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English Language Education Reviews
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27982793     EISSN : 27978877     DOI : https://doi.org/10.22515/ele-reviews.v1i2.4300
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The main focus of ELE Reviews is on the development and innovation of the following subjects: Current Trends of English Language Teaching and Learning English Language Education and Assessment Studies on English Educational Linguistics Studies on English Educational Literature Innovations of Technology in English Language Teaching and Learning Teacher Education and Professional Development in English Language Education Teaching English for Young Learners (TEYL) English Language Education and Entrepreneurship Local Wisdom Integration in English Language Education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 48 Documents
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Does ChatGPT-Integrated Learning Affect Indonesian EFL Learners’ Grammar Achievement? Azwar, Taufik Akbar; Sujarwati, Iis
ELE Reviews: English Language Education Reviews Vol. 5 No. 1 (2025): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i1.10425

Abstract

While artificial intelligence in language learning has gained more attention, the effect of ChatGPT-integrated learning on English grammar remains largely underexplored. To address this significant gap, this study aims (1) to investigate the effect of ChatGPT-integrated learning on English grammar achievement and (2) to explore learners’ experiences and perceptions after engaging with ChatGPT to learn English grammar concepts. Sixty learners were involved in this quasi-experimental study, split into experimental and control groups. During the 6-week language instruction, the experimental group received ChatGPT-integrated grammar learning while the control group received non-ChatGPT-integrated grammar learning. Data were collected from pre-test, post-test, and semi-structured interviews. The quantitative data, the pre-test and post-test, were analyzed using the Mann-Whitney U Test, while the qualitative data, the semi-structured interview, were examined through thematic analysis. The result revealed that ChatGPT-integrated learning enhanced students’ grammar achievement. Although both groups enhanced their grammar scores, students from the experimental group obtained significantly higher scores than those from the control group. Most students had favorable perspectives on using ChatGPT in their English grammar learning instructions. However, some were found to worry about the likelihood of dependency and declined critical thinking. Careful planning of its pedagogical compatibilities, communication of potential risks and ethical considerations, and guidelines are needed to navigate the complexities involved in adopting ChatGPT into ELT classrooms and to mitigate the potential drawbacks of ChatGPT within the education field. This study, therefore, calls for policies and guidelines to integrate ChatGPT into curriculums.
The Role of Group Work in Enhancing Undergraduate Students’ Writing Skills Taye, Tamirat; Teshome, Gemechis; Negash, Alemayehu
ELE Reviews: English Language Education Reviews Vol. 5 No. 1 (2025): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i1.11159

Abstract

Writing is essential for academic and professional success. This mixed-methods study, combining surveys and semi-structured interviews, aims to investigate the role of group work in enhancing undergraduate students’ writing skills. It focused on 40 second-year students at a university in Ethiopia, selected through purposive sampling, and four EFL teachers. Researchers used structured questionnaires and semi-structured interviews to collect data from students and teachers. Statistical methods were employed for quantitative data, whereas content analysis was utilized for qualitative data. Results indicated that students encountered specific writing difficulties, particularly related to grammar and vocabulary. Nevertheless, collaborative work significantly improved their writing abilities by fostering teamwork, facilitating constructive criticism, and promoting engaged participation in the teaching and learning process. Students reported heightened motivation and involvement during collaborative tasks, substantially improving their writing skills. Based on the findings, recommendations include integrating collaborative learning techniques into the curriculum, dedicating more time to group-focused writing instruction, emphasizing the benefits of collaborative learning, implementing regular assessments to monitor progress, and encouraging diverse writing approaches beyond traditional classroom settings. Highlighting adaptable and student-focused teaching methods is crucial for enhancing overall writing skills among undergraduate learners.
Students’ Perception of Automated Written Corrective Feedback Provided by Grammarly in Enhancing Writing Skills Aruna, Hanif Muti; Sarosa, Teguh
ELE Reviews: English Language Education Reviews Vol. 5 No. 1 (2025): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i1.11605

Abstract

Feedback on students’ writing is important to improve the students’ writing quality. However, due to the limited time for interaction with the lecturer during writing lessons, the lecturer may struggle to provide comprehensive feedback to students regarding their errors. One solution is to use Grammarly as an automated tool for written corrective feedback. This research aims to investigate students’ perceptions of automated written corrective feedback provided by Grammarly in English as a Foreign Language (EFL) writing classes and to examine students’ responses to Grammarly feedback when they receive it. This research was qualitative. The research participants were three EFL undergraduate students who had joined an Academic Writing class at one of the universities in Surakarta. This research employed the narrative inquiry method, gathering data through a narrative frame, semi-structured interviews, and document analysis. This research used purposive sampling for the research participants and interactive model analysis to analyze the data. The findings reveal that students generally find Grammarly a valuable and accessible tool that enhances their writing by providing immediate corrections for grammatical errors. However, there are mixed feelings about the appropriateness of some feedback, and students often feel the need to double-check Grammarly’s suggestions. The students also perceive that Grammarly does not always give appropriate feedback and that Grammarly has some features that require a subscription to Grammarly Premium. Moreover, the students’ responses are by accepting the feedback from Grammarly and paying attention to the explanation of the feedback. Its effectiveness relies on students critically proofreading their suggestions to ensure they are correct. This research can benefit students who learn English as a foreign language and as a second language in writing classes. The implications suggest that integrating automated written corrective feedback, such as Grammarly, can address time constraints in learning activities while enhancing self-learning, writing skills, and engagement.
Code-switching in Second Language Acquisition: A Systematic Literature Review on Benefits and Challenges Lauta, Lyn C.; Estremera, Michael
ELE Reviews: English Language Education Reviews Vol. 5 No. 1 (2025): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i1.11666

Abstract

This systematic literature review provides a comprehensive examination of the multifaceted role of Code-Switching (CS) in the complex process of Second Language Acquisition (SLA). This study includes a systematic literature review following the PRISMA model to identify, screen, and analyze relevant research on CS in education, ensuring a comprehensive and transparent selection of high-quality sources. The articles analyzed met the inclusion criteria: empirical works, under the theme of CS in SLA, language learners as the research subject, and elaborating benefits and challenges of CS. Of 850 screened records, 50 articles were qualitatively synthesized, making up the systematic review material. The findings of this review reveal that CS can serve as a valuable and versatile strategy for learners, enabling them to overcome temporary linguistic limitations, enhance comprehension of complex concepts, and actively participate in communication even when faced with gaps in their target language proficiency. It highlights how CS can facilitate meaning negotiation, foster a sense of belonging, and promote a more comfortable and inclusive learning atmosphere. However, the review also acknowledges and thoroughly analyzes potential drawbacks associated with CS, such as the risk of over-reliance on the first language (L1), which may inadvertently impede the development of target language proficiency and hinder the acquisition of necessary linguistic resources. This includes the potential for fossilization of errors and the avoidance of challenging target language structure. This study implies that while CS can be a prevailing communicative and pedagogical means in SLA, its use must be thoughtful to avoid undesirable effects. Therefore, schools and stakeholders could implement strategic actions to effectively equip teachers to use CS within diverse educational contexts.
Igniting Voices Together: Work in Pairs as a Catalyst for Speaking English Proficiency in EFL Learning Nurjamin, Lucky Rahayu; Salsabila, Dya; Yuliani, Lia
ELE Reviews: English Language Education Reviews Vol. 5 No. 1 (2025): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i1.11706

Abstract

This classroom action research investigates the iteratively refined Work in Pairs strategy to enhance oral English skills among 35 eleventh-grade Sundanese-speaking learners. Employing a two-cycle classroom action research design, the study addressed initial challenges in pronunciation, fluency, and vocabulary. Data collection was comprehensive, utilizing preliminary classroom observations and audio recordings for baseline assessment, then consistently applying speaking performance rubrics, a teacher-researcher reflective journal, and student feedback forms/interviews throughout the cycles. Cycle 1, involving pair-based dialog, yielded modest fluency improvements. Reflection, revealing persistent L1 phonetic interference and vocabulary limitations, led to Cycle 2. This cycle incorporated rearranged pairings, audio listening, and targeted vocabulary lists, resulting in substantial gains across all areas, particularly fluency and pronunciation. The findings demonstrate the efficacy of the Work in Pairs strategy, especially when combined with targeted supplementary materials and iterative adaptation, in fostering holistic oral English proficiency in a multilingual context. This study offers practical insights for educators on using collaborative learning to improve speaking skills.
Beyond Strategy: Exploring Cultural Familiarity, Metacognition, and Learner Autonomy in Reading Comprehension: Kunene, Mfanukhona Wonderboy; Nyika, Nicholus
ELE Reviews: English Language Education Reviews Vol. 5 No. 2 (2025): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i2.12753

Abstract

Literature on reading strategies ignores the critical role of cultural familiarity in the strategic selection and metacognition control of learners. This phenomenological study explores the rationale for implementing reading strategies and for metacognitive control among learners in culturally familiar and unfamiliar texts. The paper argues that cultural context shapes the reasons for using or abandoning a specific strategy, a process controlled by learners’ autonomy. The findings show that learners commonly use Global strategies to attain efficiency with known texts. However, they use Problem-Solving strategies when texts become culturally irrelevant, indicating a strong strategic bifurcation. The Reading Comprehension Pathway (RCP) Model embodies this strategic process and reconceptualises comprehension as a dynamic pathway under cultural control. The RCP Model provides a general framework for developing culturally responsive English Language Teaching (ELT) pedagogy.
DeepL as a Translanguaging Tool in an Indonesian EFL Student’s Academic Writing Fathinah, Fahdah; Rusmawaty, Desy; Aridah, Aridah; Amarullah, A. K.
ELE Reviews: English Language Education Reviews Vol. 5 No. 2 (2025): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i2.12945

Abstract

This study investigates how an Indonesian EFL student uses DeepL, a machine translation (MT) tool, as part of her translanguaging practices in academic writing, and how she refines machine-generated texts to meet academic standards. Using a qualitative case study design, this research employed semi-structured interviews, writing assignments, and screen recordings to collect in-depth data. DeepL was specifically chosen among other MT and AI tools due to the participant’s consistent preference, contextual accuracy for academic writing, and a unique alternative-word-suggestion feature that appears to facilitate the participant’s text refinement process directly. The findings suggest that DeepL acts as a learning resource that supports vocabulary development, paraphrasing, and linguistic reflection. The participant critically engaged with DeepL’s translation results by employing several strategies, including back-translation, paraphrasing, and text evaluation, demonstrating an awareness of meaning, tone, and academic style. These practices reflect the translanguaging theory that the use of multilingual repertoires can be supported by digital technology in the construction of meaning. The novelty of this research lies in its rich, contextual insights into collaborative interactions between humans and machines in a single case, thereby providing an exploratory foundation for future, larger-scale comparative studies. The findings of this research also contribute to the field of applied linguistics and EFL pedagogy by proposing the pedagogical integration of MT tools to enhance critical digital literacy and reflective language learning.
How English Texts Work for Deaf Learners: A View from Systemic Functional Linguistics’ Transitivity System Zharfa, Ratri Izzati; Anjaniputra, Agung Ginanjar
ELE Reviews: English Language Education Reviews Vol. 5 No. 2 (2025): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i2.13090

Abstract

This study examines how experiential meaning is realized in an Indonesian government-published English textbook for eleventh-grade deaf students in Special Senior High Schools (SMALB). While this meaning concerns who is doing what in certain circumstances, it can also investigate what happenings are involved, given that aural happenings pose significant linguistic and pedagogical difficulties among deaf students in accessing learning materials. However, little is known about the instructional content in such a textbook. Using the transitivity system from Systemic Functional Linguistics (SFL) to capture the language realizations and insights of the social model of disability in coping with structural barriers, this study examined clauses as the unit of analysis, comprising 176 short commands and 87 brief dialogues. The findings highlight the need to accommodate the nature of deaf students, as both text types lack adequate linguistic diversity and multimodal support, thereby limiting accessibility and engagement. These findings reflect structural barriers in the textbook design. This study recommends revising the command structure, diversifying participant roles and circumstantial elements, and integrating visual strategies such as sign language models, gestures, and contextual images. This study highlights that transitivity analysis can be harnessed to inform appropriate doings and experiences related to learning, contributing to inclusive English language instruction and equitable learning experiences for deaf students.

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