, and ensuring consistent practice remain. Overall, while TL strategies could enhance comprehension and confidence in speaking English, the success depends on strategic implementation and alignment with students' proficiency levels. Future studies could explore the efficacy of TL in improving students’ comprehension across diverse educational settings.
Exploring EFL speaking anxiety among junior high school students: Levels, contributing factors, and coping strategies Prameswari, Novina Permata; Wahjuningsih, Eka; Imamyartha, David; Puspa, Areta
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23989

Abstract

While numerous studies have examined foreign language speaking anxiety at the university setting, research focusing on younger learners remains limited. This study addresses that gap by exploring the triggers and coping strategies to mitigate foreign language speaking anxiety among junior high school students. Exploring these two areas provides the avenue for wider opportunities of reaching higher proficiency levels at later stages, while allowing the identification of age- and gender-supportive coping strategies. Employing a mixed-method design, data were gleaned from questionnaires and semi-structured interviews involving six students—three male and three female—recruited after pondering their high rate of anxiety as measured by the Foreign Language Classroom Anxiety Scale (FLCAS). A content analysis revealed seven primary causes of anxiety: lack of vocabulary, performing in front of the class, fear of being laughed at, fear of making mistakes, fear of mispronouncing a word, fear of being the focus of attention, and fear of failure in English tests. Students adopted various coping strategies, including self-reassurance, calming techniques, and peer support. These findings highlight the need for teachers to recognize anxiety symptoms and implement fun and supportive strategies in the classroom. This study seeks to facilitate the students in overcoming and reducing the English-speaking anxiety they experienced during classroom practice. Due to the absence of in-depth investigation on the strategies to address anxiety, future researchers are advised to investigate the strategies that students engage in regulating their foreign language speaking anxiety and identify the coping mechanisms found most impactful in reducing anxiety levels.
The impact of AI chatbots on English language learners’ speaking proficiency: A systematic review Safitri, Ersa Izmi; Hidayati, Sari; Ciptaningrum, Dyah Setyowati
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23866

Abstract

Artificial intelligence (AI) chatbots have become a significant phenomenon not only in the information technology field but also in education, where they are transforming how students learn English. Numerous studies have explored the use of AI chatbots in English language teaching (ELT), especially their potential to support speaking practice. However, the existing research is fragmented and lacks a systematic synthesis, making the findings inconclusive about how chatbots contribute to speaking proficiency and how learners perceive their use. This limitation creates uncertainty for educators, policymakers, and researchers in assessing the educational value of chatbots in ELT. To address this gap, this study aims to critically analyze how AI chatbots enhance students' English-speaking skills and the implications for developing speaking proficiency, as well as investigate students' perceptions of their effectiveness. This systematic literature review examines findings from various studies related to AI chatbot applications in English-speaking educational settings, published between 2018 and 2025. Using the PRISMA guidelines, an initial search across Google Scholar and Science Direct yielded 111 papers; the findings reveal both benefits, such as increased learner engagement and opportunities to practice, and challenges, including the lack of accuracy. By synthesizing prior research, this study offers a clearer understanding of the role of chatbots in increasing speaking proficiency and contributes to ongoing debates about AI in ELT.
Who programs the teacher? Rethinking bias and inclusion in AI-powered Indonesian classrooms Hasanah, Uswatun; Putra, Rizal Wahid Permana; Dzulfikri, Dzulfikri; Mistar, Junaidi
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23880

Abstract

Despite the growing use of artificial intelligence (AI) in education, research often emphasizes its efficiency while overlooking its ethical implications, particularly with respect to algorithmic bias and teacher agency. This study aims at examining how junior high school teachers in Lumajang Regency, East Java, Indonesia perceive the bias and inclusivity of AI systems, and their pedagogical agencies when using AI tools in Indonesian EFL classroom settings. A qualitative approach was employed, involving questionnaire responses from 20 teachers and semi-structured interviews with 12 selected participants. The data revealed that while teachers appreciate AI for streamlining lesson planning and content generation, they are also aware of the limitations in its cultural and linguistic representation in AI-generated content. Many participants actively modify AI-generated materials to reflect their students’ local contexts better. However, only a small proportion reported receiving AI training in educational settings, highlighting a significant gap in institutional support. This study is limited by its localized sample and the reliance on self-reported data, which may affect generalizability. Nonetheless, the findings underscore the need for targeted professional development that includes not only technical training but also ethical and cultural competencies. Practically, this research informs policy on teacher preparation for AI integration. Socially, it contributes to more equitable digital education practices by centering the teacher’s role in mediating AI use. Future studies should expand geographically and include student perspectives to develop a more comprehensive understanding of AI’s impact on education.
Exploring MALL and AI integration in EFL: Impacts on speaking skills and learners’ motivation Mappewali, Andi; Omolu, Fikriani A.; Mulyadi, Ernitasari; Manangkari, Ismail; Pratama, Raga Driyan
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24221

Abstract

While mobile-assisted language learning (MALL) and artificial intelligence (AI) are known to enhance EFL learning, there exists a deficiency in comprehending their exact influence on discrete speaking sub-skills. This study addresses this gap by providing a granular analysis of how the AI-powered application ELSA Speak affects specific aspects of speaking proficiency and motivation. Employing a quasi-experimental, pretest-posttest design over six weeks, 20 Indonesian EFL learners were divided into an experimental group (n=10) using ELSA Speak and a control group (n=10) receiving conventional instruction. The results showed a notable enhancement in the speaking abilities of the experimental group, with statistical significance (t(9) = 6.025, p < .001), whereas the control group showed no significant improvement. The mean score for the experimental group increased from 58.6 to 68.7, with fluency showing the most substantial gain (+18.3 points), followed by intonation (+16.8) and pronunciation (+8.1). Furthermore, questionnaire data indicated very high motivation (M=4.49/5.00). A significant limitation of this study is its limited sample size, which impacts the generalizability of the results. The primary practical implication is that AI tools like ELSA Speak are highly effective as supplementary resources for building learner fluency and confidence. More extensive studies with broader demographics and longer time frames are required to validate the results.
Enhancing undergraduate EFL students’ research-related writing skills through a mini e-book chapter project Setyowati, Lestari; Karmina, Sari; Rosyida MR, Elvira; Latisha, Shafie Asmaak
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24229

Abstract

It is important for the university students to develop research-related academic writing skills as they need to prepare themselves to write a thesis proposal and other forms of academic writing communication. However, many still struggle to show comprehension and express basic research elements in writing, even after completing academic writing courses. Even though previous studies have shown Project-Based Learning (PjBL)’s effectiveness to enhance general writing performance and 21st-century skills, not much research in ELT higher education has focused on the use of PjBL for research-related writing in content courses. This gap suggests that students may not yet receive sufficient opportunities to practice research-related writing in meaningful and contextualized ways. To address this issue, the present study examined the effectiveness of a PjBL mini e-book chapter project in enhancing undergraduate EFL students’ research-related academic writing skills in a Designing Research in ELT course. A mixed-methods explanatory sequential design was employed involving 24 fourth-semester English education students at a public university in Malang.  In addition to students’ reflections and interview responses, their learning gains were measured through pre- and post-tests. The findings suggest that the project had a meaningful impact on their writing performance. The mean scores increased from 69.69 to 79.74, and the paired-sample t-test indicates a significant improvement (p < .001) and has a large effect size (Cohen’s d = 1.02). Qualitative findings further confirmed improvements in research literacy, motivation, and 4Cs. These results highlight the potential of PjBL as an instructional innovation for strengthening research-related academic writing skills in similar EFL contexts.
Teacher competencies and their role in promoting pre-service teachers’ professional growth Hamiddin, Hamiddin; Ismiatun, Febti; Ilmi, Yuli Ismi Nahdiyati; Wicaksono, Helmi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24314

Abstract

This study examined how teacher support, through mentorship, instructional guidance, and relational encouragement, shapes the professional development of pre-service teachers in Indonesian teacher education programs, particularly in influencing their perceptions, readiness, and development of core teaching competencies. A descriptive quantitative design was employed, involving 85 participants who completed a structured questionnaire measuring four key domains of teacher competence: personality, pedagogical, social, and professional. Data were analysed using SPSS, incorporating reliability testing, classical assumption tests, and path analysis to examine the hypothesized directional relationships among these competencies, where personality, pedagogical, and social competencies were modeled as predictors of professional competence. The results indicated that personality, pedagogical, and social competencies significantly and directly influenced professional competence as the outcome variable representing pre-service teachers’ preparedness for teaching. Among these, personality competence had the strongest individual impact. These findings highlighted the multifaceted nature of the relationship between teacher educators and pre-service teachers, both formal and informal, which played a critical role in fostering professional identity and instructional confidence by strengthening foundational competencies. By focusing on pre-service teachers’ perspectives, this study addressed an essential gap in the literature concerning how competency domains interact to form overall professional competence and provided evidence-based insights for enhancing teacher education programs. Ultimately, the study underscored the need for holistic and responsive teacher training models that integrated interpersonal, ethical, and instructional dimensions aligned with the competency pathways identified in this study to better equip future educators.

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