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
Articles
327 Documents
<![CDATA[Student Engagement in English Language Learning with Artificial Intelligence (AI) Chatbot from Theory of Planned Behavior Perspective ]]>
<![CDATA[Fauziah]]>;
<![CDATA[Novita Diana]]>;
<![CDATA[Silvia Putri]]>;
<![CDATA[Teuku Fadhli]]>
<![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[This qualitative study investigated student engagement in English language learning facilitated by Artificial Intelligence (AI) chatbots, utilizing the Theory of Planned Behavior (TPB) lens. Employing a narrative inquiry, this study explores the lived experiences and perceptions of 15 participants enrolled in a private higher education institution in Aceh, Indonesia. Data collection involved semi-structured interviews and focus group discussions to explore students’ attitudes, social influences, and perceived behavioral control. Thematic analysis was applied to analyze the data, revealing students’ attitudes towards AI chatbots influenced by perceptions of utility and social norms. Participants had to deal with both their personal views and things happening around them, like support from others or access to technology, as they used AI chatbots to help them learn English. 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[Linguistic Challenges and English Writing Proficiency among Senior High School Students in Portovelo Public School ]]>
<![CDATA[Pupiales Chuquin, Ector Geovanny]]>;
<![CDATA[Lizaldes E., Orlando Vicente]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i1.4423
<![CDATA[ Writing in English as a Foreign Language (EFL) continues to pose significant challenges for senior high school students, primarily due to linguistic difficulties in writing skills. This study aimed to identify the linguistic challenges that affect students´ writing skills and to determine the correlation between these challenges and their performance on an English writing proficiency test. The research involved a sample of 81 third-year students from a public high school. Data was collected using a 30-item proficiency test that assessed knowledge of definite and indefinite articles, count nouns, and false friends. A structured questionnaire was also administered to examine difficulties focused on grammar, vocabulary, and L1 (first language) interference were the main linguistic challenges influencing students’ writing performance. However, the correlation analysis showed weak relationships between linguistic challenges and overall writing proficiency. This indicated that although linguistic competence impacts writing, it is not the only factor affecting students’ performance. The implication of this finding is that writing instruction should not focus solely on correcting grammar or vocabulary errors but should include broader instructional strategies that address cognitive and contextual. aspects of writing. In conclusion, overcoming EFL writing difficulties requires a comprehensive teaching approach that supports multiple dimensions of language learning, including linguistic, psychological, and environmental factors.]]>
<![CDATA[Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching ]]>
<![CDATA[Ulinnuha, Silviya Izza]]>;
<![CDATA[Muniroh, Siti]]>;
<![CDATA[Suharyadi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i1.4603
<![CDATA[The transformation of the latest Indonesian curriculum led to inevitable schemes, including the establishment of an activator teachers’ program. It is expected that teachers of better quality are produced in support of the aims of students' learning abilities, including critical thinking. Using qualitative and quantitative methods, this study is conducted to find the profiles and practices of EFL activator teachers. It involves 37 EFL activator teachers in East Java. While questionnaires are used to find the profiles of activator teachers, semi-structured interviews and observations are conducted to reveal how best EFL activator teachers implement critical thinking in the classroom. The findings show that activator teachers in general have a strong positive perception toward critical thinking in everyday classrooms; they also have medium practices of critical thinking teaching. Further investigation reveals that activator teachers do share a great amount of awareness in critical thinking. There are 4 strategies used by the teachers in prompting critical thinking; they are questioning, project/problem-based, group work, and the use of students’ feedback or reflection. The study implies the need for strengthened professional development to bridge the gap between teachers’ awareness and actual classroom practices in promoting critical thinking.]]>
<![CDATA[Peer Tutors’ Agency and Emotions in Tertiary English Language Education in Vietnam ]]>
<![CDATA[Pham, Cuong Huy]]>;
<![CDATA[Ngo, Nguyen Thien Duyen]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i1.4608
<![CDATA[Peer support has been found to have significant impacts on language learning as a supplement to formal lessons at school. This study draws on the construct of agency to explore Vietnamese students’ self-regulation, awareness of the responsibility, sociocultural factors affecting peer tutoring, and the emotional experiences shaping their commitment. The participants include one junior and two senior students in the BA in English Language Teaching program who volunteered to support their peers in the General English Program at a private university. They were invited to respond to a narrative frame to reflect on their experiences and the critical incidents they encountered in peer tutoring. Findings show the participants’ ongoing exercise of agency entailing their self-regulation, awareness of responsibility toward working with peers, and sociocultural elements that determined their resilience and levels of enthusiasm. They also found peer tutoring rewarding to their cognitive and affective development in terms of expanding personal relationships, resolving peer conflicts, gaining practical insights, and enhancing linguistic confidence. This study contributes to understandings of peer tutors’ agency, emotions, and relational issues that inform curriculum developers and language teachers in providing students with hands-on opportunities for teaching practice.]]>
<![CDATA[Exploring Vocabulary Retention and Student Engagement: A Dive into Gamified vs. Traditional Flipped Classroom ]]>
<![CDATA[Sujarwati, Iis]]>;
<![CDATA[Sofyan , Dedi]]>;
<![CDATA[Efendi , Marzon]]>;
<![CDATA[Annury, Muhammad Nafi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i1.4871
<![CDATA[This study compares the Gamified Flipped Classroom (GFC) model to the Traditional Flipped Classroom (TFC) model on vocabulary retention and student engagement in 76 students. This study examined if the two teaching approaches differed in vocabulary and student engagement. Both groups' vocabulary retention increased after the intervention, with the experimental group scoring 78.45 compared to 76.89 for the control group. Independent sample t-tests showed statistically significant improvements in both groups’ post-test scores (p < 0.001), but no significant difference was found between them, leading to the rejection of Hypothesis 1. GFC had better mean Likert-scale values for student involvement (4.32) than TFC (3.76). The Mann-Whitney U test demonstrated substantial engagement differences between groups. Although the GFC model had certain drawbacks, qualitative data from the open-ended survey and focus group talks showed numerous positive student opinions. GFC increases student involvement, but both teaching approaches improve vocabulary retention, according to study.]]>
<![CDATA[Impact of Language Environment and Learning Motivation on English Learning Outcomes in Indonesian Islamic Higher Education ]]>
<![CDATA[Andi Nurwati]]>;
<![CDATA[Gusnawaty, Gusnawaty]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i1.4897
<![CDATA[This study investigates the interplay between language environment, school background, and learning motivation in shaping English learning outcomes in Islamic higher education. Using a quantitative correlational design with path analysis, the research examines the direct and indirect effects of these factors on students’ English proficiency. Data were collected from 77 undergraduate students at IAIN Sultan Amai Gorontalo through objective tests and questionnaires. The findings highlight that motivation plays a crucial mediating role, explaining 27.98% of the variance in learning outcomes. While language environment has a significant indirect effect through motivation (1.60%), its direct influence is minimal (0.31%). Similarly, school background does not directly impact learning achievement, suggesting a "transitional reset effect" in educational adaptation. These results challenge traditional assumptions about environmental and prior learning influences, emphasizing the need for motivation-enhanced educational strategies. The study implication to theoretical models of second language acquisition by integrating institutional and psychological perspectives, particularly within Islamic higher education contexts. Practically, it underscores the importance of culturally responsive curricula, motivation-driven teaching strategies, and structured transition support for students.]]>
<![CDATA[Developing English Board Game to Improve Students’ Speaking Skill ]]>
<![CDATA[Nuraini, Indah]]>;
<![CDATA[Mubarok, Husni]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i1.4907
<![CDATA[This research develops an English board game to improve students’ speaking skills. The aims of this research are 1) to find out the need for analysis of English board games, 2) to investigate their practicality, 3) to evaluate their feasibility, and 4) to examine their effectiveness. This research employed the ADDIE method, beginning with analysis, which revealed that students faced challenges in speaking skills due to conventional learning media. Then, the design phase focused on creating the media tailored to the student’s preferences and learning requirements; the development phase involved incorporating elements that would facilitate speaking practice, and the implementation phase provided the game in real-time. It facilitated speaking practice, and finally, the effectiveness phase was assessed using a T-test. Data was collected through observation, interviews, and questionnaires. These results suggest a significant improvement in students’ speaking skills through the use of innovative and engaging media. Further studies should focus on integrating online platforms and adapting the English board game to different levels of English proficiency.]]>
<![CDATA[The Effectiveness of Quizizz Application in Enhancing Students' Vocabulary Mastery based on Their Learning Styles ]]>
<![CDATA[Efendi, Marzon]]>;
<![CDATA[Sujarwati, Iis]]>;
<![CDATA[Harahap, Alamsyah]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v12i1.4919
<![CDATA[One such technological tool that can enhance students' engagement and learning outcomes is Quizizz, a game-based learning platform. Meanwhile, students’ learning styles—whether visual, auditory, or kinesthetic—play a crucial role in how effectively they absorb new information. However, there is still limited research exploring the combined effect of learning styles and digital platforms on vocabulary mastery, especially at the elementary school level. This study aims to examine significant differences in students’ English vocabulary mastery between experimental and control classes. Additionally, it seeks to determine differences in vocabulary mastery among students with auditory, kinesthetic, and visual learning styles and to investigate the interaction between the use of the Quizizz application and learning styles. A quasi-experimental design with a 2x3 factorial arrangement was employed. The participants consisted of 50 fifth-grade students divided into an experimental class (which used Quizizz) and a control class (which did not). Based on the results of the independent samples t-test and two-way ANOVA, the students in the experimental class achieved significantly higher post-test scores than those in the control class. However, there were no significant differences in vocabulary mastery among students with different learning styles. Furthermore, the two-way ANOVA indicated no significant interaction between the use of Quizizz and students’ learning styles. These findings suggest that while Quizizz is an effective tool for improving vocabulary mastery, its effectiveness is consistent across different learning styles.]]>
<![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.]]>
