cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Joko Slamet
Contact Email
ellinejournal@gmail.com
Phone
+6282231384899
Journal Mail Official
ellinejournal@gmail.com
Editorial Address
Perum Landungsari Asri B-1, Malang, Malang, Jawa Timur 65151
Location
Kota malang,
Jawa timur
INDONESIA
English Language and Literature in Education Journal (ELLINE Journal)
Published by Nexus Publishing NXP
ISSN : -     EISSN : 30629233     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
English Language and Literature in Education Journal (ELLINE Journal) ELLINE Journal is a scholarly publication dedicated to advancing knowledge and discourse in the field of English Language and Literature education. It serves as a platform for researchers, educators, and practitioners to explore innovative pedagogical approaches, theoretical insights, and empirical studies that enhance the teaching and learning of English language and literature. Scope: ELLINE Journal welcomes original research articles, literature reviews, case studies, and theoretical papers that significantly contribute to the understanding and improvement of English language and literature education across all educational levels. Aims: ELLINE Journal aims to foster a community of scholars dedicated to excellence in English language and literature education. By promoting rigorous research and innovative practices, the journal seeks to empower educators and contribute to the ongoing evolution of teaching methodologies and educational policies in these fields.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 7 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2025): ELLINE Journal" : 7 Documents clear
From Screens to Classrooms: How Cyberbullying Alters University Learning Dynamics Shahbaz, Narges
English Language and Literature in Education Journal Vol. 3 No. 2 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/n3gqqf02

Abstract

Despite growing recognition of cyberbullying as a critical concern, the existing literature primarily focuses on its psychological consequences, with limited exploration of its nuanced effects on academic engagement and social dynamics within higher education contexts, particularly in urban Pakistan. This study aims to examine how cyberbullying influences university learning environments, with an emphasis on female students’ experiences. Adopting a qualitative case study design, data were collected through in-depth, semi-structured interviews with four female undergraduate students who have directly experienced cyberbullying. Thematic analysis revealed three interrelated themes: disruption of victims’ emotional stability and personality traits, deterioration in academic performance, and the complex interplay of parental and peer involvement in coping strategies. Findings indicate that persistent online harassment leads to withdrawal from social and academic participation, decreased motivation, and diminished trust in institutional support systems. Familial support is often limited due to generational and cultural gaps, while close friendships provide the primary emotional buffer. Simultaneously, peers and classmates may exacerbate social exclusion through rumor propagation, highlighting the layered dynamics of social networks in victimization and adaptation processes. The study underscores the necessity of targeted cyber-safety education, structured support mechanisms within universities, and initiatives to enhance parental awareness, providing actionable insights for policymakers, educators, and higher education administrators.
Enhancing Active Engagement and Metacognitive Development through Padlet Integration in Flipped Learning Environments Roozafzai, Zahra Sadat
English Language and Literature in Education Journal Vol. 3 No. 2 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/pc4vrx61

Abstract

Despite the growing emphasis on active learning in higher education, existing research offers limited empirical evidence on the systematic integration of collaborative digital tools, such as Padlet, within flipped learning environments to enhance metacognitive development and student engagement. This study aims to investigate how Padlet can facilitate active learning, self-directed engagement, and the cultivation of metacognitive skills in university classrooms. Employing a mixed-methods design, the research involved 68 undergraduate students enrolled in a flipped learning course at a mid-sized urban university. Quantitative data were collected through pre- and post-intervention surveys measuring engagement and metacognitive awareness, while qualitative insights were gathered via focus group discussions and reflective journals documenting student experiences with Padlet-facilitated activities. Thematic and statistical analyses revealed that integrating Padlet encouraged deeper collaboration, critical reflection, and proactive learning behaviors, while also exposing challenges such as uneven participation, initial technological adaptation hurdles, and occasional cognitive overload during intensive collaborative tasks. The study highlights the importance of structured scaffolding, instructor guidance, and the careful design of digital collaborative activities to maximize learning benefits. These findings provide practical implications for educators seeking to leverage web-based tools to enrich flipped learning pedagogy, enhance metacognitive growth, and foster more engaging, student-centered classroom environments.
Regional Voices: Delving into the Ethnolinguistic Analysis of the Indigenous People’s Languages Camado, Princess Sarah; Mahinay, Airich Angel; Fernandez, Meja; Monteza, Ana Mae
English Language and Literature in Education Journal Vol. 3 No. 2 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/c9nz2j45

Abstract

This study investigates how Indigenous languages serve as vehicles for cultural preservation by examining the Blaan and Manobo languages through an ethnolinguistic lens, with particular attention to their syntactic and semantic structures. Employing a qualitative approach, the research conducted detailed textual analyses of traditional songs, proverbs, and oral narratives to uncover linguistic patterns that encode cultural values, social norms, and communal knowledge. Findings reveal that both languages predominantly exhibit a Subject-Verb-Object (SVO) word order, with songs employing simpler sentence structures to facilitate memorability and communal performance, while proverbs utilize more complex syntactic constructions to convey nuanced moral and ethical lessons. Analysis further highlights the central role of divine and communal forces in shaping cultural narratives, demonstrating that language functions as a medium for transmitting knowledge, regulating social behavior, and sustaining the interconnected relationship among society, nature, and spiritual beliefs. Beyond linguistic structure, the study underscores the broader significance of Indigenous language preservation for educational inclusion, empowerment of marginalized communities, and alignment with Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). The research advocates for future investigations into community-led language revitalization initiatives and the strategic use of digital technologies to support the documentation, teaching, and continued vitality of Indigenous languages, reinforcing their role as critical instruments for identity, knowledge transmission, and social equity.
A Suggested Framework for Integrating Artificial Intelligence in Foreign Language Education: Implications for EFL in the Middle East Ibrahim, Hany
English Language and Literature in Education Journal Vol. 3 No. 2 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/gexa6088

Abstract

Despite the increasing integration of Artificial Intelligence (AI) in education, current research on its application in foreign language education (FLE), particularly in Middle Eastern English as a Foreign Language (EFL) contexts, reveals significant gaps in theoretical understanding, pedagogical implementation, and teacher preparedness. This study aims to develop a comprehensive framework for integrating AI into EFL instruction, informed by the principles of Natural Language Processing (NLP), Machine Learning (ML), and Deep Learning (DL). Employing a qualitative-descriptive research design, the study synthesizes insights from existing literature, expert consultations with EFL educators, and analyses of AI tools currently implemented in classrooms, including intelligent tutoring systems, conversational chatbots, automated assessment platforms, and VR/AR simulations. The framework evaluates learner-, teacher-, and system-facing affordances, examining their potential to foster learner autonomy, communicative competence, motivation, and self-directed learning, while also identifying constraints such as technological accessibility, cultural responsiveness, and teacher readiness. Findings indicate that AI tools can enhance personalized and adaptive language learning, yet their effectiveness is contingent upon structured pedagogical integration, continuous teacher training, and ethical, context-sensitive deployment. The study highlights critical research directions, including longitudinal investigations, evaluation of deep learning applications, and the development of contextually grounded AI-enhanced FLE models. This framework provides an evidence-based roadmap for sustainable, culturally responsive, and learner-centered AI integration in EFL education in the Middle East.
Voice, Silence, and Resistance in Toni Cade Bambara’s The Lesson Hussain, Muzamil; Zahra, Tehzeeb
English Language and Literature in Education Journal Vol. 3 No. 2 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/qryhm436

Abstract

Existing scholarship on Black women’s literature has often emphasized themes of resistance, identity formation, and social critique; however, nuanced analyses of narrative strategies such as voice, silence, and interiorized resistance remain limited. This study aims to examine how Toni Cade Bambara’s short story The Lesson articulates the subtle and complex ways Black girls negotiate socio-economic and racial hierarchies through the protagonist’s evolving consciousness. Employing a qualitative literary analysis within a critical-interpretive research design, the study closely examines the text as its primary data source, focusing on narrative voice, moments of silence, and internalized reflection. Analytical procedures involved thematic and stylistic coding to interpret how Sylvia, the central character, internalizes her awareness of economic inequality and social power structures, navigating personal insight with emotional ambivalence and ironic narration. Findings reveal that Bambara depicts resistance not as overt action but as an ongoing, introspective process, wherein awareness emerges alongside discomfort, hesitation, and reflective tension. Sylvia’s ironic voice and selective silences illustrate both her critical engagement with societal inequities and the psychological weight of confronting class, race, and gender regimes. These insights demonstrate that political consciousness in The Lesson manifests through muted, persistent forms of resistance, highlighting the complexity of social awakening for Black girls. The study contributes to a deeper understanding of literary strategies for negotiating oppression and the embodied experience of resistance.
Gamified Assessment as a Catalyst for Skill Mastery in Online ESP Learning: An LMS-Based Investigation Hidayati, Dewi
English Language and Literature in Education Journal Vol. 3 No. 2 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/xw2fcm17

Abstract

Despite the growing adoption of gamification in online English for Specific Purposes instruction, existing scholarship remains fragmented, often privileging learner motivation or engagement while underexamining how gamified assessment functions as a mechanism for measurable skill mastery within learning management system–mediated environments. Addressing this gap, the present study aims to investigate the role of gamified assessment in fostering skill-specific achievement in online ESP learning. Employing a sequential explanatory mixed-methods design, the study was conducted in an anonymous private higher education institution in East Java, Indonesia. Quantitative data were obtained from pre- and post-assessment scores embedded in LMS-based gamified tasks completed by 56 undergraduate ESP learners enrolled in a discipline-specific course, while qualitative insights were generated through a structured questionnaire and follow-up interviews with six purposively selected participants. The findings indicate that gamified assessment supported sustained learner engagement, clearer performance benchmarking, and incremental improvement in targeted ESP skills, particularly in task-based language use aligned with professional contexts. However, the results also reveal challenges related to uneven digital literacy, assessment fatigue, and the risk of overemphasizing game mechanics at the expense of reflective learning. These findings underscore the need for pedagogically balanced gamified assessment designs that prioritize validity, skill alignment, and contextual sensitivity in online ESP settings.
Leveling Up Language: The Impact of Gamified English Activities on Early Childhood Vocabulary and Phonological Awareness Hidayat, Yusuf
English Language and Literature in Education Journal Vol. 3 No. 2 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/99312s14

Abstract

Despite the growing interest in gamified approaches to early childhood English instruction, existing research often emphasizes engagement and enjoyment while providing limited evidence on their efficacy in fostering language-specific competencies such as vocabulary acquisition and phonological awareness. Addressing this gap, the present study aimed to examine the impact of gamified English activities on young learners’ vocabulary breadth and phonological skills. Employing a quasi-experimental research design, data were collected from 48 children aged 4–6 years enrolled in a private early childhood institution in West Java, Indonesia. Participants engaged in a structured gamified curriculum integrating interactive storytelling, digital games, and classroom-based phonics challenges over an eight-week period. Pre- and post-tests measured vocabulary knowledge and phonological awareness, while observational logs and teacher interviews provided qualitative insights. Results indicated that gamified activities enhanced children’s word retention, segmental awareness, and confidence in verbal expression, though variability was observed in the degree of improvement across participants, with some demonstrating slower adaptation to structured gamified tasks. Observational data also highlighted occasional over-reliance on game mechanics at the expense of deliberate practice, suggesting the need for carefully balanced scaffolding. These findings underscore both the potential and the limitations of gamification as an instructional and assessment tool in early English language development.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): ELLINE Journal (Accepted articles/In Press) Vol. 3 No. 2 (2025): ELLINE Journal Vol. 3 No. 1 (2025): ELLINE Journal Vol. 2 No. 2 (2024): ELLINE Journal Vol. 2 No. 1 (2024): ELLINE Journal Vol. 1 No. 1 (2023): ELLINE Journal