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Chothibul Umam
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Tadris Bahasa Inggris, Fakultas Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Kota Kediri, Provinsi Jawa Timur, Indonesia Jl. Sunan Ampel 07 Ngronggo Kediri
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JEELS (Journal of English Education and Linguistics Studies)
Published by Institut Agama Islam Negeri Kediri
ISSN : 24072575     EISSN : 25032194     DOI : https://doi.org/10.30762/jeels
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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
Arjuna Subject : Umum - Umum
Articles 400 Documents
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Exploring the link between lecturer writing assessment literacy and student learning experiences Pujiawati, Nia; Mujiyanto, Januarius; Hartono, Rudi; Yuliasri, Issy
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.5410

Abstract

Teachers' and students' ability to understand and apply principles of assessment, referred to as assessment literacy (AL), is central to sustaining high-quality teaching and learning. Despite growing recognition of AL's importance in L2 writing instruction, research directly measuring its impact on students' writing development remains limited. This study examines the influence of teachers’ writing assessment literacy (WAL) on students’ learning experiences in advanced L2 writing courses. Drawing on a multi-phase approach, a total of 24 teachers were first assessed using a writing assessment literacy test and then divided into proficiency groups. A total of 92 students (distributed across four groups of 18, 24, 26, and 24 participants, each corresponding to a teacher proficiency group) had their perceptions of assessment practices collected using the Assessment Experience Questionnaire and analyzed alongside the teacher groups. Surprisingly, the results showed that students of teachers with lower levels of writing assessment literacy (WAL) expressed significantly more positive views about assessment practices and educational experiences than those whose teachers had higher WAL levels. These findings challenge the prevailing assumption that greater teacher expertise inevitably leads to better student outcomes and highlight the complexity of the WAL–student learning relationship. The study highlights the need for context-sensitive approaches to professional development and suggests that both standardized and differentiated assessment strategies can provide significant benefits for diverse learners. 
The effect of using Powtoon animated videos assisted by teacher explanation on seventh-grade students' vocabulary achievement Putri Agustina, Davita; Bilqis, Mutiara; Imamyartha, David
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.5139

Abstract

Vocabulary is the foundation for developing language ability. Without extensive vocabulary knowledge, students frequently perform below their ability and may become discouraged from using languages. Animated videos like Powtoon can benefit learners by helping them enrich their vocabulary abilities. This study aims to determine whether using Powtoon animated videos assisted by teacher explanation significantly improves seventh-grade students’ vocabulary achievement in the classroom. The researchers used a quasi-experimental post-test-only design. The researchers used two classes with 29 students in an Islamic junior high school in this study. An analysis using the Mann-Whitney test exhibited a significant positive difference between the experimental and control classes. It was found that the use of Powtoon animated videos assisted by teacher explanation has a significant effect on seventh-grade students’ vocabulary achievement. Powtoon animated videos made it easier for teachers and students to teach and learn in the learning process.
Assessing communicative performance through a multimodal video project in English for tourism and hospitality Jaelani, Alan; Lustyantie, Ninuk; Murtadho, Fathiaty
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.5668

Abstract

In contemporary tourism and hospitality education, communicative competence is increasingly multimodal and digitally mediated. However, conventional assessments often fail to capture this complexity. Thus, this study examines the use of a multimodal video project to assess communicative language performance at a private tourism and hospitality school in Indonesia. The participants were 30 fourth-semester undergraduate students who worked collaboratively to produce short tourism promotion videos integrating spoken language, visual imagery, and audio elements. Data were collected through classroom observations, rubric-based performance assessments, analysis of student-produced video artefacts, and semi-structured interviews with 18 purposively selected students. The assessment focused on key components of communicative performance, including fluency, grammatical accuracy, pronunciation, vocabulary use, coherence, and multimodal integration. Findings revealed that the project provided an authentic assessment context, capturing both linguistic and paralinguistic features, while students highlighted motivation and engagement as critical to their participation. Although perceived as a fair assessment method, challenges in time management, technical skills, linguistic demands, and group coordination emerged. The study advocates for a shift in ESP assessment practices towards incorporating multimodal, performance-based tasks that reflect real-world communication and digital literacy skills.
AI literacy of pre-service English teachers: Proficiency, strategies, and barriers Febriyanti; Nurchurifiani, Eva; Hastomo, Tommy; Wicaksono, Andri; Nasution, Sukma Septian
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.6293

Abstract

Artificial intelligence (AI) has become increasingly significant in higher education, making multidimensional AI literacy essential for pre-service English teachers. Yet, empirical evidence in English Language Teaching (ELT) remains limited, particularly regarding students’ AI literacy profiles, the autonomous strategies they use to develop such literacy, and the barriers affecting responsible AI use. This study employed an explanatory sequential mixed-method design in Indonesia. Quantitative data were collected through a 30-item AI literacy questionnaire administered to 200 pre-service English teachers, followed by semi- structured interviews and focus group discussions with a purposive subsample of 25 participants. The findings indicate an uneven AI literacy profile. Although participants demonstrated strong competence in the practical use of AI tools, they showed weaker performance in higher-order dimensions, especially evaluative and ethical aspects. The qualitative data further revealed that students developed AI literacy through self-directed strategies such as prompt experimentation and output verification, but these efforts were constrained by limited institutional guidance and persistent ethical uncertainty. The study suggests that teacher education programs should incorporate structured AI literacy instruction supported by clear institutional policies to strengthen critical, reflective, and responsible AI engagement in ELT contexts.
Enhancing learners’ grammar competence through teacher’s oral and written corrective feedback Karenia Jannah Dewi Prayogo; Suharyadi, Suharyadi; Raihana Binti Romly
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Giving proper corrective feedback is essential for learners in learning English grammar. However, which form of corrective feedback works more effective remains insufficiently explored. This study aims to examine the effect of OCF and WCF on learners' English grammatical ability at a state Islamic junior high school in Malang Indonesia, specifically on the simple past tense. Deploying a quasi-experimental design with two groups: 20 learners of the 7G class as the Experimental Group and 20 learners of the 7I class as the Control Group, this study collected data from the pre-test and post- test. To measure the significant differences between OCF and WCF, the means of the tests of both groups were analyzed using Analysis of Covariance (ANCOVA). This study reveals that OCF and WCF are effective in improving learners' grammar. However, there was no statistically significant difference between the two groups. The OCF group demonstrated slightly greater improvement in gain scores, while the WCF group achieved higher post-test mean scores. These findings suggest that both types of corrective feedback are comparably effective, although they may support different aspects of learning.
Philippine English in education and workplace: An integrative review of its roles Marquez, Junar
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7122

Abstract

Despite the growing prominence of Philippine English (PhE) due to its local and global demands, there is an observed lack of integrative syntheses that specify its roles in education and the workplace through a conceptual representation. With the guidance of Spolsky’s (2008) language policy framework, this descriptive qualitative research employed a thematic synthesis to review related studies aimed at synthesizing and enumerating the roles of PhE in education and the workplace, which led to the development of a conceptual framework. The paper included 15 related studies published in peer-reviewed journals between 2021 and 2025. The analysis identified multiple roles of PhE in education, including its association with socio-economic mobility, pedagogical practices, language anxiety, instructional use, and identity construction. On the other hand, the roles of PhE in the workplace include PhE's global economic advantage, inferiority, and limited utilization. Moreover, it is concluded that the roles of PhE may vary depending on the language ideologies at both the macro and micro levels of Philippine society. Specifically, these have implications for the language policies and practices implemented at the meso (education and workplace) level of the Philippine society. Finally, it is recommended that a systematic literature review with a wider set of search engines beyond Google Scholar and a larger number of related studies focusing on the governing language ideologies toward PhE be analyzed to further confirm the results presented in this study.
IT-BISA on English proficiency and digital literacy skills: Delving into students’ views and teacher’s reflections Kurniadi, Didit; Yuliasri, Issy; Wahyuni, Sri; Sakhiyya, Zulfa
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7195

Abstract

This study introduces IT-BISA (IT-Based Integrated Skills Approach), an innovative pedagogical approach to improve EFL university students’ English proficiency and digital literacy. IT-BISA integrates all four language skills with digital tools, creating a learning environment that supports language development and digital competence. This study aims to explore how IT-BISA was implemented in a TEFL course and examine its perceived impact from both the teacher’s and students’ perspectives. A qualitative research design included students’ views and the teacher’s reflective journals (early, middle, and end-of-semester). While simple percentage data were used to describe student responses, the primary analysis involved thematic analysis of reflections and survey comments. The findings revealed that 86% of students reported improvement in speaking confidence, 80% perceived progress in reading comprehension, and 90% indicated increased ability to use digital tools for academic purposes. Additionally, 88% described the learning experience as engaging and motivating. The students showed notable growth in English proficiency and confidence, particularly in speaking and reading. Moreover, their ability to use digital tools for learning also improved. Students viewed the IT-BISA-based learning as engaging, practical, and motivating. Thematic findings further reveal increased classroom interaction, stronger learner agency, and greater responsibility for independent learning. Teacher reflections also identified challenges related to technological adaptation and varying levels of digital readiness. The approach contributes to ongoing conversations about meaningful technology integration and an integrated skills approach in language education.
Local voices, global languages: Teachers’ perspectives on local-based digital narratives and multilingual practices in early EFL learners Pujiani, Tri; Zainuri, Hasan; Sukmawati, Ida Dian
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7325

Abstract

The growing trend towards English-language education at earlier ages in multilingual societies demands a greater need to develop teaching strategies that are both culturally and linguistically responsive and developmentally appropriate. In this mixed-method research, this study aims to understand the perceptions of kindergarten teachers regarding the use of locally-based digital narratives and multilingual practices in EFL classes for early EFL learners. Data were collected through distributing questionnaires to early childhood EFL teachers, followed by semi-structured interviews with nine purposively selected participants. Data analysis was done quantitatively using descriptive statistics and qualitatively using thematic analysis. The findings indicate that teachers found locally-based digital narratives beneficial in increasing engagement and confidence among learners due to their association with real-world contexts. Furthermore, teachers felt that multilingual practices would help reduce anxiety levels and support comprehension and vocabulary learning. But teachers faced issues such as technological inadequacy and teacher training in implementing the above strategies in class. The study concludes that combining culturally grounded digital narratives with multilingual pedagogy holds significant promise for early EFL education and that providing institutional support is strengthened. These findings provide empirical insights into teachers’ perspectives and suggest implications for curriculum development and teacher professional learning in multilingual contexts.
A critical multi-case study of generative AI in GELT: Representing diverse Englishes and ethical-psychological challenges Halim, Abdul
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7728

Abstract

Global Englishes Language Teaching (GELT) promotes inclusivity by valuing diverse English varieties, but GenAI systems often default to native-speaker norms, risking linguistic homogenization. This study investigates how GenAI can be integrated into GELT to authentically represent diverse Englishes, and what ethical and psychological challenges accompany its adoption in classrooms. A qualitative multi-case study was conducted across three Indonesian universities, combining classroom observations, teacher and student interviews, institutional policy analysis, surveys, and digital interaction logs. Data were examined through thematic coding, critical discourse analysis, narrative inquiry, and descriptive statistics. Each case was interpreted by identifying context-specific themes and discursive patterns, while the cross-case analysis compared these findings to highlight convergences, divergences, and broader ethical implications across language education settings. Findings show that while GenAI supports material development and sparks critical classroom dialogue, its representations are frequently tokenistic and reinforce deficit views of non-native varieties. Teachers mediate these biases by critiquing outputs and affirming student linguistic identities, though institutional policies emphasizing standard English limit such efforts. Ethical and psychological challenges include student over-reliance, reduced autonomy, teacher workload, and inequities in access. The study concludes that AI integration is an ecological and pedagogical issue, requiring critical teacher agency, student empowerment, and institutional policies that align innovation with linguistic justice.
Gamified English learning and students’ spiritual learning behavior: Roles of Wayground use, enjoyment, and interest Rahmadana; Sari, Harmita; Wahyono, Edi; Yang, Chen Ching
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.8027

Abstract

Learning success in gamification era is no longer determined solely by technology, but also by crisis or strength of students’ spiritual learning behavior. This study examines students’ moral-spiritual learning behavior in digital English learning by investigating the effects of Wayground use and Perceived Ease of Use (PEOU), with learning enjoyment and student interest as mediating variables. Although gamified digital platforms have been widely implemented in English language instruction, maintaining students’ consistent and value-oriented learning behavior remains challenging, particularly in vocational education contexts. This study employed a quantitative cross-sectional design using Structural Equation Modeling (SEM). Data were collected through a structured questionnaire administered to one hundred and fifty Indonesian vocational high school students who had experience using Wayground or Quizizz. The findings indicate that Wayground use significantly influences learning enjoyment, student interest, and moral-spiritual learning behavior. In contrast, PEOU does not directly affect moral-spiritual learning behavior, although it significantly predicts learning enjoyment. The results also demonstrate that learning enjoyment and student interest mediate the relationship between Wayground use and moral-spiritual learning behavior. These findings suggest that successful digital English learning is shaped not only by technological usability but also by students’ emotional engagement and internalized values. This study highlights the importance of affective factors in strengthening students’ moral-spiritual learning behavior in gamified English learning environments.

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