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Eko Suhartoyo
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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 183 Documents
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Performing English online: The use of Instagram Reels for developing basic speaking and multimodal awareness Fitrilya Anjarsari; Estiningtyas Sholikhah
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.v7i1.24666

Abstract

Growing use of short-form video platforms has transformed how undergraduates encounter English, yet classroom speaking tasks rarely exploit these multimodal, audience-oriented spaces. Previous EFL studies on TikTok and Instagram report higher motivation but give limited accounts of how learners coordinate gesture, on-screen text, and voice, and rarely link this to gains in speaking performance. This study addresses that gap by examining how Instagram Reels-based storytelling tasks support basic speaking development and multimodal awareness in a first-year EFL class. Using a classroom-based mixed-methods design, the research involved 38 undergraduates in a Speaking course. Students completed three Instagram Reels narrative tasks alongside in-class speaking activities. Data comprised speaking tests rated with an analytic rubric, 114 student videos analysed through multimodal discourse analysis, and reflective journals plus interviews. Quantitative results show a moderate increase in speaking scores (mean gain 1.1/5), with the largest improvements in fluency and discourse management. Multimodal analysis indicates a shift from static monologues to more coordinated use of gaze, framing, and captioning aligned with spoken content. Learners reported that opportunities to rehearse, edit, and address an imagined online audience reduced anxiety and encouraged more extended speech. The study is limited by its single-institution context, modest sample, and reliance on researcher-designed rubrics, constraining generalizability. Nevertheless, it offers practical implications for integrating short-form video as a multiliteracies-oriented task in speaking syllabi and highlights the need for guidelines on ethics, privacy, and assessment. Future research could compare alternative platforms, incorporate peer feedback, and track impacts on EFL learners’ identities as English users.
From classroom to autonomy: A systematic literature review of self-regulated learning strategies in English language teaching Andini Septama Sari; Utami Widiati; Evynurul Laily Zein; Suharyadi Suharyadi
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.v7i1.24739

Abstract

Although self-regulated learning (SRL) has been widely discussed in language education, less is known about which classroom-based strategies most consistently translate into learner autonomy in predominantly face-to-face English Language Teaching (ELT) settings. Addressing this gap, this systematic literature review synthesizes empirical studies on SRL in traditional ELT classrooms and examines how these strategies support autonomous learning. Following PRISMA procedures, 56 studies indexed in Scopus and published between 2016 and 2025 were selected through database filtering, eligibility screening, and full-text review. The synthesis shows that many successful interventions were grounded in Zimmerman’s cyclical SRL model, especially when teachers explicitly scaffolded goal-setting, monitoring, and reflection. Cognitive and metacognitive strategies, formative feedback, self- and peer-assessment, and autonomy-supportive motivational climates were repeatedly associated with stronger language performance and more self-directed learning. However, the effectiveness of SRL also depended on teacher assessment literacy, professional training, and classroom conditions. The review suggests that SRL integration in ELT is most effective when explicit strategy instruction is paired with reflective assessment and sustained teacher support, and it highlights the need for longitudinal, cross-cultural, and methodologically diverse future research.
The mediating role of critical thinking skills in the relationship between technology-based learning, digital competence, and academic achievement Sulfiani Masri; Leonardo Davidsi Sipayung; Andhi Febisatria
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.v7i1.24783

Abstract

Teaching and learning approaches have developed alongside the growing adoption of digital technologies in higher education. However, the effect of these technologies on students' academic achievement remains unclear. Previous research has yielded mixed findings. Several studies suggest that digital competence and technology-based learning enhance academic performance, while others report only marginal advantages, especially for students with lower cognitive abilities. These discrepancies highlight a notable gap in the literature, as previous research has largely concentrated on academic performance, digital learning, and digital competence separately without sufficiently explaining the mechanisms that link them. This limitation leads to an incomplete understanding of how digital technologies improve learning outcomes and may contribute to inefficient implementation in educational settings. Therefore, there is a need for a more integrated framework to clarify these relationships. This study proposes a model that views critical thinking as a crucial mediating mechanism that connects digital competence and technology-based learning to academic achievement. This study employs a survey of 264 purposively selected undergraduate students from a university in Makassar, with data analyzed using SEM-PLS. The findings demonstrate that technology-based learning and digital competence significantly affect academic achievement, both directly and indirectly through critical thinking as a mediating variable. Overall, this study emphasizes the importance of incorporating critical thinking into technology-based learning to promote academic achievement in higher education and provides empirical evidence of the role of cognitive processes in shaping digital learning outcomes.

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