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Burhanudin Rais
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Journal of English Language and Pedagogy (JELPA)
Published by Universitas Kapuas Sintang
ISSN : 29882826     EISSN : 29878225     DOI : https://doi.org/10.51826/jelpa
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Language and Pedagogy (JELPA) is an open access journal managed by English Education Study Program of Universitas Kapuas. The published articles are in the field of: Teaching Methodologies in ELT Media in ELT English Curriculum Material Development Language Assessment Teachers Professional Development Students literacy Language learning and Acquisition English Syntax and Morphology Semantic and Pragmatics Sociolinguistics Applied Linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): MAY" : 5 Documents clear
A Corpus-Based Cross-Disciplinary Study of Unattended Anaphoric Pronouns in L2 Postgraduate Theses Kyei, Emmanuel; Esther Serwaah Afreh; Osei Yaw Akoto; Wilson Awiah Jujugenia; Kofi Soadwah
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1323

Abstract

This study examines unattended anaphoric pronouns in postgraduate theses across four academic disciplines (English, Economics, Biology, and Civil Engineering) from a Ghanaian public university, focusing on the period between 1980 and 2022. A corpus-based analysis and the analytical framework from Chang and Swales (1999), adapted by Hyland and Jiang (2017), was adopted to investigate the differences in the occurrence and use of unattended anaphoric pronouns across these disciplines. It also explored the verbs most commonly associated with unattended anaphoric pronouns within the theses. The findings revealed significant discipline-specific patterns in the use of unattended anaphoric pronouns, with distinct preferences in verb usage across English, Economics, Biology, and Civil Engineering. In the analysis of unattended anaphoric pronouns, “this” was the most frequently used across all disciplines, with Economics exhibiting the highest frequency at 15.95 per 10,000 words. The collocational pattern “this is/was” was the most frequently used in the corpora. The study concludes that the academic discipline influences reference strategies, offering insights into the structural and rhetorical features of postgraduate writing in these fields. The study contributes to a deeper understanding of how disciplinary discourse shapes academic writing practices in Ghanaian postgraduate education.
Teacher Preparedness in Utilizing Technology for Learning: Navigating Challenges and Opportunity in the Digital Age Fawziyah, Dhini Alvina
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1332

Abstract

This study examines the extent of teacher preparedness in integrating technology into learning by English as a Foreign Language teachers in the current digital era. The difficulties teachers face when using technology such as inadequate infrastructure, lack of training, and technical barriers form the basis of this study. Seven teachers from different levels of education participated in semi-structured interviews to provide data for a descriptive qualitative approach. Results show that the majority of teachers view technology positively, especially in terms of improving teacher engagement and relationships with students. However, there are still some significant issues, such as students' insufficient digital literacy, lack of technical assistance, and limited internet connection.  Teachers' age and tendency to use conventional teaching approaches also affect to teacher prepaedness. This study shows that greater access to digital resources and thorough training are needed, even though teachers are more interested in using technology. According to the findings of this study, technology has a lot of potential to improve learning standards provided that current barriers can be removed with the help of adequate infrastructure support and training.
Technology Integration in English Language Learning During the COVID-19 Pandemic: A Review Sildon, Gwyneth A.
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1362

Abstract

In response to the closure of academic institutions during the COVID-19 pandemic, the integration of technology was adopted and expanded more than ever. With existing studies being more generalized in scope, this systematic review aimed to establish the effects of technology integration, particularly in English language learning, and identify the recommendations offered in recent studies. An analysis of 44 peer-reviewed, open-access journals led to the identification of the effects and recommendations of technology integration. Following thematic analysis, the review indicates that technology integration produces positive effects, such as improved language skills, enhanced learning experiences, better socialization, and increased efficiency, outweighing its few negative aspects. With these, while technology use is encouraged in learning, caution is necessary to avoid misuse. It is then recommended that instructional methods be designed to maximize these positive effects and address the negative ones. Teacher training also needs to be reinforced and updated with the emerging technology. Generally, this study affirms the value of technology as an effective tool for enhancing language learning when used strategically.
The Role of Machine Translation in English Language Learning: A Systematic Review Alones, Judelyn
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1388

Abstract

This systematic literature review (SLR) examines the functions, limitations, and effectiveness of machine translation (MT) tools in English language learning. Most of the reviewed studies addressed the context of English as a Foreign Language (EFL), with few references to other linguistic environments. MT tools have been successful in translating text quickly and improving personalized learning experiences. Yet, these tools continue to grapple with context-sensitive translation, including that which demands cultural sensitivity or gender fidelity. The review identifies an increasing demand for incorporating MT tools into pedagogical approaches, underlining learner attitudes and cultural as well as linguistic difference challenges like gender bias. Even so, the research also necessitates better MT systems, proposing a blended approach with human post-editing to counter these weaknesses. The research identifies a wide knowledge gap in areas such as the Philippines and other underrepresented scopes, restricting the generalizability of findings to various learning settings. Consequently, overcoming biases, improving tools accuracy, and offering transparent usage instructions remains an unexplored area. Subsequent research needs to broaden the scope through a range of research designs, especially mixed methods and experimental studies, and investigating the utilization of MT tools in various learning environments. Furthermore, researchers need to enhance the incorporation of MT in language instruction, fixing biases, and refashioning these tools for more inclusive, sensitive applications. Lastly, more research needs to examine the sociolinguistic effects of gender bias in MT and AI tools for a variety of gendered and low resource languages to promote an ideal and productive learning environment.
Facebook Usage and Secondary School Students’ English Language Performance in Akungba-Akoko, Ondo State, Nigeria Ogunyemi, Kehinde
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1503

Abstract

The rapid proliferation of social media has significantly impacted communication and learning, with Facebook being one of the most widely used platforms among students. While Facebook offers educational benefits, concerns have arisen regarding its potential impact on students' academic performance. This study examines the relationship between Facebook usage and secondary school students' performance in English Language with a focus on Akungba-Akoko, Ondo State, Nigeria. Using a survey research design, data were collected from 105 senior secondary school students through a structured questionnaire. The study assessed the frequency and duration of Facebook usage, as well as students' academic performance in English Language. Results revealed that a majority of students (63.81%) accessed Facebook daily, with 46.67% spending between 30 minutes to 1 hour per session. The analysis of academic records indicated that over 80% of the students scored below the average grade in English Language. However, the regression analysis demonstrated no significant relationship between Facebook usage and students' academic performance (R² = 0.001696, p > 0.05), suggesting that while students frequently engage with Facebook, its impact on academic outcomes is negligible. The study concludes that other factors, such as study habits and access to learning resources, may play a more substantial role in influencing English Language proficiency. Based on these findings, it is recommended that educators and policymakers focus on improving teaching methodologies and providing adequate learning materials rather than solely discouraging Facebook usage. Additionally, students should be encouraged to balance their social media activities with academic responsibilities to maximize learning outcomes.

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