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E3L : Journal of English Laguange Teaching, Linguistics and Literature
Published by Universitas Mulawarman
ISSN : -     EISSN : 25979442     DOI : https://doi.org/10.30872/e3l
Core Subject : Education,
Languange, Linguistic, Communication & Media
E3L is a biennial journal by English Department Faculty of Teacher Training and Education Mulawarman University. Publication is on March and August. E3L covers any relevant issues of English Education, Linguistics, and Literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 84 Documents
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EFL Students’ Reading Preferences Based on Gender: A Study of Perceptions among EFL Learners of Mulawarman University Titis Tustika Putri Indriyani; Ida Wardani; Dr. Istanti Hermagustiana, MA; Dr. Yuni Utami Asih, M.Pd
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v9i1.6046

Abstract

This study explores the perceptions of English as a Foreign Language (EFL) students regarding their reading preferences at the English Department of Mulawarman University. Focusing on gender differences, the research aims to understand how male and female students perceive their reading interests. Using a qualitative case study design, six sixth-semester students from English Language Education Program at Mulawarman University were selected through stratified purposive sampling. Semi-structured interviews were conducted to collect in-depth data on students’ views of reading for pleasure and their references in genre and reading habits. Thematic analysis revealed that students perceive reading as both an academic necessity and a personal interest, with noticeable gender-related patterns. Female students showed a balance preference for fiction and non-fiction genre, while male students leaned towards fiction. These preferences are shaped by individual interests, emotional engagement and exposure to various reading materials. Findings contribute to the understanding of how gender influences reading behavior among EFL learners.
An EFL Teacher's Perspective on The Implementation of Formative Assessment Ismi Reza Karomah Karomah; Istanti Hermagustiana; Widia Anggraeny Suharno
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v9i1.6714

Abstract

This research explored the perspectives of an English as a Foreign Language (EFL) teacher regarding the implementation of formative assessment in teaching-learning activities in the classroom. This research also identified the personal and contextual factors that influenced the teacher’s perspectives. The subject of this research was a teacher from SMPN 17 Balikpapan who had an undergraduate educational background, had completed a teaching certificate program, and had implemented formative assessment for more than two years. This research used a qualitative case study design as its approach. The data were gathered through semi-structured interviews, classroom observations, and document analysis. Methodological triangulation was used to validate the data by cross-checking the interview transcripts, observations, and document analysis results. The findings revealed that the EFL teacher was proactive in viewing formative assessment as an ongoing evaluation process and was aware of the importance of its function, which extended beyond an administrative requirement to helping students achieve learning objectives. Since students were placed at the center of the learning activities, formative assessment functioned as a compass to determine whether the learning process followed the lesson plan, required adjustments, or needed to be changed entirely. This perspective was shaped by personal factors, such as the teacher’s educational background, beliefs, and attitudes, as well as contextual factors, including the school environment, working conditions, and students’ characteristics.
The Exploring the Use of ChatGPT on EFL Students' Writing Anxiety at Mulawarman University misel misi; Desy Rusmawaty; Ichi Ahada; Widia Anggraeny Suharno
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v9i1.6773

Abstract

This study aims to identify the writing anxiety levels, to explore students experiences the use of ChatGPT in supporting their writing and to examine students’ perceptions of the role ChatGPT in reducing writing anxiety at Mulawarman University. This research employed a qualitative case study design involving six final-year students selected through purposive sampling. Data were collected using a questionnaire (SLWAI) by Cheng 2004 and semi-structured interviews, then analyzed using thematic analysis. Thematic analysis of the interview data identified three major themes: The analysis generated three major themes: students’ writing anxiety levels, students’ experiences using ChatGPT in supporting writing, and ChatGPT’s role in reducing writing anxiety. The findings revealed that the majority of students experienced high levels of writing anxiety (69.2%), followed by moderate (25.6%) and low anxiety (6.4%), indicating that writing in English remains a significant challenge. In terms of learning experiences, students reported using ChatGPT for brainstorming ideas, correcting grammar, enhancing vocabulary, and receiving immediate feedback on their writing. Furthermore, ChatGPT was perceived as an effective tool in reducing writing anxiety by lowering students’ fear of making mistakes, increasing their confidence, and improving their motivation to complete writing tasks.These findings suggest that ChatGPT not only functions as a writing support tool but also serves as a psychological aid that helps students manage anxiety and engage more actively in the writing process. Keywords: Writing Anxiety, ChatGPT, EFL Students.
English Teachers' Perception of the Use and Challenge of YouTube Videos in Vocabulary Learning at Junior High Schools in Penajam Paser Utara Awalia Fitratul Jannah Oktavia; Weningtyas Parama Iswari; Kurniawan Suryatama
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

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

Abstract

This study examined English teachers' perceptions of using YouTube videos in vocabulary instruction and the challenges they encounter when integrating this medium into classroom practice. A quantitative survey with a descriptive design was employed, involving 55 English teachers from junior high schools in Penajam Paser Utara Regency. Data were collected through a questionnaire adapted from Al Amin and Aziz (2023) and Scott and Walczak (2009), covering six indicators: absorption, understanding, evaluation, perceived ease of use, perceived usefulness, and external challenges. Data were analyzed descriptively using percentages and mean scores. Results showed that teachers held generally positive perceptions of YouTube as a vocabulary learning tool, with absorption, understanding, and evaluation indicators falling into the good category, suggesting that audiovisual context supports vocabulary comprehension and sustains learner motivation. Teachers nonetheless reported persistent challenges, namely unreliable internet connectivity, the time burden of curating suitable videos, the risk of students being distracted by unrelated content, and limited institutional support for technology integration. These findings indicate that while YouTube holds strong potential as a vocabulary learning medium, its effective use depends on teachers' digital competence, deliberate pedagogical planning, and adequate institutional backing.

Page 9 of 9 | Total Record : 84

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