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Journal of Research on English and Language Learning (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 196 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.
Indonesian Gen Z's English slang: The use and effects on digital communication Elly Nurhaliza Putri; Nanang Zubaidi; Yusnita Febrianti; Alma Huwaida Ramadhani; Sibakhul Milad Malik Hidayatulloh
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (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.v7i2.24528

Abstract

The rapid expansion of social media transformed communication, encouraging the emergence of slang as a creative, identity-driven linguistic practice among Generation Z (Gen Z). Previous studies extensively examined types, functions, and general impacts of slang, presenting contradictory conclusions, either its positive role or negative implications. These inconsistent findings make it difficult to understand the actual role of English slang in communication effectiveness. However, limited research examined how Indonesian Gen Z use English slang and how it affects communication effectiveness among Gen Z users with similar linguistic backgrounds and comparable English proficiency. Addressing this gap, the present study investigates the types of English slang used by Indonesian Gen Z majoring in English studies in communication and analyzes its effects on clarity and effectiveness. With a qualitative-descriptive approach, data were collected through questionnaires (N=65) and semi-structured interviews with selected participants (n=6). The collected slang was categorized using a slang taxonomy and analyzed in relation to perceived message clarity and effectiveness. The findings reveal four types of slang: fresh and creative, flippant, acronym, and clipping. Acronyms were reported as the most frequently used slang in communication. The interviews indicate participants perceive slang as having positive impacts on communication effectiveness, self-expression, vocabulary development, and strengthening solidarity. However, the use of slang causes misunderstandings for those unfamiliar with slang and may encourage its inappropriate use in formal contexts. Future research should involve more diverse participant groups and examine the long-term effects of English slang on language use and communication.
Interpersonal meaning in AI-human conversations: An SFL analysis of casual VS. academic interactions in ChatGPT responses Mutiara Zein; Rusdi Noor Rosa; Rahmadsyah Rangkuti; T. Thyrhaya Zein; Rahmah Fithriani
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (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.v7i2.24749

Abstract

The increasing use of conversational artificial intelligence in casual and academic communication raises significant questions about how such systems create interpersonal meaning through language. Limited research has been conducted in terms of linguistic mechanisms through which interpersonal relationships are established across different registers. Addressing this gap, the current study explores how ChatGPT creates interpersonal meaning in informal and formal academic interactions through the lens of the systemic functional linguistics (SFL) framework. This qualitative SFL-based analysis research examines 10 ChatGPT-generated responses to prompts that were purposely designed, comprising five casual and five academic interactions that were broken down into 86 clauses and analyzed through the lens of the interpersonal metafunction, focusing on mood, modality, and appraisal, facilitated by register theory and the three dimensions of human-machine communication (HMC). The findings reveal a clear variation in the use of ChatGPT's interpersonal strategies depending on the register. Casual interactions exhibit a higher number of appraisal resources, especially affect and engagement, which reflect a relational and user-oriented stance. In contrast, academic interactions are described by the predominance of declarative mood and medium to high. This study provides insight into how AI imitates human behavior, such as interactional roles through language selection. The findings highlight the importance of register sensitivity in AI-human communication and have implications for linguistics, language education, and chatbot design. It is suggested that further studies should consider investigating larger datasets, more registers, and comparative analyses of different AI models.
Examining the influence of social media and peer environments on motivation, self-regulation, and learning experiences among Indonesian ELLs Imelda Nursavitri Irianna; Endah Yulia Rahayu; Nunung Nurjati
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (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.v7i2.24760

Abstract

This study addresses the limited understanding of how social media and peer environments simultaneously shape English language learning, particularly in terms of their dual impact on learners’ motivation, self-regulation, and learning experiences. While previous research has often emphasized the benefits of digital tools or peer interaction, it has paid less attention to their contradictory effects and the challenges they pose for learners’ emotional well-being and self-regulation. Using a mixed-methods design, this study collected survey data from 51 English language learners (ELLs) across five major cities in Indonesia, followed by in-depth interviews with five participants. Data were analyzed through descriptive statistics and thematic analysis to enable triangulation. The findings reveal that social media enhances motivation, engagement, and language exposure, but also contributes to distraction and emotional strain. Similarly, peer environments promote collaboration and confidence while simultaneously generating anxiety and social pressure. These findings highlight the complex and often contradictory roles of digital and peer-mediated learning environments. This study contributes to the literature by foregrounding the dual impact of these environments and emphasizing the importance of fostering learner self-regulation and emotional well-being. It offers pedagogical implications for the strategic integration of social media and the development of supportive peer networks in English language learning contexts.
Speech-act analysis of teacher welfare in Indonesian presidential speeches Ika Apriani Fata; Sanusi Sanusi; Abdulhakim Saidu; Ali Mohammed Saleh Al-Hamzi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (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.v7i2.25154

Abstract

Indonesian presidential speeches shape public expectations about teacher welfare, yet few studies examine how specific speech acts (promises, praise, apologies) rhetorically sustain or obscure policy shortfalls. This study compares speech‑act strategies across three administrations to reveal how presidential rhetoric reproduces or challenges welfare inequalities. Combining speech‑act theory with discourse analysis, the current study conducts a thematic qualitative analysis of presidential speech transcripts from Susilo Bambang Yudhoyono (SBY), Joko Widodo (JW), and Prabowo Subianto (PS), coding for speech‑act types (assertives, directives, commissives, expressives, declaratives) and discursive strategies (modalization, repetition, applause markers). Cross‑case comparison identifies recurring patterns and their political‑functional effects. Findings show SBY foregrounded commissives about certification and skills, JW emphasized emergency measures such as contract‑status conversions and school operational assistance, and PS paired anti‑corruption framing with pay‑increase rhetoric; only two presidents (SBY & JW) relied heavily on expressives (praise, gratitude, national‑hero labels) to raise morale amid stalled promotions and workload–pay imbalances. These speech acts shape public perceptions of government responsiveness, reduce immediate dissent, and reshape accountability expectations while obscuring gaps between rhetorical commitments and policy implementation. The present study recommends mixed-method follow-ups (interviews, policy audits) to assess the effects of speech on material welfare and to inform more equitable teacher‑welfare policy in Indonesia.
Exploring EFL students’ perceptions of using ChatGPT-supported Quizlet for vocabulary learning Tran Nhu Uyen Le; Diem Bich Huyen Bui
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (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.v7i2.25157

Abstract

The role of vocabulary in facilitating reading and listening comprehension in a foreign language is widely acknowledged. Despite its importance, many university students in Vietnam still struggle to expand their vocabulary effectively. With the rapid development of digital technologies and artificial intelligence (AI), new opportunities for vocabulary learning have emerged. However, despite the growing use of digital tools, many studies examine them separately rather than exploring their combined use to maximize the benefits for vocabulary learning. This study aims to explore English-majored students’ perceptions of the usefulness of ChatGPT-supported Quizlet (free version) for vocabulary learning in a university listening course in Vietnam. A mixed-methods approach was employed, using a 5-point Likert-scale questionnaire focusing on perceived usefulness and semi-structured interviews. Data were collected from 60 participants after 14 weeks of implementing the tools. The quantitative results indicate that students generally perceive the implementation of ChatGPT-supported Quizlet as useful for improving vocabulary learning, particularly in meaning retention, pronunciation, parts of speech, and contextual use. The qualitative findings further reveal that these tools help learners better understand words, identify parts of speech, and increase their exposure to vocabulary through accurate, instant, context-specific, and personalized examples from ChatGPT, a variety of interactive practice features from Quizlet, and by fostering learner autonomy. The findings highlight the importance of integrating AI-assisted tools into vocabulary instruction in Vietnamese EFL higher education contexts, with appropriate training in prompt writing and Quizlet use. Future research may further investigate the long-term effects of AI-assisted vocabulary learning on learners’ vocabulary retention.
What drives English-speaking skills? An integrative SEM-PLS model of motivation, interest, vocabulary, and independence Rindika Pramadanti
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (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.v7i2.25159

Abstract

Although learning motivation, learning interest, vocabulary mastery, and learning independence are recognized as key contributors to EFL speaking development, they are often examined in isolation. This study investigated the direct and indirect effects of learning motivation, learning interest, and vocabulary mastery on English speaking ability through learning independence and identified the strongest predictor of speaking performance. An explanatory quantitative design was employed with 148 undergraduate EFL students selected through purposive sampling. Data were collected using a structured questionnaire and a speaking performance test assessing fluency, pronunciation, vocabulary, grammar, and comprehension. Partial least squares structural equation modeling (PLS-SEM) was used for data analysis. The results revealed that learning interest (β = 0.278, p = 0.002), learning motivation (β = 0.240, p = 0.021), and vocabulary mastery (β = 0.372, p < 0.001) significantly predicted learning independence. Vocabulary mastery (β = 0.309, p = 0.003) and learning independence (β = 0.373, p = 0.001) significantly predicted English speaking ability, whereas learning interest and learning motivation showed no significant direct effects. Learning interest and vocabulary mastery exerted significant indirect effects on speaking ability through learning independence, while learning motivation did not. The model explained 67.4% of the variance in speaking ability and 63.8% of the variance in learning independence. These findings indicate that learning independence is the strongest direct predictor of English speaking ability and a key mediating mechanism linking vocabulary mastery and learning interest to speaking performance. Integrating vocabulary development, learner-autonomy strategies, and sustained speaking practice may therefore enhance EFL speaking outcomes.
Infusing critical pedagogy in language-skill classrooms: A critical autoethnography of a teacher of color as a praxis of decolonization Arry Purnama
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (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.v7i2.25210

Abstract

This study responds to concerns about the scarcity of teaching materials (and methods) because a classic tenet of critical pedagogy often discourages English teachers from applying the philosophy. In this critical autoethnography, the author presents his lived experience as an English student and teacher-educator of color in Indonesia, a multilingual country, through eleven narratives focused on language-skill classrooms. The data were collected using the critical incident procedure and analyzed using content analysis. Through this study, the author found that English-language-skill classrooms are so positivist, prescriptive, and formalistic that they leave no room for knowledge-making activities, nor do they cultivate students’ critical thinking. Thus, the author proposes three teaching strategies to infuse critical pedagogy into English language-skill instruction: providing sociohistorical contexts, offering alternative narratives, and exposing various grammatical conventions of World Englishes. These teaching strategies are the author’s transformative praxis, believed to be applicable to teaching language-skill subjects in multilingual countries whose students’ first language is not English and in post-colonial countries where the trace of colonialism still influences educational practices. As a critical autoethnography, this study solely highlights the author’s experiences, and therefore the findings are not generalizable. This is the study’s main limitation. Yet, the author hopes this work provides verisimilitude that resonates with other English students, teachers, and teacher-educators, so that more autoethnographic work in the same vein can manifest.

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