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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 416 Documents
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The impact of generative AI on creative and structural academic writing: Enhancing originality, compliance, and autonomy in English language learning Galuh Dwi Ajeng; Febriyantina Istiara; Aksendro Maximilian; Tommy Hastomo; Andri Wicaksono
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.v13i2.7402

Abstract

The integration of Generative Artificial Intelligence (GenAI) in English as a Foreign Language (EFL) writing instruction has transformed how students develop both creative and academic writing skills. However, its widespread use raises concerns about overreliance, which may affect students’ autonomy and critical thinking. This study investigates: (1) the impact of GenAI on creative writing quality, particularly originality, cognitive flexibility, and expressive innovation; (2) its role in enhancing structural academic writing, including coherence, organization, and grammatical accuracy; and (3) students’ perceptions of autonomy and dependence in AI-assisted writing. Using a mixed-methods sequential explanatory design, the study involved 80 undergraduate students divided into experimental and control groups. Quantitative data were analyzed using independent-samples t-tests and MANOVA, while qualitative data were examined through thematic analysis. The findings indicate that GenAI significantly improves both creative and structural writing performance while fostering learner autonomy, although risks of emerging dependency remain. Overall, this study highlights the importance of a balanced and pedagogically guided integration of GenAI to enhance writing quality while sustaining students’ creativity, autonomy, and critical thinking.
Integrating moral-spiritual values into digital English materials: Effects on learning enjoyment, engagement, and ethical language use Muhammad Roda'i; Mehmet Cuma Tahiroglu; Harmita Sari; Ming Chou Liu
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.v13i2.8261

Abstract

This study aims to analyze the effect of Moral Spiritual Integrated Digital Materials and Perceived Ease of Use on Ethical Language Use Behavior in digital-based language learning, considering the role of Learning Enjoyment and Student Interest as mediating variables. Using a quantitative survey method, data were collected from 150 students through questionnaires. The respondents were selected using purposive sampling, with the criterion that they had used digital learning media in the learning process. Data analysis was performed using Structural Equation Modelling with Partial Least Squares (SEM-PLS), aided by the SmartPLS application. The results showed that Moral Spiritual Integrated Digital Materials and Perceived Ease of Use had a significant positive effect on Learning Enjoyment. Additionallu, Perceived Ease of Use also has a significant positive effect on Ethical Language Use Behavior. Furthermore, Learning Enjoyment is proven to have a significant positive effect on Student Interest. However, the direct effect of Moral Spiritual Integrated Digital Materials on Ethical Language Use Behavior is not significant. The analysis results also show that Learning Enjoyment and Student Interest act as mediating variables in the relationship between independent variables and Ethical Language Use Behavior.  
The effectiveness of game-based learning using Wayground on students' interest and performance in English at an Indonesian junior high school Wiwintisari Mahis; Harmita Sari; Rusandi; Ming Chou Liu
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.v13i2.8176

Abstract

Although digital platforms and gamification are increasingly used in English language classrooms, maintaining students’ interest and performance in learning remains a challenge. Therefore, this study examines whether the use of Wayground online teaching media affects students' interest and performance in English language learning, with student feedback and ease of teaching material as mediating variables. A quantitative approach was applied using an online questionnaire with a five-point Likert scale as the research instrument. Data were collected through random practical sampling from 142 junior high school students with experience using Wayground. The data were then analyzed using Structural Equation Modelling (SEM) with AMOS and SPSS version 25.  The results show that the use of Wayground online teaching media has a significant positive effect on student interest (coefficient = 0.200; p < 0.01). However, the use of Wayground online teaching media does not directly affect students’ learning performance (coefficient = 0.029; non-significant). In addition, student feedback and ease of teaching materials were found to be highly significant mediating variables in the relationship between the use of Wayground online teaching media and student performance (p < 0.001). These findings suggest that effective digital English learning requires system usability, meaningful interactions, quality feedback, and relevant materials. Research on Wayground media highlights these elements as vital for future educational success.  
Enhancing EFL students’ speaking skills through AI-integrated shadowing using Loora Eva Meidi Kulsum; Rina Mutiarawati; Revi Nur Ridwan; Sabila Agnia
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.v13i2.8492

Abstract

The growing emphasis on technology-enhanced language learning has highlighted the need to better understand the integration of traditional speaking techniques with artificial intelligence in EFL contexts. This study investigates the implementation of the shadowing technique integrated with AI to enhance students’ speaking skills using a mixed-method approach. Data were collected from 25 pre-service English teachers through speaking tests, Likert-scale questionnaires, and interviews, and analyzed using descriptive statistics, paired-sample t-tests, and thematic analysis. The results reveal that students’ speaking performance significantly improved, as indicated by higher post-test scores and statistically significant differences between pre-test and post-test results. In addition, students demonstrated positive perceptions across all indicators, particularly in speaking skill improvement, highlighting gains in fluency, pronunciation, and natural speaking ability. These findings indicate that the integration of shadowing with Loora provides both effective practice and meaningful learning experiences.
Exploring EFL students’ perceptions of AI integrations through the brain-to-brainware lens Ahmad Mustamir Waris; Abdul Rahman; Andi Mukarramah Nagauleng
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.v13i2.8641

Abstract

Artificial intelligence (AI) has become increasingly integrated into English language learning. However, students’ perceptions particularly in Islamic university on the AI's pedagogical and ethical implications need further elaboration. This study addresses EFL students' perceptions of the use of artificial intelligence in a state Islamic university in Manado, Indonesia through the conceptual lens of brain-to-brainware, which refers to the shift from independent human cognition to AI-supported learning processes. Using a convergent mixed-methods design, data were collected through an online questionnaire containing closed and open-ended items. Quantitative data were analyzed using descriptive statistics, while qualitative responses were identified thematically. The findings indicate that students perceived AI as a practical and flexible learning support, particularly for understanding difficult material, writing and editing, translation, vocabulary development, and speaking practice. However, their acceptance was conditional because the students also reported concerns about inaccurate outputs, shallow explanations, technical barriers, overdependence, reduced critical engagement, and ethical misuse. The ethical and pedagogical dimension received the strongest endorsement, indicating students’ perceived need for responsible use, output verification, lecturer guidance, and clear institutional policies. Thus, this study extends current discussion on AI in English learning context by interpreting students' perceptions as a shift toward AI-assisted learning within the brain-to-brainware framework.
ECW-DigiPro: An integrated digital professional readiness assessment model among pre-service EFL teachers Nailul Fauziyah; Muhammad Masrur; Trikaloka Handayani Putri; Muhammad Iffah Rahmawan
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.v13i2.8661

Abstract

Digital teacher education requires technical proficiency, pedagogical judgment, reflective practice, language competence, and community well-being responsiveness. However, these dimensions are often assessed in isolation. To address this gap, this study developed and evaluated ECW-DigiPro (English for Community Well-Being Digital Professional), an integrated assessment system profiling pre-service EFL teachers' readiness. Adopting a Design-Based Research approach with an embedded quasi-experimental phase, the study evaluated 50 pre-service English teachers across four higher education institutions in Jombang, Indonesia. Instruments included a 25-item readiness questionnaire, expert validation forms, and pretest-posttest assessments. Baseline results revealed the highest scores in English Skill Competency (M=3.71), Pedagogical Readiness (M=3.47), and Digital Readiness (M=3.18), whereas Reflective Readiness (M=2.91) and Community Well-being Orientation (M=2.83) lagged. Expert validation confirmed strong content validity (Aiken's V=.896). Post-intervention, the experimental group demonstrated significant gains (+1.07, t24=6.89, p<.001), outperforming the control group (+0.32) in normalized gain (0.46 vs. 0.14) and effect size (d=1.06 vs. 0.28). It shows that the experimental group displayed markedly better advancement in professional preparedness, evidenced by a moderate N-Gain score and a large effect size. Overall, ECW-DigiPro effectively supports integrated readiness profiling and reflective development, though broader trials with direct between-group comparisons are recommended.

Page 42 of 42 | Total Record : 416

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