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Glens: Global English Insights Journal
Published by PT. Lontara Digitech Indonesia
ISSN : 3026734X     EISSN : 3026569X     DOI : https://doi.org/10.61220/glens
Core Subject : Education,
Languange, Linguistic, Communication & Media
GLENS: Global English Insights Journal explores scientific work in the following areas: English Language Teaching (ELT) English Linguistics English Literature
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 35 Documents
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Phenomenological Study of ESL Students’ Lived Experiences with AI-Powered Language Learning Tools Cristobal, Jamaine; Credo, Bryan; Esguerra, Juquir; Mabagos, Russel Mhilo; Mamaril, Cielo Mae; Ordoña, Pia Bianca; Raymundo, Jennelyn Lacar
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v3i1.1089

Abstract

This qualitative phenomenological study explored the lived experiences of ESL students at the College of Education, Isabela State University-Echague Campus, in using AI-powered language learning tools such as Grammarly, Gemini Bard, ChatGPT, QuillBot, and Bing AI. It responds to the growing need to understand how these emerging tools are transforming language learning. This study was anchored in Lev Vygotsky’s social constructivist framework, focusing not just on tool effectiveness, but on how learners perceive, interact with, and are challenged by these tools in the context of language learning. There were 25 respondents selected among the first to fourth year Bachelor of Secondary Education English students, specifically those with experience using AI-powered language learning tools. The Interpretative Phenomenological Analysis (IPA) was used to analyze the data. Findings revealed that AI tools enhanced students’ grammar, vocabulary, reading comprehension, and writing skills through personalized feedback and support. However, it also revealed significant issues such as over-reliance, data privacy concerns, and issues with output accuracy and bias. Therefore, the study highlights the importance of a student-focused capacity development program that equips ESL learners with digital literacy, critical thinking, and responsible AI use skills to maximize the benefits and minimize the drawbacks of AI-powered tools in language learning.
English Terminology in Mobile Legends: A Digital Linguistics Perspective on Player Navigation Dzhalzhabillah, Nur Rifda; Rijal, Andi Samsu; Dahniar, Dahniar
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v3i1.1257

Abstract

This study examines how English terminology functions within the Mobile Legends: Bang Bang (MLBB) game interface, focusing on its role in player navigation and decision-making. Through qualitative analysis of the game's interface over three weeks, we identified 27 specialized English terms across four key areas: starting menu, hero classifications, positional roles, and battle spell icons. Our findings reveal that these terms form a structured linguistic system rather than random labels, each term serves a specific navigational purpose and helps players make quick strategic decisions during gameplay. The terminology shows interesting linguistic features, including semantic narrowing and the creation of game-specific words, particularly among battle spells. To strengthen our analysis, we gathered feedback from five active MLBB players about their experiences with interface terminology and consulted a linguistics expert to validate our interpretations. The results suggest that MLBB's English terminology operates as a controlled vocabulary that standardizes gameplay communication across different language backgrounds. However, this study primarily analyzed the interface itself rather than extensively exploring how diverse players actually interpret these terms. Future research should include broader player perspectives, especially from users with varying English proficiency levels, to better understand the cognitive processes behind terminology comprehension in multilingual gaming communities.
The Effect of ReadToMe Application on Reading Fluency and Motivation in Narrative Texts Riasang, Agitha Ramadhani; Ridwan, Ridwan; Isma, Adi; Nugroho, Dwi Adi; Khatimah, Nur Husnil
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v3i1.1370

Abstract

This quasi-experimental study examined the effect of the ReadToMe application on reading fluency and motivation among eighth-grade Indonesian EFL learners. Twenty-six students from SMP Negeri 1 Tutallu were randomly assigned to experimental (n=13) and control (n=13) groups. The experimental group received instruction using the ReadToMe application with narrative texts, while the control group followed conventional textbook-based methods over six weeks. Reading fluency was assessed through pre-test and post-test measurements using validated rubrics evaluating accuracy, pronunciation, and intonation. Student motivation was measured post-intervention through a 15-item Likert-scale questionnaire examining five dimensions: curiosity, challenge, grades, involvement, and competition. Results revealed significant improvements in the experimental group, with mean scores increasing from 45.85 to 76.00 (N-Gain=0.5484), compared to the control group's increase from 46.31 to 56.77 (N-Gain=0.2015). Independent samples t-test confirmed statistical significance (p<.001) with a very large effect size (Cohen's d=2.67). Questionnaire analysis indicated high motivation levels (80.00%) among experimental group students. These findings suggest that the ReadToMe application effectively enhances both reading fluency and motivation in narrative text instruction, offering practical implications for EFL teachers seeking technology-integrated approaches to address reading challenges in Indonesian educational contexts.
Corpus Linguistics in English for Specific Purposes (ESP): A Systematic Literature Review Misnawati, Misnawati; Sulaiman, Iskandar; Tahir, Saidna Zulfiqar bin
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v3i1.1403

Abstract

This study aims to explore the results of empirical research on the corpus linguistics approach in identifying or building vocabulary in English for Specific Purposes (ESP). In ESP, the corpus-based approach has been used in determining specific vocabulary that learners will need within a particular discipline. This study tried to determine how the corpus identifies word lists through a brief overview of the article's reviewed subject. Forty selected articles of 2028 were collected by journals indexed by Scopus, Google Scholars, and Crossref from 1980-April 2022. The results have shown that studies on corpus in ESP are still less attractive among researchers than studies in other fields. There is a lack of publications from year to year, and it even tends to decrease. In addition, many different fields of study have not been the author's concern in building a corpus, such as administration, anthropology, or others. Also, needs analysis and expert validation seem to be ignored, yet they are essential indicators in designing teaching products. So, for further research, it is highly recommended to consider the gaps mentioned to conduct more studies related to corpus compilation in ESP, especially in several fields of science that have never been done before.
The Role of Grammar Awareness in Students’ Writing Performance Muhammad, Anugrah Puspita Ayu; Wirayanti, Asna; Uke, Waode Ade Sarasmita
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v3i1.1406

Abstract

This study investigates the role of grammar awareness in students’ writing performance among English Department students. The research aims to explore how students’ awareness and understanding of grammatical structures contribute to the accuracy, coherence, and overall quality of their writing. The study employed a quantitative descriptive method with a correlational design. Data were collected from 40 English Department students through a grammar awareness questionnaire and written essay assessments. The data were analyzed using descriptive statistics and Pearson correlation analysis to examine the relationship between grammar awareness and writing performance. The findings revealed a significant positive correlation between students’ grammar awareness and their writing performance, indicating that students with higher grammatical awareness tend to produce more accurate and cohesive written texts. The results suggest that explicit grammar awareness instruction should be integrated into writing courses to enhance students’ linguistic competence and writing quality. This study highlights the importance of raising students’ awareness of grammar not only as a set of rules but also as a tool for effective communication in academic writing contexts.

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