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ENGLISH FRANCA : Academic Journal of English Language and Education
Published by Institut Agama Islam Negeri Curup
ISSN : 25803670     EISSN : 25803689     DOI : http://doi.org/10.29240/ef
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences
ENGLISH FRANCA : Academic Journal of English Language and Education is an International Jurnal that refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of English as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of English Language Teaching and Linguistics. This journal is an academic journal that published twice a year in May and November by Institut Agama Islam Negeri (IAIN) Curup.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 192 Documents
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Exploring Research Trends of Online Learning for Developing English Reading Skills: A Bibliometric Analysis Ibna Seraj, Dr. Prodhan Mahbub; Haque, Mohammad Hamidul; Kamal, Dr. Md. Asif
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.12661

Abstract

Increasing research has demonstrated the importance of online reading for teaching and improving EFL students' reading abilities. However, there are few studies using bibliometrics to examine the literature and identify patterns in this field. This study aimed to identify significant trends within this field of research and to develop an intellectual overview of relevant scholarly work. Bibliographic data for 82 research publications published between 2008 and 2022 (February) were obtained from the Scopus database. Perish/publish, and the VOS viewer was used for data analysis. The publication trend was analyzed using bibliographic indicators, focusing on characteristics such as the most productive year, the top 10 most cited authors, document types, and prominent themes based on the frequently used keywords within the study area. The study's conclusions demonstrate that since 2017, the body of literature in this area has been continuously growing. However, during the COVID-19 epidemic in 2021, the number of research studies skyrocketed. Based on the findings of twenty studies, research was carried out on reading methods, the effects of online reading, and the distinctions between online and printed reading. In light of the aforementioned study, this paper concludes by attempting to outline some potential topics for further investigation.
English Teacher's Written Corrective Feedback on Students with Intellectual Disabilities' Writing Assignments: A Case Study Raja Guk Guk, Sahmiral Amri; Fithriani, Rahmah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16200

Abstract

Written corrective feedback plays an important role in supporting writing development, yet limited attention has been given to how it is adapted for students with intellectual disabilities in inclusive EFL classrooms. This study aims to examine the types of written corrective feedback provided by an English teacher and to explain how feedback is adapted to meet students’ cognitive and emotional needs. Employing a qualitative case study design, data were collected from eighteen writing tasks produced by three students with intellectual disabilities and one semi-structured interview with the teacher. Document analysis was conducted using Ellis’s feedback typology, while interview data were analyzed thematically to interpret pedagogical reasoning. The findings reveal a strong predominance of direct feedback, supported by selective correction, concrete modeling, and affective language. These practices reflect feedback adaptation that regulates cognitive demand, provides clear instructional support, and sustains student motivation. The study concludes that effective written corrective feedback in inclusive EFL contexts prioritizes functional meaning, clarity, and emotional safety to support meaningful participation in writing activities.

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