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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 39 Documents
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From Mindful Learning to Responsive Assessment: Growth Mindset and Feedback Dynamics in English Modules Guinsisana, Kristine
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1674

Abstract

Effective feedback mechanisms are fundamental to fostering learner agency and a growth mindset, yet there is limited exploration of how they are integrated into high school English modules. This research investigates the extent to which Grade 8 English instructional modules incorporate growth-mindset-oriented features, with particular emphasis on practice feedback solicitation strategies, and examines feedback dynamics during classroom implementation. Using a convergent mixed-methods design, forty-one learning tasks from official modules were analyzed using Dweck’s growth mindset theoretical framework, complemented by survey data collection from five English high school educators (n=5). Quantitative analysis revealed minimal integration of growth mindset principles, with only 2.4% of examined tasks explicitly incorporating learner-initiated feedback requests, metacognitive reflection prompts, or collaborative peer/ family engagement components. Feedback provision was predominantly teacher-driven (100%), with moderate peer involvement (60%), and no parental engagement. Written and oral feedback were most common while electronic modes were used selectively. The study highlights the need to redesign modules with explicit inquiry prompts, reflective tasks, and collaborative opportunities to align with growth mindset principles and responsive assessment practices. Implications extend to the development of flexible, learner-centered assessment tools relevant to both traditional and disrupted learning environments.
Shaping Smart AI-titude among Secondary ESL Students in Nigeria: An Exploratory Study Amuseghan, Sunday Adejimola; Emmanuel, Isaac Friday
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1690

Abstract

As access to Artificial Intelligence (AI) grows in Nigeria, tutorial videos explaining how AI tools can be exploited to excel in examinations began to emerge online. However, there is a concern that secondary school students may come to perceive it as a shortcut to bypass learning, thereby leading to negative attitudes toward responsible AI use. This study investigated the cognitive awareness, affective dispositions, and behavioural practices of secondary school students in Ondo State regarding AI, while also proposing strategies for cultivating constructive “Smart AI-titudes.” A descriptive survey design was employed which involved 350 students selected through simple random sampling technique in Ondo state. A structured questionnaire titled: Smart AI-titude Questionnaire (SAQ) (r=0.81) was used for data collection. Data collected were analyzed using descriptive statistics and PPMC. Findings revealed that students demonstrated very high awareness of what AI means (????̄ = 3.03) and its tools such as ChatGPT, Perplexity, and Gemini (????̄ = 2.90). More so, students strongly agreed that they trust AI information (????̄ = 3.21), and feel comfortable using tools like ChatGPT (????̄ = 3.23). However, they disagreed with using AI to understand difficult topics (????̄ = 1.38), yet strongly agreed to using it for assignments with little effort (????̄ = 3.70). The study concludes that students’ recognition-level awareness does not match with constructive practices. Thi study, among others, recommends that AI literacy should be integrated into the curriculum and equips teachers to model responsible AI use.
English Language Learning Anxieties of Last-Mile Learners As A Basis for Developing The V.O.I.C.E. Framework Sonny Villamor; Rennie C. Saranza
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1552

Abstract

Anxiety is a significant factor affecting learners' language performance. Hence, this study aimed to explore the anxieties that last-mile learners experienced when learning English using a phenomenological approach to qualitative research. Eight Grade 7 participants were selected through purposive and convenience sampling for in-depth interviews, given their accessibility and availability within the school setting. Thematic analysis was employed to analyze the data collected. Findings revealed that last-mile learners experienced both positive and negative aspects of English language learning. The negative aspects included inadequate English language proficiency, fear of making mistakes, inability to answer questions, and fear of embarrassment, particularly during speaking tasks and assessments. To cope with these, learners employed various strategies, such as emotional regulation, seeking social support from peers and teachers, and engaging in academic practices like self-study and repetition. In response to the findings, the V.O.I.C.E. Framework was developed to address English language learning anxiety. The study recommends that English instruction be made more interactive, inclusive, and learner-centered to reduce anxiety and enhance student engagement. Future research is encouraged to examine this phenomenon further to uncover deeper insights and inform effective educational interventions.
Illocutionary speech acts in motivational TEDx Talks by young Indonesian speakers on YouTube Nofiyanti; Fadilah, Eka; Linuwih, Endar Rachmawaty
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1682

Abstract

This research analyzes illocutionary speech acts in selected TEDx Talks delivered by Zhafira Aqyla and Fathia Fairuza on YouTube. It focuses on two main objectives: identifying the types of illocutionary acts and examining their communicative functions. Using Searle’s 1976 classification—representative, directive, commissive, expressive, and declarative—this qualitative study applies documentation and note-taking techniques for data collection. Findings show that a total of 158 utterances were identified: 78 from Zhafira’s talk and 80 from Fathia’s. Representative acts were the most dominant (115 occurrences), followed by directive (30), commissive (8), and expressive (5) acts; declarative acts were not found. The most frequently observed functions include stating (42), describing (29), informing (18), advising (11), and reporting (18). These functions reflect how each speaker conveyed intentions such as informing, persuading, encouraging, or engaging the audience. The results show the significance of illocutionary functions in shaping speaker intention and audience impact, particularly on digital public speaking platforms like TEDx Talks.
Revisiting English Proficiency in the Age of Emi: A Systematic Literature Review (2021 – 2025) Charlize Canol; Melbourne Puntalba; Oleia Czarane Salcedo; Kristine Monique Velano; John Rey Pelila
Journal of English Language and Pedagogy (JELPA) Vol. 4 No. 1 (2026): MAY (IN PROGRESS)
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v4i1.1762

Abstract

Despite extensive research on EMI, important gaps remain regarding proficiency standards, long-term language development, teacher language readiness, and the factors influencing student success. This review addresses these gaps by synthesizing current evidence on English proficiency in EMI contexts and identifying key areas for future research and policy development. This study employed a systematic literature review of 29 peer-reviewed international articles published between 2021 and 2025, using thematic analysis to examine discrepancies, common themes, and emerging patterns related to English proficiency and EMI. The findings show that EMI can enhance receptive skills such as reading and listening, academic vocabulary, and overall language skills; however, its effectiveness strongly depends on students’ initial proficiency, instructors’ linguistic competence, pedagogical strategies, affective factors, socioeconomic status, multilingual practices, and institutional support. Two distinct learner pathways emerge: some learners gain confidence and perform well when they have adequate support and sufficient proficiency backgrounds, whereas others with limited proficiency, increased cognitive demands, or restricted exposure to English continue to struggle. Therefore, it can be concluded that EMI can help improve English proficiency, but only when institutions ensure that instructors possess adequate knowledge and skills, proficiency expectations are clearly defined, and sustained language support is provided to address learners’ needs.
Assessment of BAEL Freshmen’s Proficiency in Formulaic Language: Basis for a Targeted Video-based Intervention Merigilda Cando; Melody Bing-iyan; Gwyneth Sildon
Journal of English Language and Pedagogy (JELPA) Vol. 4 No. 1 (2026): MAY (IN PROGRESS)
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v4i1.1790

Abstract

Mastering formulaic language, including idioms, collocations, and phrasal verbs is essential for English language learners to achieve native-like fluency and natural communication. However, learners frequently struggle with these expressions. This study addresses the research gap where these three categories are rarely assessed simultaneously and where multimedia tools are underutilized to bridge specific proficiency deficits. This study aims to assess the current proficiency level of first-year Bachelor of Arts in English Language (BAEL) students at a university in the Philippines and subsequently develop a targeted video-based instructional intervention to address their identified weaknesses. Using a quantitative, descriptive research design, the study utilized a 90-item proficiency test to evaluate the participants. The key findings reveal that while students reached a "Proficient" level in phrasal verbs (M=19.11) and collocations (M=19.06), they were only "Approaching Proficient" in idioms (M=16.51), which emerged as the most difficult category. These results indicate that students possess a foundational but unstable understanding of formulaic language. In response, a video-based intervention titled "Idiom Hub" was developed, grounded in the Cognitive Theory of Multimedia Learning and Dual Coding Theory. This intervention utilizes short, multimodal Facebook Reels to explicitly teach the most challenging idioms identified in the assessment. The study concludes that integrating explicit, context-rich, and multimodal teaching approaches is necessary to improve the figurative and semantic processing skills of second language learners.
Sociolinguistic Awareness and ESP Curriculum Design: A Framework for Enhancing Authenticity and Learner Engagement Eslam Yacoub
Journal of English Language and Pedagogy (JELPA) Vol. 4 No. 1 (2026): MAY (IN PROGRESS)
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v4i1.1793

Abstract

This study investigates the integration of sociolinguistic awareness - encompassing culture, professional identity, power relations, and discipline-specific discourse norms - into English for Specific Purposes (ESP) curriculum design, and its implications for task authenticity and learner engagement. A qualitative-dominant mixed-methods design triangulated systematic document analysis of 64 curriculum units, semi-structured interviews with 15 ESP faculty members, and a questionnaire administered to 338 students across computer science, engineering, pharmacy, and business programs. Document analysis revealed a hierarchical pattern: professional discourse norms were most explicitly addressed, while power relations were absent in nearly two-thirds of materials. Interview data identified systemic constraints - curricular rigidity, misaligned assessment, and insufficient pedagogical training - that inhibit implementation. Student data demonstrated that sociolinguistically framed tasks were perceived as significantly more authentic and were associated with higher cognitive, behavioral, and emotional engagement. These findings collectively indicate that the marginalization of sociolinguistic dimensions represents a structural limitation on ESP curriculum effectiveness. The study proposes an evidence-based framework that repositions sociolinguistic awareness as a core design principle, essential for preparing learners for meaningful participation in professional discourse communities.
Song-Powered Learning: Enhancing Vocabulary and Reading Comprehension of Junior Bael Students Tiarra Lynn Bayongasan; Judelyn Alones; Elaika Mae Flores
Journal of English Language and Pedagogy (JELPA) Vol. 4 No. 1 (2026): MAY (IN PROGRESS)
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v4i1.1810

Abstract

The study examined the effects of classical, jazz, rock, and pop background music on the vocabulary and reading comprehension performance of BAEL students. Despite research on music-assisted language learning, there is limited research integrating affective factors and cognitive outcomes, such as vocabulary retention and reading comprehension, among university-level English majors. A quasi-experimental pretest–post-test design was employed, involving four intact classes assigned to different music conditions. Paired-samples t-tests were used to analyze prepost differences in vocabulary and reading comprehension. Results of the study showed significant differences in post-test scores across groups, with classical, jazz, and rock music yielding significant gains, while pop music showed no significant improvement. The classical group obtained the highest post-test performance, followed by jazz and rock, whereas the pop group recorded the lowest gain. T-test results indicated statistically significant differences between pre-test and post-test scores for the classical, jazz, and rock groups, but not for the pop group. Item-level analysis further showed consistent difficulty in abstract, low-frequency vocabulary and inferential reading comprehension across all groups. Overall, the findings indicate that background music can support vocabulary and reading development when aligned with cognitive demands, highlighting the pedagogical value of carefully selected music in tertiary language classrooms.
The Benefits of Multimodality in EFL Reading Learning Instructions Kristian Florensio Wijaya
Journal of English Language and Pedagogy (JELPA) Vol. 4 No. 1 (2026): MAY (IN PROGRESS)
Publisher : Universitas Kapuas

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

Abstract

In modern literacy enterprises, process-oriented pedagogical approaches are considered essential elements in guiding learning participants to remain purposeful towards their previously determined objectives. A similar trajectory goes with the meaningful conveyance of reading-learning instructions, where second language educators should actualize supportive, constructive, and comprehensive means of knowledge discovery dynamics. In line with this objective, the researcher conducted this qualitative library study to explore the benefits of multimodality in EFL reading instruction. To do so, the researcher employed a thematic analysis approach in analyzing 30 previously published studies that were harmonious with the main subject-specific matter forming the basis of this investigation. A thematic analysis method was applied due to its usefulness in yielding more reliable, robust, and contextualized findings that contribute to the advancement of specific discipline fields. From the thematically subsumed research results, the internalization of multimodality significantly enhanced the clarity of reading-learning instructions. This is indicated by the promising development of EFL learners’ reading proficiency and motivation.

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