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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 32 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 (in progress)
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 (in progress)
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.

Page 4 of 4 | Total Record : 32

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