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Journal of English Language and Education
Published by Universitas Pahlawan Tuanku Tambusai
ISSN : 25024132     EISSN : 25976850     DOI : https://doi.org/10.31004/jele.xxx.xx
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Journal of English Language and Education (pISSN: 2597-6850 and eISSN: 2502-4132) is a journal that focuses on researching or documenting issues in education, language education, applied linguistics, English education, English language teaching, English Literature, language assessment and evaluation. It is published by Program Studi Pendidikan Bahasa Inggris, Universitas Pahlawan Tuanku Tambusai is indexed in Google Scholar and Supported by Relawan Jurnal Indonesia (RJI).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,013 Documents
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Education in the Age of AI: From Digital Teachers to Artificial Intelligence-Based Learning Kristia Fatmasari, Ria
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1836

Abstract

This study aims to comprehensively analyze how AI integration changes the role of educators, learning models, and the dynamics of the teaching and learning process at various levels of education. The research method used is a descriptive-qualitative approach with data collection techniques through literature studies, limited observations, and in-depth interviews with teachers, students, and educational technology experts. The results show that AI is able to provide personalized learning, more efficient classroom management, automated assessment systems, and self-learning support through smart chatbots and digital tutors. This study concludes that education in the AI era demands a repositioning of the role of teachers from conventional teachers to facilitators of technology-based learning, while ensuring that the use of AI remains ethical, inclusive, and oriented towards the development of students' character. These findings provide implications for policymakers, educational institutions, and technology developers to design an adaptive, humanistic, and sustainable education ecosystem amid the accelerating development of AI.
Translating John Dewey's Idea of Education as a Social Function into EFL Teaching Practices Ahmad, Zuhad; Ilyas, Hamzah Puadi
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1814

Abstract

This article represents the writers’ independent perspectives regarding the conversion of John Dewey’s ideas about education as a social function. As is recognized, Dewey’s philosophical vision of education has been embraced by educational authorities in numerous countries, and his ideas remain pertinent in the contemporary era, where the intricacies of societal challenges converge with the advancement of technology. The world appears to be becoming increasingly interconnected. In the context of EFL, students must be equipped with the tools to effectively process the rapid influx of information and actively engage in societal issues to address challenges. Accordingly, this article aims to translate Dewey’s concept of education as a social function, given that there is still a paucity of literature on this topic, despite the prevalence of studies that indirectly utilize Deweyan ideas, such as collaborative learning. However, no explicit connection is made to Dewey’s ideas in education. This article commences with an examination of Dewey's education as a social function, subsequently extending the analysis to the context of EFL instruction. In this section, the writers propose EFL teaching instructions and activities that align with the tenets of Deweyan philosophy. It is hoped that this article will contribute to the ongoing discourse on the interconnection between EFL and the social function of education and provide insights for EFL educators in the formulation of instructional strategies, given the dual objective of equipping learners with linguistic proficiency and preparing them to take responsible roles within their communities.
Enhancing Vocabulary Through Simpler Digital Applications: An Epistemological Approach to Language Learning Baihaqi, Baihaqi; Manugeren, M. Manugeren; Barus, Efendi
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1634

Abstract

This study aimed to enhance of vocabulary mastery at junior high school students level through simpler digital application. Vocabulary is a fundamental aspect of English learning, yet many junior high school students struggle to acquire sufficient vocabulary, which hinders their ability to develop other language skills. To address this issue, the simpler application was introduced as a digital learning medium that provides simple, interactive, and accessible vocabulary practice. This research argues that digital applications can serve as epistemic mediators, allowing learners to build vocabulary through meaningful interaction and autonomous learning. Quantitative approach used with a pre-experimental design, specifically a one group pre-test and post-test model. The participants consisted of 23 students selected through purposive sampling. A vocabulary test was administered before and after five sessions of treatment using the Simpler application. The collected data were analyzed using descriptive and inferential statistics, including a paired sample t-test. The results showed that the students’ post-test mean score was significantly higher than the pre-test mean score. The obtained t-value (6.247) exceeded the critical value of the t-table (2.074) at the 5% significance level, confirming that the improvement was statistically significant. These findings indicate that the simpler application is enhance in improving students’ vocabulary mastery with epistemological principles of meaningful learning.

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