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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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Socio-culturally responsive differentiated instruction in EFL classrooms: The mediating role of UDL in enhancing students’ higher-order thinking skills Muhamad Yahrif; Suharti Siradjuddin
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.v7i2.25297

Abstract

This study investigates the effectiveness and underlying mechanisms of socio-culturally responsive differentiated instruction in English as a foreign language (EFL) classrooms within the Merdeka Belajar curriculum. Although differentiated instruction has been widely adopted, its integration with students’ socio-cultural backgrounds and its contribution to higher-order thinking skills remain underexplored. This study integrates differentiated instruction, socio-cultural learning theory, and universal design for learning (UDL) within a quantitative explanatory design. Data were obtained from junior secondary students through academic records (n = 239) and survey responses (n = 184) and analyzed using the Wilcoxon Signed-Rank Test and partial least squares structural equation modeling (PLS-SEM). The findings show a significant improvement in students’ academic achievement following the implementation of socio-culturally responsive differentiated instruction (p < .001, r = .86). Motivation and engagement, and the relevance and contextual adaptation of learning significantly enhanced students’ understanding, which subsequently supported higher-order learning skills and learning satisfaction. Understanding and learning outcomes also mediated the relationships between the instructional predictors and higher-order outcomes. The findings suggest that meaningful EFL learning can be strengthened when differentiated instruction is responsive to learners’ socio-cultural contexts and supported by flexible and accessible learning pathways. The study contributes an integrated model for inclusive, context-sensitive, and cognitively enriching EFL practice, while acknowledging the need for validation across broader and more diverse settings.
Tahfidz and English language learning: Exploring cognitive habitus through huffaz narratives Meytha Dwi Kurniadiansyah; Rahmat Setiawan; Eliasanti Agustina
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.v7i2.25502

Abstract

Qur’anic memorization (tahfidz) has been extensively discussed in relation to memory, attention, and other cognitive capacities, while second language acquisition research has studied parallel processes through learning constructs such as working memory, motivation, and self-regulated learning. Nevertheless, these two research bodies infrequently examine through a lens how tahfidz practices experienced by huffaz (person who practices tahfidz) work comparably in the English learning practice. This research, therefore, explores how huffaz experience and interpret their English learning in relation to their tahfidz practices, with particular concern for cognitive and behavioral patterns that associate the two learning contexts. This qualitative research uses narrative inquiry as the approach. Data were collected through semi-structured interviews with six huffaz and analyzed thematically. The narratives indicate four noticeable features of English learning: structured learning behaviors, intrinsic motivation, supportive learning environments, and independence and discipline. Participants also articulated similarities between tahfidz and English learning in terms of repetition, auditory attention, effort, and systematic processing. These patterns are interpreted through the concept of cognitive habitus as a way of understanding how participants perceive enduring learning dispositions developed through their long-term tahfidz experiences. Rather than demonstrating direct neurocognitive effects, the findings propose an interpretive account of how participants comprehend the transfer of learning dispositions from tahfidz to English learning. Ultimately, the research contributes to English learning by intersecting religious learning traditions and cognitive habitus into the dialogue. Further research with cognitive, neurophysiological, or longitudinal methods is necessary to scrutinize whether the connections identified in these narratives can be empirically validated.
Spaced repetition for vocabulary retention in EFL and ESL learning: A systematic literature review Hasbuna Nikmah Shalehah; Luqman Baehaqi; M. Zaini Miftah
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.v7i2.25562

Abstract

Vocabulary retention remains a persistent challenge among EFL and ESL learners because newly learned words are often forgotten without systematic, repeated exposure.  Although spaced repetition (SR) is widely recognized as an effective strategy for long-term memory, there is still limited understanding of how SR can be optimally implemented across diverse EFL and ESL learners' contexts, particularly regarding spacing schedules, instructional design, and technology integration. As a result, evidence on SR implementation in EFL and ESL learners' vocabulary learning remains fragmented. EFL and ESL learners’ systematic literature review aims to synthesize the opportunities and challenges associated with the use of SR for vocabulary learning among EFL and ESL learners. Following the PRISMA guidelines, 25 studies published between 2010 and 2025 were selected from Scopus, Google Scholar, ScienceDirect, and ResearchGate based on predetermined inclusion and exclusion criteria. The reviewed studies examined various SR approaches, including digital flashcards, retrieval-based activities, mobile-assisted language learning applications, cumulative testing, and multimodal learning tools. The findings indicate that SR provides substantial opportunities, particularly for improving vocabulary retention and enhancing long-term memory, while also increasing learner motivation, learner autonomy, retrieval practice, and technology-enhanced language learning. However, several challenges were identified, including instructional design issues, uncertainty regarding optimal spacing schedules, technology and digital literacy constraints, learner-related differences, and limited empirical evidence across diverse educational settings. Overall, the reviewed evidence consistently points to the positive potential of SR as a cognitively efficient approach for supporting vocabulary development, particularly when implemented through well-designed instructional practices.
Exploring undergraduate students’ exposure to extramural English activities Desty Febria; Hardy Christ; Hilarius Raditya Priambada Purba
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.v7i2.25665

Abstract

While digital media have made English exposure outside the classroom increasingly accessible, little is known about how undergraduate learners engage with it or perceive its contribution to their language development. Previous studies have tended to examine either the frequency and duration of extramural English activities or their relationship to language outcomes, but rarely both alongside learners' own perceptions, limiting a more contextualized understanding of informal engagement. This quantitative descriptive study addressed this gap by examining the types, frequency, duration, and perceived benefits of extramural English activities among 190 undergraduate students enrolled in a general English course at a private Indonesian university. Data were collected through a structured questionnaire and analyzed descriptively. Results showed that exposure was predominantly entertainment-oriented and digitally mediated, with listening to English songs (M = 4.31) and watching short social media videos (M = 4.20) reported as the most frequent activities, while music (M = 2.37) and online gaming (M = 2.06) accounted for the longest engagement durations. Despite this largely receptive, entertainment-driven pattern, students perceived these activities as beneficial, particularly for improving listening skills (M = 4.13) and reading skills (M = 4.09). These findings suggest that informal English exposure among undergraduates is substantial yet unevenly distributed, concentrated in accessible entertainment activities, while still perceived as valuable for language learning. This points to a need for educators to better integrate students' existing out-of-class practices into formal instruction through authentic, multimodal, and interaction-oriented learning opportunities that connect informal exposure with purposeful language learning.
From everyday objects to Islamic adab: Teacher-guided semiotic mapping in a young-learner EFL classroom Yuli Astutik; Rahmania Sri Untari; Fitria Wulandari; Abdurrosyid Abdurrosyid
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.v7i2.25703

Abstract

Ordinary classroom objects are often used to make English words concrete, but less is known about how teachers connect those objects with locally meaningful moral practices. This qualitative single case study investigated teacher-guided semiotic mapping in a third-grade EFL classroom at an Islamic elementary school in Sidoarjo, Indonesia. The case involved one teacher and twenty-five students observed across six lessons; five focal students and the teacher also participated in short interviews. Thematic analysis traced how objects, English labels, familiar actions, and Islamic adab were linked and classified students’ responses according to who introduced or extended the meaning. The findings show a recurring three-move process: establishing an object-word relation, grounding the word in an everyday action, and framing that action through adab-related teacher discourse. Students named objects and described familiar functions, but the moral interpretations were usually teacher-initiated or teacher-prompted. Some students produced short bilingual extensions within the teacher’s frame, whereas no clear episode demonstrated a fully independent learner-generated object-adab connection. The study contributes a process-based explanation of how ordinary realia becomes culturally and religiously situated through classroom interaction. Pedagogically, it suggests that values integration should begin with plausible object functions and gradually move from teacher explanation toward open prompts that give young learners greater interpretive space. The findings concern meaning-making processes rather than measured vocabulary gain or independent moral development.
AI integration in EFL curriculum and pedagogical practices: A systematic literature review and bibliometric analysis Alka Fajari; Dwi Puji Hastuti; Anugrah Imani
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.v7i2.25571

Abstract

The rapid adoption of artificial intelligence (AI) is reshaping English as a foreign language (EFL) education, particularly in teaching, assessment, feedback, and personalized learning. Existing reviews have largely focused on individual AI tools or isolated pedagogical outcomes, offering limited understanding of how AI is integrated across curriculum objectives, instructional activities, learning progression, assessment, and teacher AI literacy. Addressing this gap, this study analyzes 190 Scopus-indexed articles and reviews published between January 2020 and April 2026 using an integrated bibliometric and systematic literature review (SLR). Using Biblioshiny in RStudio for bibliometric mapping and PRISMA 2020 for article selection and reporting (n = 40), the study addresses three research questions concerning publication growth, source distribution, geographical contribution, and thematic structure (RQ1), dominant pedagogical approaches and curriculum frameworks (RQ2), and emerging gaps and future research directions (RQ3). Findings reveal a sharp increase in publications after 2023, with China, Saudi Arabia, and Indonesia as the most productive contributing countries. Thematic analysis identified five major domains: teacher readiness and AI literacy, AI-supported pedagogical practices, curriculum integration and instructional design, learning outcomes and assessment, and ethical and implementation challenges. The integrated findings indicate that publication growth aligns structurally with the thematic emphasis on curriculum reform and AI literacy, while persistent gaps in longitudinal research, methodological diversity, and contextual governance remain.  The review is limited to Scopus-indexed, open-access publications within the January 2020–April 2026 search period. Implications for EFL curriculum development, teacher education policy, and institutional governance are discussed.

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