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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 409 Documents
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Mapping the morphology of complex words: A scientometric and pedagogical perspective Nugraha, Danang Satria; Sohnui, Suhailee
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

Complex word formation, a central process in morphology, has recently garnered increasing attention in linguistic research within the last decade. This study employs a scientometric approach to map the current landscape of this domain, aiming to reveal the field’s structure, trends, and thematic foci, with a focus on extracting pedagogical implications. Using VOSviewer software, we analyzed 488 documents retrieved from the Scopus database, spanning the years 2014 to 2024. The analysis revealed a dynamic field with an overall upward trend in publications, with a mean annual publication frequency of 48 documents across the 11-year period. A steady increase was observed from 2016 onwards, culminating in a peak in 2020. This peak signifies a growth of approximately 132% from the nadir of 2015. Leading researchers included Booij, G. and Plag, I., while Mental Lexicon and Morphology emerged as the most prominent publishers. Specifically, keyword analysis identified six distinct clusters: (1) fundamental concepts (25.5%); (2) language processing and acquisition (23.4%); (3) cognitive mechanisms (21.3%); (4) experimental perspectives (14.9%); (5) language development (9.6%); and (6) theoretical linguistics (5.3%). To some extent, these findings provide insights into the current state and future directions of complex word formation research, with implications for both linguistic theory and pedagogical practice.  
AI-enhanced problem-based learning framework: Integrating ChatGPT as adaptive scaffolding to advance critical thinking and personalized learning La Sunra, La Sunra; Amaliah, Suci; Radhiyani, Fitri
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 2 (2026): JEELS November 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i2.7039

Abstract

As educational institutions increasingly adopt artificial intelligence technologies, understanding how generative AI can be integrated into student-centered pedagogical frameworks has become an important area of contemporary educational research. This study examines an AI-Enhanced Problem-Based Learning (AI-PBL) Framework that integrates ChatGPT as adaptive scaffolding to improve critical thinking and support personalized learning. Using an explanatory sequential mixed-methods design, the study involved 120 eighth-grade students from four junior high schools in Ujung Pandang District, Makassar City, Indonesia. Quantitative data were collected through pre- and post-tests of critical thinking, while qualitative data came from classroom observations, ChatGPT interaction logs, and interviews. The overall critical thinking score increased from 60.3 (SD = 9.7) to 73.5 (SD = 10.4), t(119) = 9.64, p < .001, d = 1.00, with notable gains in analysis, inference, and bias detection. Qualitative analysis showed four patterns: ChatGPT supported idea exploration, strengthened verification habits, enhanced reflection and metacognitive monitoring, and did not lead to passive dependence. These findings indicate that generative AI can function as a learning partner when it is embedded in structured PBL and guided by teachers. The study offers practical evidence for integrating ChatGPT in secondary classrooms without reducing student agency.
Challenges and strategies in feeding AI-powered translation machine with religious texts: English department students’ experiences Adaninggar Septi Subekti; Kurniawati, Lemmuela Alvita; Wati, Mega
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.v13i1.7187

Abstract

Religious texts contain unique linguistic, cultural, and interpretive challenges, such as sacred terms, figurative language, context-bound meanings, and doctrinal sensitivity. It delves explicitly into the participants’ challenges and strategies to navigate the process. The present study aims to explore Indonesian English department students’ experiences in feeding an Artificial Intelligence (AI)-powered translation platform with the English translation of Indonesian religious texts. The study employed qualitative secondary document analysis of the reflections of six students, who consented to their reflections being used for this study. Thematic Analysis was employed to fulfill the research objectives. This study found that students had difficulty capturing subtle meanings, implied messages, and contextual interpretations in the texts when translating the texts due to their lack of knowledge about the cultural aspects of the translated texts. This study further revealed that to navigate the process of feeding the platform, the students employed three strategies. They consulted with the peer translators and the teachers, used other AI tools to improve the quality of the translation, and self-regulated themselves in response to the demanded quality of the translation. Accordingly, this study provides insights into the complex behind-the-scenes dynamics of AI-powered translation feeding and how these dynamics can support students’ translation learning.
The struggle of EFL students in thesis writing: Investigating language challenges and the role AI in academic writing assistance Indrayani, Ninuk; Agustina, Febrina Rizky
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.v13i1.7198

Abstract

Thesis writing is a crucial milestone for undergraduates, yet English as a Foreign Language (EFL) learners enrolled in the English Language Teaching (ELT) program continue to struggle with academic writing despite nearly four years of English instruction. This study investigates the persistent challenges faced by EFL students in writing their theses, particularly in language-related issues. Additionally, it explores the role of artificial intelligence (AI) tools in assisting students during the thesis writing and revision process. Using a qualitative approach, 7 EFL students from an ELT program were interviewed, and the data were analyzed using thematic analysis to explore their language-related challenges in thesis writing as well as their perceptions and use of AI-assisted writing tools. Findings reveal that the students encountered significant challenges in grammar mastery, academic vocabulary, adherence to academic writing conventions, and L1 interference. These issues often pushed students to rely heavily on AI tools such as for paraphrasing, grammar correction, translation, and academic adjustment. While there were benefits, the students also reported drawbacks, for example, technical limitations, stylistic mismatches, misalignment, and reduced independence in writing. Whereas AI improved the surface quality of student writing, it simultaneously undermined authenticity and critical engagement, particularly when EFL students relied on AI for paraphrasing, translation, and expanding literature review sections. The findings highlight the urgent need for embedded-AI literacy integration into ELT curricula to equip students with the skills required to navigate technological assistance in developing independent, critical, and authentic writing competence.
Mobile-assisted phonological training: Improving Indonesian EFL students’ intelligibility in academic communication Shaumiwaty, Shaumiwaty; Daulay, Sholihatul Hamidah; Rakhmita, Yunie Amalia; Dardanila, Dardanila
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 2 (2026): JEELS November 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i2.7243

Abstract

The growing demand for digital-based education in the 21st century highlights the need for innovative pronunciation teaching that supports clearer and more accessible academic English. Thus, this study investigated the effectiveness of mobile-assisted audio training in improving Indonesian EFL students' speech intelligibility in academic communication. Using a quasi-experimental pretest-posttest control group design, the study involved 60 twelfth grade students at SMA Negeri 1 Aceh Besar, equally divided into an experimental group and a control group. The experimental group received mobile-based audio training, while the control group received traditional pronunciation training. Data were collected through speech intelligibility tests, pronunciation accuracy rubrics and student perception questionnaires. Statistical analyzes including descriptive statistics, paired samples t-test, independent samples t-test and ANCOVA were performed using SPSS. The findings revealed a significant improvement in the intelligibility scores of the experimental group compared to the control group. In addition, the questionnaire results indicated that students in the experimental group reported higher levels of motivation, engagement, and positive perceptions toward mobile-assisted phonological training compared to the control group. The study emphasizes the pedagogical potential of integrating mobile technology into EFL pronunciation teaching in Indonesian secondary schools.  
Intercultural sensitivity and linguistic adaptation among Indonesian students in Cairo: A narrative inquiry Rushafah, Afanin; Fitriyah, Ulil
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

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Abstract

While a growing body of research has acknowledged the importance of Intercultural Sensitivity for international students, studies focusing on linguistic adaptation in this context remain limited. This study explores the experiences of Indonesian students in Cairo in adapting their linguistic practices through the adjustment of various linguistic resources in a multilingual context. By using a narrative inquiry approach, the data were collected through written open-ended questions and analyzed using reflexive thematic analysis. The conceptual framework of the Intercultural Sensitivity dimensions by Chen and Starosta (2000) and the Communication Accommodation Theory (CAT) framework developed by Giles (1973, 1991) are employed to examine students’ linguistic adjustment in intercultural encounters. The results showed that students’ level of intercultural sensitivity vary and are affected by their educational background and experience in Arabic and English language acquisition. Students who demonstrated more intercultural sensitivity tended to be more open to local culture, more confident when interacting with local communities, and more flexible in adjusting their linguistic practices. This flexibility is reflected in their language choices, communication strategies, and the forms of linguistic adaptation used in intercultural communication.
EFL students’ beliefs about AI-assisted writing and its perceived impact on their English writing development Riwayatiningsih, Rika; Vivekanantharasa, Raveenthiran; Prastikawati, Entika Fani
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.v13i1.7343

Abstract

Recent advancements in AI have provided new chances to support EFL writing. This study investigated the perceptions of Indonesian EFL students regarding AI-assisted writing tools and their perceived impact on English writing development. An explanatory sequential mixed-methods design was employed. A survey and asynchronous written semi-structured interviews examined students’ beliefs and perceptions regarding ChatGPT and Grammarly, the perceived impact of these tools on essential writing sub-skills, and their ethical and autonomy-related concerns within academic settings. Quantitative results showed predominantly positive perceptions, with students reporting perceived benefits for idea generation, coherence, grammatical accuracy, vocabulary choice, and overall textual clarity. Grammarly was acknowledged for improving error awareness and linguistic accuracy, whereas ChatGPT facilitated brainstorming and paragraph structuring. Interview accounts indicated cautious and critical engagement, as students reported evaluating AI suggestions rather than adopting outputs uncritically. Students also expressed concerns about misinformation, academic integrity, and the possibility of reduced confidence or independence under excessive reliance on AI-assisted feedback. Within this sample and context, findings suggest that AI-assisted writing tools may support EFL learners’ writing processes when used thoughtfully, but effective integration requires guidance that promotes ethical awareness, verification practices, and sustained writing autonomy. Future research should triangulate perceptions with  performance-based writing outcomes (e.g., rubric-scored pre–post writing tasks) and usage evidence to examine longer-term development.
Bridging the digital divide: A narrative inquiry of EFL teachers’ Tech-PD Experiences in rural schools Sri Rahayu, Nanik; Isnawati, Uzlifatul Masruroh; Albayyan, Ali Abdullah Ahmad; Martins, Arcenia Maria
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.v13i1.8159

Abstract

Despite the growing emphasis on digital literacy in education, research on technology-based professional development (Tech-PD) for English as a Foreign Language (EFL) teachers in rural and under-resourced contexts remains limited. Existing studies have examined technology integration in urban or well-resourced schools, teachers’ ICT competencies, and general challenges in online teaching, but there is a paucity of research exploring how senior EFL teachers in rural schools develop and apply digital skills through structured professional development. This study addresses this gap by investigating the experiences of six senior EFL teachers from rural schools in Indonesia who participated in a Tech-PD program. Using a narrative inquiry approach, data were collected through semi-structured interviews and analyzed via thematic analysis. Findings of the study demonstrates that context-sensitive Tech-PD can empower rural teachers to overcome infrastructural constraints and improve instructional practices. These findings have practical implications for teacher education and policy, emphasizing the need for continuous, hands-on, and collaborative professional development programs. 
Impact of debate method on Malagasy undergraduate EFL students' vocabulary mastery and their perceptions Olivier, Gaetan; Suryati, Nunung; Karmina, Sari; Edia, Razafindralambo Miarisoa
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 2 (2026): JEELS November 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i2.8192

Abstract

Improving EFL students' English vocabulary mastery always presents an excellent challenge for both EFL teachers and students. The purposes of this study are to investigate the effectiveness of the debate method on EFL students' vocabulary improvement and explore their perceptions of the implementation for mastering vocabulary. The researchers employed a pre-experimental design integrating mixed-methods, combining quantitative and qualitative methodologies. The study involved 20 undergraduate students from the English departments at the University of Antananarivo, Madagascar, in semester 5 in the 2025 academic year. Data were collected through vocabulary tests, questionnaires, and semi-structured interviews. The results indicate a statistically significant improvement in both vocabulary knowledge size, measured by the Vocabulary Level Test (VLT) with average score rising from 29.25 to 31.60, and productive vocabulary knowledge with average score increasing from 18.50 to 21.90, measured by the Productive Vocabulary Test, both with (p<0.05). Beyond enhancing undergraduate EFL students' vocabulary, the debate method is perceived as an effective, engaging, and motivational pedagogy that promotes self-confidence. The findings suggest that the debate is an effective strategy for teaching vocabulary mastery among undergraduate EFL students and is perceived as an engaging, confidence-building pedagogical approach.

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