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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 180 Documents
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Politeness strategies in children’s English learning media: A pragmatic analysis of VOA learning English video Putri, Nada Nisrina; Sofiana, Nina
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.v7i1.24498

Abstract

Politeness is an essential aspect of pragmatic competence that enables learners to use language appropriately in different social contexts. While previous studies have primarily focused on politeness strategies in classroom-based teacher–student interactions, research on politeness within digital learning environments for children remains limited. This study addresses this gap by examining the use of politeness strategies in children’s English learning media through the VOA learning English (Let’s Learn English - Level 1 series), with particular attention to their functions in supporting instructional interaction in a digital learning context. A descriptive qualitative approach was employed using a pragmatic analysis framework grounded in politeness theory. Spoken utterances were transcribed, categorized into the four types of politeness strategies, and interpreted in terms of their contextual meanings. The findings indicate that all four politeness strategies are present in the videos, with positive politeness being the most dominant, followed by bald on-record, negative politeness, and off-record strategies. The frequent use of positive politeness reflects the instructor’s efforts to foster closeness, encouragement, and emotional support, which support children’s motivation and confidence in learning English. Although this study is limited to beginner-level VOA episodes, it demonstrates that politeness strategies in digital media can model social communication skills. Practically, integrating pragmatic elements into multimedia language instruction can enhance character building and polite communication behaviors. Future research could explore politeness strategies in other digital learning platforms, learners at intermediate and advanced levels of English proficiency, or cross-cultural contexts to further investigate pragmatic competence in online language education.
AI use in teaching module and assignment development: Reported practices from Indonesian EFL pre-service teachers Megawati, Fika; Agustina, Sheila; Amrullah, Muhlasin; Meiramova, Saltanat; Wulandari, Fitria; Rahmahwati, Tia
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.v7i1.24622

Abstract

The rapid development of artificial intelligence (AI) in education has not been matched by sufficient research on how pre-service English as a foreign language (EFL) teachers perceive the use of AI for developing instructional modules. This study explores these perceptions among pre-service EFL teachers from three universities in Indonesia who already have experience using AI. Most participants were female, in the final stage of their studies, and enrolled in a micro-teaching course. A survey was administered using an online questionnaire to investigate the practices and experiences of AI among pre-service teachers and analyzed using descriptive quantitative methods. The findings show that the pre-service teachers were enthusiastic yet cautious in using AI. Many used AI regularly, while others used it occasionally. They perceived clear benefits of AI, particularly in generating ideas, improving efficiency, and enhancing the quality of learning materials. AI was most commonly used to design lesson topics, develop content, and create test items. However, several challenges were identified, including plagiarism risks, inconsistent AI-generated outputs, and concerns about overreliance on AI. ChatGPT was the most frequently used tool, and participants expressed interest in more adaptive features that tailor content to students’ needs. The study recommends that AI use in teacher education be guided by instructors, with limited use in student assignments to maintain ethical standards and critical thinking skills. These findings provide valuable insights into AI literacy and pedagogical AI applications, contributing to the development of AI-adaptive teacher education curricula.
Reimagining teacher professional development in the age of AI: Indonesian EFL teachers’ beliefs and pedagogical adaptations in writing classrooms Halimah, Nur; Muslimin, Afif Ikhwanul; Prabjandee, Denchai
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.v7i1.24655

Abstract

Although artificial intelligence has gained growing attention in language education, previous research has largely emphasized technical effectiveness and student outcomes, while teachers’ professional experiences remain insufficiently examined. This study explores how Indonesian EFL lecturers perceive the use of artificial intelligence in academic writing instruction, how they adjust their pedagogical practices, and how these experiences shape their professional development and professional identity, particularly in writing assessment. Employing a phenomenological approach, data were collected through semi-structured interviews, classroom observations, and teaching documents involving twelve lecturers from East Java and Central Indonesian regions. The findings reveal interconnected experiences influenced by institutional readiness, access to digital infrastructure, and lecturers’ pedagogical beliefs. Participants reported a shift in professional identity from primary evaluators of student writing toward facilitators who guide learners in critically engaging with artificial intelligence-generated feedback. In the absence of systematic institutional training, lecturers relied heavily on informal peer communities as spaces for learning, reflection, and sharing instructional strategies. The study suggests that professional development for artificial intelligence-supported writing instruction should move beyond technical orientation and provide sustained, context-sensitive support that integrates ethical awareness, reflective practice, and collaborative learning. While the qualitative design and limited number of participants require cautious interpretation, the findings contribute to broader discussions on teacher professional development in technologically evolving educational contexts.
Enhancing nursing students’ speaking confidence through role-play in English for healthcare communication Burhan, Kristian; Astuti, Indri; Franchisca, Sherly; Amsa, Helfany
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.v7i1.24594

Abstract

English communication has become an essential competence for nursing professionals in globalized healthcare systems. However, Indonesian nursing students often receive limited opportunities to practice authentic and confidence-building English speaking in medically contextualized situations. This research investigates the use of role-play in the English for specific purposes (ESP), English for Healthcare Communication course, responding to the limited opportunities for authentic and confidence-building speaking practice faced by Indonesian nursing students. The study sample of 44 students enrolled in a Diploma III Nursing Program at Akademi Keperawatan YPTK Solok employed a mixed-methods design with an explanatory sequential approach, emphasizing medically contextualized role-play activities. Quantitative data were pre- and post-intervention speaking tests, while qualitative information was obtained from questionnaires and interviews. Results indicated significant improvement in students' speaking performance, particularly in fluency, grammar, pronunciation, vocabulary, and comprehension. In addition, students reported higher confidence during medical communication performance. Interview data indicated that role-play enhanced students’ comfort with spontaneous English in nursing simulations, although the challenges of limited medical vocabulary and performance anxiety remained evident. The study found that role-play is an effective pedagogical approach in ESP contexts within an English for Nursing Program. In practice, role-play may be more effective when enhanced by digital simulations, increased scenario complexity, and reflective evaluation, whereas pre-designed role-play incorporating focused language instruction may further strengthen healthcare communication training.
Students’ voices on ChatGPT: A pilot study on academic writing enhancement Ariani, Setya; Rachmawaty, Noor; Amalia, Puji Astuti
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.v7i1.24665

Abstract

ChatGPT is regarded as a beneficial resource for learning, as it offers feedback and support throughout the academic writing process. The current literature primarily focuses on the benefits and drawbacks of ChatGPT, with a relatively minor emphasis on the students’ actual experiences in the local higher education setting. This paper is written to explore students’ experiences, perceptions, and reflections in relation to their use of ChatGPT for improving academic writing performance. A pilot study was conducted using an online open-response questionnaire distributed to the second-semester students enrolled in the academic writing course in the English Literature Study Program. A total of thirty-two students were identified as the target group for participation; however, only fourteen were able to fully complete the questionnaire. The students responded to the questionnaire items addressing the integration of ChatGPT in academic writing, writing quality and confidence, students' beliefs and concerns about ChatGPT, as well as the difficulties they face concerning plagiarism. The findings indicated that students did not frequently use ChatGPT for writing assistance. In addition, the themes emerged from students’ responses included the development of ideas, the provision of feedback, the autonomy of writers, grammar, vocabulary, sentence construction, structuring of paragraph and essay, awareness of the limitations of ChatGPT, and the maintenance of academic integrity. Understanding students’ voices on ChatGPT can help educators in making informed decisions on the use of AI tools in academic writing instruction. A limited sample size is more susceptible to bias, and therefore future studies should involve larger samples employing a variety of research designs.
Implementing Pearson’s assessment framework in English language instruction: Insights from an Indonesian private high school Zaki, Leil Badrah; Kezhiandra, Gabby; Akbar, Malik; Pratiwi, Theodesia Lady
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.v7i1.24603

Abstract

Structured assessment regimes are instrumental in influencing classroom teaching and learning. For example, an international curriculum, such as Pearson, provides structured assessment cornerstones for teaching and learning. Yet, despite Indonesian secondary schools widely adopting it, existing literature predominantly focuses on curriculum design and alignment, while the substantial issue of classroom-level impact resulting from standardized assessment demands still remains underexplored. The present paper seeks to uncover the extent to which Pearson's structured assessment requirements are realized in the classroom and how they impact teaching and learning. The qualitative case study research method was utilized through classroom observations and interviews concerning two foreign English teachers in a private secondary school in Batam, Indonesia. Results show that the Pearson assessment system, comprising mechanisms like the prohibition of homework, assessment by means of rubrics, and instant feedback, has brought in student engagement and reduced stress through steadiness and transparency in assessment. Nevertheless, strict timetables for exams and standard formats that are imposed on the teachers out of the core systems have led to a reduction of teachers' pedagogical freedom and an increase in their administrative workload. The systemic pressures, such as real-time assessment demands and rigid accountability structures, pose significant challenges, particularly in resource-constrained environments with diverse learner readiness. The study contributes to theoretical debates on standardized assessment by showing how tightly aligned frameworks compress pedagogical flexibility while demanding high instructional precision. The findings emphasize the need for more adaptable assessment frameworks that balance accountability and teacher autonomy as well as continuous student engagement.
Exploring language assessment literacy: Indonesian pre-service English teachers’ perceived readiness for classroom assessment Putri, Nanin Verina Widya; Fitri, Anisa; Suwandi, Edi; Nadif, Bendaoud; Diana, Riza Nur; A’yun, Marwah Qurrota
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.v7i1.24610

Abstract

Understanding language assessment literacy (LAL) is an important part of pre-service English teachers’ professional development. Although interest in language assessment has increased, studies focusing on pre-service teachers’ LAL in the Indonesian EFL context remain limited. A clearer understanding of how pre-service teachers view and interpret classroom assessment is therefore needed to support more effective assessment practices and improve language teaching and learning. This qualitative study explores Indonesian EFL pre-service teachers' perceived readiness for classroom assessment by examining how aspects of LAL are articulated through interview data. The study involved ten English education study program students who had completed the teaching practicum program in East Java, Indonesia. The findings indicate that, despite expressing confidence in their readiness to teach, the participants demonstrated limited and uneven understandings of key LAL components. The small number of participants and the specific institutional context limit the transferability of the findings. Nevertheless, this study suggests that closer attention to LAL within pre-service English teachers’ education may help support the development of more balanced assessments.
The role of self-regulated learning in literal comprehension among adult learners in private universities in Indonesia Tursini, Umi; Sholeh, Agus; Sari, Nara; Mafulah, Siti
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.v7i1.24675

Abstract

There is a lack of empirical research on the role of self-regulated learning (SRL) in literal reading comprehension among adult learners, particularly in non-Western contexts such as Indonesia. Most previous studies have examined SRL in broader educational settings, leaving a limited understanding of how self-regulation supports specific literacy skills, especially literal comprehension. This study, therefore, investigates the effect of SRL on the literal reading performance of adult learners in a private university in Indonesia and examines how different levels of SRL influence learning outcomes after instruction. This study employed a quasi-experimental design involving 48 adult learners. Participants were categorized into high-SRL and low-SRL groups using the self-regulation questionnaire (SRQ). Data were collected through pre-test and post-test assessments of literal reading comprehension. Descriptive statistics were used to examine changes in literacy scores, while inferential analyses, including paired t-tests, independent t-tests, and correlation analysis, were conducted to determine the significance of differences between the two groups and the relationship between variables. The findings revealed that the mean score increased from 68.50 in the pre-test to 76.83 in the post-test, indicating an improvement of 8.33 points after instruction. A moderate positive correlation (r = 0.655) was also identified between pre-test and post-test scores while controlling for SRL, suggesting that learners with higher SRL tended to achieve better reading performance. However, the relative influence of SRL on post-instruction performance appeared slightly reduced, indicating that instructional support may help lower-SRL learners narrow the performance gap.
Prescribing English, producing silence: How English classes in the medical vocational school systemically undermine communicative competence Nugraha, Hendra; Mustafa, Diba Yuri; Zaki, Leil Badrah
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.v7i1.24706

Abstract

While English for medical purposes (EMP) is indispensable for the advancement of global healthcare, empirical investigations into its application within Indonesian medical vocational schools (MVS), which serve as a pivotal contributor to the national labor force, remain limited. In order to address this gap, the present study explores EMP within a strategically selected MVS in the Riau Islands through a mixed-methods research design. Data were collected through semi-structured interviews with both administrative personnel (n=2) and educators (n=3), in addition to a perception survey administered to students (n=111). The findings indicate a pronounced disjunction between policy and practice. Despite the institutional strategy emphasizing English as a tool for enhancing employability, operational deficiencies are evident, including an absence of proficiency-based student categorization and an excessive focus on passive, assessment-centered learning. The survey findings further substantiate this observation: while students indicate a degree of skill enhancement, the domain of speaking is perceived as the weakest, which corresponds with classroom observations that predominantly feature monologic presentations rather than interactive dialogues. The study concludes that without a pedagogical transition toward fostering active communication, the strategic objective of cultivating globally competent graduates is risked. Limitations of this research include its reliance on a single-institution sample. Practical implications suggest the necessity for curricular reform that emphasizes authentic, interactive tasks and the establishment of internal proficiency standards. Future research endeavors should investigate the longitudinal effects of such reforms across various MVS environments.
Bridging HOTS and character education in reading assessments: A study on validity, reliability, and Pancasila integration Gozali, Imelda; Istiqomah, Faizatul; Vo, Ly Gia Ngan
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.v7i1.24707

Abstract

Very little research on developing reading assessments has systematically integrated higher-order thinking skills (HOTS) and character building in an original, valid, and reliable reading comprehension test in English. This study addresses that gap by modeling the development of such an instrument through a research and development (R&D) design comprising four stages: preliminary study, development, evaluation-revision, and pre-implementation. Within these stages, a test blueprint based on reading sub-skills and HOTS indicators was created, and Pancasila student profile guided the selection of the four reading texts. The 40 multiple-choice questions were analyzed for readability, reliability, item difficulty, and item discrimination. Participants included 12 undergraduate students enrolled in an English reading course, with feedback from the course lecturer providing face validity through a reviewer checklist. The try-out results showed that the test passed the face validity and reliability check, and the majority of the questions were found to have moderate difficulty (48%) and satisfactorily discriminating (38%). To improve item quality, several questions were revised and their options refined. This study contributes a replicable model for teachers and teacher educators, demonstrating how classroom-based reading assessments can be designed to foster evaluative thinking and character formation. While limited by its small sample size and less stringent item revision criteria, the findings provide practical guidance for assessment design and inform teacher training and professional development programs. Future research could implement the revised test in larger-scale contexts, gather students' perspectives, and examine the relationship between HOTS levels and item difficulty to refine assessment practices further.

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