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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 54 Documents
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Actualizing AI Affordances in ELT Practicum: Mediating Factors in Pre-Service Teachers’ Pedagogical Use Alya Rosa Salsabilla; Endang Setyaningsih
ELE Reviews: English Language Education Reviews Vol. 6 No. 1 (2026): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v6i1.14446

Abstract

The rapid adoption of artificial intelligence (AI) in English language teaching (ELT) has prompted growing interest in its pedagogical potential. However, existing studies on AI in ELT have largely focused on teachers’ perceptions of AI benefits and challenges, with limited attention to the mechanisms through which AI affordances are actualized in authentic teaching practicum contexts. Grounded in affordance theory, this qualitative case study investigates how and under what conditions pre-service English teachers actualize AI affordances during teaching practicum. Data were collected through a questionnaire (n = 30) and in-depth semi-structured interviews with three purposively selected pre-service teachers. Thematic analysis revealed that AI’s enabling affordances were actualized when pre-service teachers critically evaluated and adapted AI-generated outputs through pedagogical knowledge, content knowledge, ease of use, and prompt literacy. Conversely, limitations in pedagogical knowledge, particularly in articulating pedagogical intent through prompts and ethical uncertainty, constrained the actualization of AI’s enabling affordances. The findings suggest that AI’s pedagogical value does not reside in the technology itself but emerges through teachers’ situated perceptions, knowledge, and actions. This study highlights the importance of explicit pedagogical guidance in teacher education to support meaningful AI integration.
Moral Education Representation in English Elementary School Textbooks Endorsed by the Indonesian Government: An Ontogenetic Analysis of Social Values Banun Havifah Cahyo Khosiyono; Jamiu Temitope Sulaimon
ELE Reviews: English Language Education Reviews Vol. 6 No. 1 (2026): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v6i1.14455

Abstract

This research explores the representation of social values and their ontogenetic development in English textbooks for Indonesian elementary schools. This research is a critical discourse analysis that adopts a social semiotic approach. It considers social values in textbooks as semantic categories created through intricate semiotic discursive resources. It also provides a clear framework for illustrating how and why values are chosen. An examination of six English textbooks from grades 1 through 6 in elementary school demonstrates how social values shift from the personal (such as maintaining a healthy lifestyle and practicing good hygiene) to the interpersonal (such as showing respect and being courteous) to the altruistic concern for all people. Additionally, the results imply that the textbooks are more focused on teaching good citizens than on developing children’s critical thinking skills. By mapping the 258 social values onto the axis of Judgement (separating Capacity from Propriety) and tracking their ontogenetic progression (how the text constructs the child’s developmental growth), a much sharper tool for critique is gained. Teachers should be more imaginative and cautious when assigning tasks to students, and incorporate characters, particularly social values, into lesson plans and teaching and learning activities.
Technology-Mediated Translanguaging for Environmental Meaning-Making in Asynchronous ESP Vocational Discussion Forums Ira Mutiaraningrum; Nur Hafiz Abdurahman; Arif Nugroho; Sri Lestari; Made Wahyu Mahendra; Sulaiman
ELE Reviews: English Language Education Reviews Vol. 6 No. 1 (2026): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v6i1.14557

Abstract

Although studies have explored translanguaging in multilingual classrooms, an investigation into how translanguaging operates in asynchronous digital learning environments, particularly in vocational ESP contexts, is still limited. This study examines how translanguaging practices are applied in English for Specific Purposes (ESP) online discussion forums in vocational agribusiness English courses. The study uses an interpretive approach to explore how multilingual language practices support meaning-making when students engage with environmental issues relevant to their field. The study involved third-year Agribusiness students from a vocational college, and data were collected from excerpts of students’ asynchronous discussions related to agribusiness, deforestation, mining activities, and environmental risks in an English course. Of the 24 3rd-semester students who participated in the online discussion forum, 81 comments were analyzed. Notably, data collection coincided with significant flooding in Sumatra, Indonesia, which became a recurring point of reference in student interactions. Using thematic analysis, this study explicitly reveals three interrelated discursive patterns in students’ environmental reasoning facilitated by translanguaging: problem identification, causal explanation, and proposed strategies. Findings from the open-ended questionnaire also showed that students considered that using a single language alone was not enough to discuss complex agribusiness topics, so they translanguaged to explain technical concepts, connect ideas, and convey opinions more clearly.
EFL Pre-Service Teachers’ Use of Command Speech Acts Across Microteaching Stages Ayu Monic Veronica; Dewi Cahyaningrum
ELE Reviews: English Language Education Reviews Vol. 6 No. 1 (2026): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v6i1.14999

Abstract

Command Speech acts are important for directing activity, managing the classroom, and giving instruction. While previous studies have documented command patterns among experienced teachers across educational levels, none has applied a systematic classification to pre-service teachers in microteaching, where pre-service teachers first encounter these demands. This study therefore examined the types of command speech acts produced by four EFL pre-service teachers during microteaching sessions at a state university in Surakarta, Indonesia, and how these commands were distributed across the teaching stages. A qualitative case study was conducted using video-recorded observations and two rounds of semi-structured interviews with member checking. Data were analysed following Miles et al.’s (2020) interactive model, with commands coded according to Bertsch et al. (2009) and lesson stages identified using Harmer’s (2007) ESA framework. Trustworthiness was ensured through Lincoln & Guba’s (1985) criteria. All four participants confirmed the accuracy of 382 command speech acts. Command production was strongly concentrated in question-based forms, interpreted as a pragmatic response to the peer-equality dynamic in microteaching, with regular commands accounting for most of the remainder and prohibition-type commands comparatively rare. Based on the lesson stages, most commands were produced during the Study phase, with comparatively fewer commands during the Engage (opening) and Activate (closing) phases. This suggests pre-service teachers already adjust their command choices to the demands of each stage. These findings provide an evidence-based basis for helping pre-service teachers align their choice of commands with instructional goals and classroom needs.

Page 6 of 6 | Total Record : 54

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