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Journal of English Development
Published by Universitas Ma'arif Lampung
ISSN : -     EISSN : 2776088X     DOI : https://doi.org/10.25217/jed.v1i01.1413
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Development invites submissions of previously unpublished articles that address English language-related issues within Linguistics, applied linguistics, applied teaching, English as first, second and foreign language, language design and development, language testing and literature and teaching. (please contact the editor in advance) Journal of English Development : The Journal of English Development (JED) is an English language, international, double-blind journal. Its goal is to foster discussion about the learning and use of English as first, second and Foreign language contexts. JED invites submissions of previously unpublished articles that address English language-related issues within Linguistics, applied linguistics, applied teaching, English as first, second and foreign language, language design and development, language testing and literature and teaching. (please contact the editor in advance) If you are uncertain whether a topic you have in mind is suitable for JED please feel free to contact the editor before submission.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 152 Documents
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Search results for , issue "Journal of English Development" : 152 Documents clear
An Analysis of Twitter (X) as a Media for Learning English: Users’ Perceptions and Experiences Siti Kholifah Isnaini; Ahmad Madkur
Journal of English Development Vol. 6 No. 1 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i1.7356

Abstract

This study is to investigates students’ perceptions and experiences of using Twitter as a social media platforms for learning English, with ta focus on the development of reading and speaking skills, vocabulary enrichment, and grammatical awareness. The study employed a qualitative case study design involving students from various semesters in the English Department. Data were collected through semi-structured interviews and were analyzed thematically. The findings revealed that students have positive perceptions of using Twitter for English learning. They reported that Twitter facilitates access to authentic English content, supports vocabulary development, encourages interaction with other users, and contributes to the improvement of overall English language skills. However, the study also identifies several challenges experienced by students, including difficulties in understanding unfamiliar slang and complex expressions, limited feedback on language use, confusion in navigating certain features, exposure to unscreened content, and issues related to mispronunciation. These findings indicate that Twitter can serve as a supportive tool for English language learning. However, appropriate guidance and critical use are necessary to maximize its benefits and minimize potential challenges.      
EFL University Lecturers’ Perceptions of AI and Critical Thinking: Opportunities, Boundaries, and Assessment Dilemmas Alouzi, Khuloud; Ibrahim, DafaAllah; Omran, Sara; Aladi, Salem; Ahmed, Ahmed Hamid
Journal of English Development Vol. 6 No. 1 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i1.7376

Abstract

This study explored EFL university lecturers’ perceptions of generative AI in relation to critical thinking, focusing on perceived opportunities, acceptable-use boundaries, and assessment dilemmas at the University of Zawia, Libya. A mixed-methods descriptive design was used, combining a questionnaire (N = 70) and semi-structured interviews (n = 10). Survey results showed moderate endorsement of AI opportunities for supporting critical thinking (M = 3.93, SD = 1.08), especially for language and comprehension support (M = 4.23, SD = 0.97) and higher-order question generation (M = 4.03, SD = 1.05). However, lecturers strongly emphasized boundaries for acceptable AI use (M = 4.42, SD = 0.89), particularly the need for an institutional policy (M = 4.60, SD = 0.73) and disclosure of AI use (M = 4.49, SD = 0.86). Assessment dilemmas were high (M = 4.17, SD = 0.98), with strongest concern about plagiarism/patchwriting risks (M = 4.40, SD = 0.84) and difficulty judging students’ own critical thinking (M = 4.24, SD = 0.97). Interview findings reinforced a “benefit–boundary tension,” highlighting preference for assessment redesign (in-class writing, oral defense, and process portfolios) over detection-based policing. The study recommends regulated-use guidance, staff training, and student integrity support.

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