JEELS (Journal of English Education and Linguistics Studies)
JEELS aims to disseminate the results of research in English Education and Linguistics. The published articles are the findings of research in the field of English language education and linguistics. The scope of research includes: English language teaching and learning English language testing and assessment English language instructional materials Curriculum design and development in ELT Information and Communication Technology in ELT Applied linguistics English language acquisition Discourse analysis
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<![CDATA[Digital Multimodal Literacy Model of English Language Education in Indonesian Higher Education ]]>
<![CDATA[Sahiruddin]]>;
<![CDATA[Sudarwati, Emy]]>;
<![CDATA[Lestari, Ida Puji]]>;
<![CDATA[Daniswara, Royhan Abdiel]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i2.2612
<![CDATA[This research aims to (1) examine student and lecturer perceptions regarding the importance of digital multimodal literacy, and (2) to find out best practices of integrating digital multimodal literacy in teaching English language skills. This research involved sixty students and 7 lecturers from two study programs in 2 universities who used to apply multimodal texts in developing multiliteracy at an Indonesian tertiary level. This research design incorporated both quantitative and qualitative involving a survey and focus group discussion approach. The study reveals that students and lecturers had a very good perception of the utilization of digital multimodality in in teaching English language skills. Several best practices of Digital Multimodal literacy in in in teaching English language skills is also identified.]]>
<![CDATA[Student engagement in English language learning with artificial intelligence (AI) chatbot from theory of planned behavior perspective ]]>
<![CDATA[Fauziah, Fauziah]]>;
<![CDATA[Diana, Novita]]>;
<![CDATA[Putri, Silvia]]>;
<![CDATA[Fadhli, Teuku]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i2.4085
<![CDATA[Artificial Intelligence (AI) chatbots have been widely integrated into English learning and teaching, but qualitative evidence portraying the students’ engagements and the socio-behavior factors shaping the engagement remains scarce. Guided by the theory of Planned Behavior (TPB), this narrative inquiry investigated student engagement in English language learning facilitated by AI chatbots. This study explores the lived experiences and perceptions of fifteen participants enrolled in a private Islamic higher education institution in Aceh, Indonesia. Semi-structured interviews and focus group discussions were selected to explore students’ attitudes, social influences, and perceived behavioral control. Thematic analysis with coding aligned to TPB constructs (attitudes, subjective norms, and perceived behavioral control) and engagement dimensions (behavioral, cognitive, and emotional) was applied. Additionally, this study emphasizes the importance of considering sociocultural contexts and user experience in the design and implementation of AI-driven educational tools. The findings support previous research highlighting the importance of user attitudes, social influences, and perceived control in shaping students’ engagements with technology in educational contexts. The insights gleaned from this research contribute to the broader discourse on technology-mediated language learning and inform strategies for enhancing student engagement in English language education.]]>
<![CDATA[Students’ Perceptions of Google Translate Use in English Learning: Vocational High School Context ]]>
<![CDATA[Rahman, Ardiyanti Shofia]]>;
<![CDATA[Unsiah, Frida]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i2.5000
<![CDATA[This study explores the perceptions of the 10th grade tourism students towards the use of Google Translate in learning English. Using mixed methods, data were collected through questionnaires and semi-structured interviews with 36 students of a vocational high school in East Java, Indonesia. The quantitative data were analyzed using descriptive statistics and the qualitative ones were analyzed thematically. The findings showed that students frequently used Google Translate to translate words, sentences, and paragraphs in academic assignments. The high frequency of the use indicates a fairly high level of reliance, especially among students with lower English proficiency. However, some of the more critical students still checked the translation against other sources to ensure accuracy. While Google Translate facilitates access to English, its limitations in translating tourism terminology may hinder in-depth understanding. Therefore, it is important that teachers provide supervision and incorporate alternative learning resources to support students in developing more independent and contextualized language skills, such as more accurate digital dictionaries or practice-based methods. With the right approach, Google Translate can be an effective tool without replacing more in-depth learning.]]>
<![CDATA[Threads-based peer feedback in developing EFL students’ writing skills: Perceptions and challenges ]]>
<![CDATA[Rowiyah, Siti]]>;
<![CDATA[Cahyono, Bambang Yudi]]>;
<![CDATA[Laksmi, Ekaning Dewanti]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i2.5022
<![CDATA[The inherent complexity of writing frequently engenders anxiety in English as a Foreign Language (EFL) students, leading to the necessity of teaching writing innovatively through technology-enhanced approaches. Although extensive previous studies have investigated the implementation of technological tools in teaching writing, a significant research gap exists regarding learners’ perceptions and reception of these tools, especially integrating Threads platform in serving peer feedback. Therefore, the present study aims to investigate EFL students’ perceptions on the effectiveness of Threads-based peer feedback as a mechanism for writing skill development. Employing a mixed method, the investigation collected the data through a questionnaire distributed to 20 EFL students experienced in Threads-based peer feedback in a writing course. Data from the close-ended questionnaire were analyzed using descriptive statistics through SPSS 24 version, while the results of the open-ended questionnaire were analyzed qualitatively through thematic analysis. Findings reveal that the students perceived Threads-based peer feedback effectively facilitated students' impressive learning experience and enhanced engagement as well as comprehension through noticeable technological features. The students also perceived that Threads-based peer feedback improved their writing skills in multiple dimensions. However, certain practical and technical challenges remain throughout Threads-based feedback processes. This research is pedagogically significant to the emerging body of knowledge on the updated digital tool integration in language teaching, especially advanced English writing.]]>
<![CDATA[Ambivalent Stances of Translanguaging Pedagogy in Indonesia: A Nexus Case Study ]]>
<![CDATA[Winardi, Yohanes Kurniawan]]>;
<![CDATA[Fadilah, Eka]]>;
<![CDATA[Kurniawan, Yulius]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i2.5121
<![CDATA[The primary objective of this research article is twofold: First, it examines the perspectives of Indonesian higher school students regarding the use of translanguaging both within and outside the classroom. Second, it analyzes the potential implications of translanguaging practices on their future careers. Adapting a nexus case-study framework, the study purposively selected five participants among 38 students who were pursuing a degree in economics at a private institution in Surabaya, Indonesia. The data were collected through classroom observations, participant reflections, and focus group discussions, then analyzed thematically to trace connections among historical bodies, interactional orders, and discourses in place. The findings reveal that the participants hold loose and gain viewpoints toward translanguaging. While the participants recognize the learning value of small group debates, they prefer to use only English during classroom lectures, reflected by the interplay between their linguistic histories, real-time classroom interactions, and broader societal ideologies monolingual space emerges when individuals conform to the ideals espoused by their social groupings. The participants’ alignment with monolingual norms is shaped by institutional expectations and imagined futures where English accuracy and fluency signals professionalism. Although translanguaging supports learning, they fear its overuse may constrain career advancement. The consequences of these findings are further discussed in the closing portion of this work.]]>
<![CDATA[Artificial intelligence in English writing: Ethical integration and educators’ perspectives ]]>
<![CDATA[Yunita, Ratna]]>;
<![CDATA[Fitrianna, Nurma]]>;
<![CDATA[Maulana, Nashrul Ingqidam]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i2.5250
<![CDATA[The rapid integration of AI-assisted writing tools in English language education has transformed instructional practices while raising unresolved ethical concerns related to academic integrity, student autonomy, and fairness. The research aims to explore lecturers' views regarding the application of AI in writing courses, especially concerning academic integrity, student autonomy, and fairness. Collecting data from 30 English lecturers of Islamic higher educations in Indonesia, this study examines the ethical implications of the AI-assisted writing tools’ integration in English language instruction. Using a qualitative approach, data were collected through open-ended questionnaires and analyzed thematically using NVivo software. Descriptive statistics such as percentages were used to support the presentation of qualitative themes. The results suggest that numerous lecturers recognize the advances of AI tools such as real-time feedback, improved writing accuracy, and increased efficiency concerns persist about excessive dependence on AI, erosion of critical thinking skills, and algorithmic bias. The study also reveals a lack of institutional guidelines to support ethical AI integration. The study recommends the need for a transformative approach to AI integration that moves beyond technical adoption toward ethically informed pedagogy, institutional policy reform, and the cultivation of lecturers’ and students’ critical AI literacy in higher education writing contexts.]]>
<![CDATA[The Impact of Teachers' Oral Corrective Feedback (OCF) to Students' Anxiety in Speaking Class ]]>
<![CDATA[Ruswandi, Riki]]>;
<![CDATA[Fitrianti Sukma, Revita]]>;
<![CDATA[Rahim, Nafisa Fadhilah]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i1.3432
<![CDATA[Teachers usually provide Oral Corrective Feedback (OCF) to students during classroom learning, especially when learning English, which has language skills such as reading, writing, listening, and speaking. It causes anxiety in students, which leads to fear, low self-esteem, lack of confidence, and even unmotivated. The study aims to determine the impact of the application of OCF on students' anxiety when speaking English in class. This research approach used a quantitative approach. This study used a pre-experimental with one group before- and-after design. The data were collected from 34 students of class X in the second semester at SMA 1 Ciparay. The data were collected by conducting observations, tests (pretest and posttest, and questionnaires. The data were analyzed using a paired sample test technique to determine students' speaking ability differences before and after treatment. The findings of the paired sample test indicated a substantial change in the anxiety levels of the students before and after OCF was given. Based on the hypothesis test results, the significance is (t = <.001, p < 0.05). It suggests a significant improvement in students' speaking ability compared to before and after receiving OCF. The results of this study also indicated that the use of OCF was able to reduce students' anxiety, especially when they had to speak in front of the class.]]>
<![CDATA[English Learning Outcomes through Learning Model and Intrapersonal Intelligence in Vocational High Schools ]]>
<![CDATA[Rochimah, Heni]]>;
<![CDATA[Japar, Muhammad]]>;
<![CDATA[Solihatin, Etin]]>;
<![CDATA[Ahmad, Masduki]]>;
<![CDATA[Wulandari]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i2.4865
<![CDATA[Globalization and modernization have made English proficiency a key factor in student success. However, Indonesia's performance remains low, ranking 79th out of 113 countries in the EF English Proficiency Index, with only 46% of students in Bekasi Regency meeting the minimum standard in 2021. This study investigates the impact of intrapersonal intelligence and learning models. Project-Based Learning (PjBL) and Discovery Learning (DL)—on English achievement among vocational high school students. Using a 2x2 factorial experimental design, 70 students were assigned to PjBL (experimental) and DL (control) groups, categorized by high (B1) and low (B2) intrapersonal intelligence. Data were analyzed using two-way ANOVA and Tukey tests. Results revealed: (1) PjBL led to significantly better outcomes than DL; (2) a significant interaction existed between learning models and intrapersonal intelligence; (3) students with high intrapersonal intelligence in the PjBL group outperformed their DL counterparts by 13.20 points; (4) students with low intrapersonal intelligence performed better with DL, with a score difference of -3.90. These findings suggest vocational English teachers should apply PjBL for students with strong intrapersonal skills and DL for those with lower levels. Policymakers are urged to incorporate emotional intelligence components into national curriculum development.]]>
<![CDATA[Navigating self-regulated writing: How EFL Islamic university students use strategies and online resources ]]>
<![CDATA[Rojabi, Ahmad Ridho]]>;
<![CDATA[Femilia, Praptika Septi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i2.5274
<![CDATA[Self-Regulated Writing (SRW) is an important strategy as it enables students to initiate, monitor their thinking, and independently evaluate and revise their drafts. This study aims to explore: (1) the Self-Regulated Writing (SRW) strategies employed by EFL students in essay writing, (2) the specific SRW strategies used by advanced students across the PLEE (Planning, Executing, and Evaluating) cycle, and (3) the types of online resources students utilize during the writing. This study used concurrent mixed methods and of the 62 Islamic university students in the essay writing class, 5 were recruited to participate in the semi-structured interviews using purposeful sampling technique. Data from closed-ended questionnaires were analyzed using descriptive statistics, while data from observations and interviews were analyzed thematically. The results demonstrated that in SRW, the social environment dimension is ranked first and the motive dimension is ranked last. During the planning phase, students frequently utilized Google Scholar as an online tool for autonomous writing techniques, while during the execution and evaluation phase, students frequently utilized QuillBot as an online tool for independent writing strategies. Pedagogically, this study contributes to providing valuable insights for educators to design learning experiences that encourages learners to be autonomous in writing.]]>
<![CDATA[Modeling EFL learners’ engagement: Serial mediation of autonomy support, enjoyment, and ideal L2 self ]]>
<![CDATA[Wu, Hanwei]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i2.5409
<![CDATA[Engagement plays a critical role in enhancing English as a Foreign Language (EFL) learning. Therefore, investigating the factors that influence engagement is essential. This study explores the mechanisms through which engagement is shaped by key factors among EFL learners, within the framework of Self-Determination Theory (SDT). Specifically, the focus is on autonomy support, enjoyment, and ideal L2 self. A total of 413 EFL learners from diverse colleges participated in an online survey, where these constructs were measured using four validated scales. Structural Equation Modeling (SEM) via AMOS 24 was employed for data analysis. The results indicated that autonomy support, enjoyment, and ideal L2 self directly and positively predicted learner engagement. Furthermore, autonomy support indirectly influenced engagement through enjoyment, ideal L2 self, or both. These findings highlight the significance of these factors in fostering EFL learner engagement and offer valuable insights for enhancing EFL education and guiding future research on engagement dynamics.]]>
