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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 24 Documents
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Evaluating LMS-Based Extensive Reading Activities’ Impact on Islamic Undergraduate Non-English Majors’ Comprehension and Engagement Hidayati, Dewi; Utami, Prastyo Rinie Budi
English Language and Literature in Education Journal Vol. 3 No. 1 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/m0jgmb40

Abstract

Extensive reading (ER) is widely recognized for improving reading comprehension and engagement; however, research on its effectiveness within Learning Management System (LMS)-based instruction for Islamic undergraduate students in non-English departments remains limited. Many first-year students at STAI Diponegoro Tulungagung, Indonesia, struggle with academic reading due to limited vocabulary exposure, lack of motivation, and inadequate reading strategies. To address this gap, this study investigates the effectiveness of LMS-based extensive reading activities in enhancing reading comprehension and engagement among non-English major Islamic undergraduate students. Employing a sequential mixed-methods approach, the study involved 35 first-semester students participating in an ER program integrated into an LMS. Data were collected through pre- and post-tests to assess reading comprehension progress and a closed-ended questionnaire measuring engagement across key dimensions: motivation, reading strategies, and perceived challenges. Findings indicate that LMS-based ER activities enhanced students’ comprehension, particularly in identifying main ideas and contextual meaning inference, supporting the role of structured digital reading tasks. Participants reported increased motivation and engagement, particularly due to the accessibility of materials, self-paced learning, and interactive LMS features. However, some students struggled with content overload, digital distractions, and difficulties in sustaining motivation without direct instructor intervention. Additionally, technical challenges such as internet instability and limited LMS familiarity hindered some students’ experiences. The study underscores the benefits and challenges of LMS-based ER for non-English major Islamic students, highlighting the need for adaptive support to sustain engagement and reading proficiency. Future research should focus on long-term implementation and instructional enhancements for optimized digital ER.
Enhancing Junior High School Students’ Reading Comprehension through Quizizz-Based Gamified Assessment Fatimah, Siti
English Language and Literature in Education Journal Vol. 3 No. 1 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/tyn8x842

Abstract

The integration of gamified assessment tools in reading comprehension instruction remains underexplored, particularly in the context of Indonesian junior high schools. Traditional reading assessments often fail to engage students, leading to decreased motivation and suboptimal comprehension outcomes. Despite the growing adoption of digital learning platforms, limited research has examined the effectiveness of Quizizz in fostering reading comprehension among junior high school students. Addressing this gap, this study aimed to investigate the impact of Quizizz-based gamified assessment on the reading comprehension of ninth-grade students at SMP Negeri 44 Surabaya. A pre-experimental design was employed, involving 35 students from Grade IX-B. Data were collected through pre-post tests and structured interviews with five selected students. The findings revealed that the implementation of Quizizz significantly enhanced students’ ability to comprehend texts, particularly in identifying main ideas, making inferences, and understanding contextual meanings. Students exhibited increased engagement and active participation, as the game-like features of Quizizz fostered a more interactive and enjoyable learning environment. Moreover, the interview results indicated that students perceived Quizizz as a motivating and effective tool that reduced test anxiety and encouraged self-paced learning. These findings highlight the potential of gamified assessment to transform reading comprehension instruction by improving both cognitive and affective learning outcomes. The study suggests that educators integrate Quizizz strategically in reading lessons, ensuring alignment with curriculum goals and student proficiency levels. Future research could explore long-term effects, comparative studies with other gamification tools, and its impact on different reading proficiency levels.
The Effectiveness of Islamic-Themed Debate in Improving Speaking Fluency and Self-Efficacy Among Islamic University Students Indrawati, Johara; Asmira, Mita
English Language and Literature in Education Journal Vol. 3 No. 1 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/mpzmhn53

Abstract

The development of speaking fluency and self-efficacy remains a significant challenge for Islamic undergraduate students, particularly in contexts where English is not the primary medium of instruction. Despite extensive research on debate as a pedagogical strategy, limited studies have examined its effectiveness in an Islamic-themed context, where content is deeply rooted in religious and academic discourse. This study addresses this gap by investigating how Islamic-themed debate enhances speaking fluency and self-efficacy among Islamic university students. Employing a sequential mixed-methods approach, the research was conducted at Universitas Islam Internasional Darullughah Wadda’wah. The study involved a survey with 30 Islamic university students using a questionnaire assessing fluency (lexical resource, syntactic complexity, discourse cohesion, and speech rate) and self-efficacy (confidence, anxiety control, and perceived competence). Additionally, structured interviews with six selected participants provided deeper insights into students’ perceptions and challenges. The findings indicate that Islamic-themed debate significantly improved students’ fluency by fostering spontaneous speech production, enhancing lexical variety, and reducing hesitations. Participants also demonstrated increased confidence, reduced speaking anxiety, and a greater sense of control over their speech delivery. The integration of Islamic content into debate activities facilitated meaningful engagement, encouraging critical thinking and argumentation within an Islamic framework. These results suggest that Islamic-themed debate is an effective pedagogical approach for improving both speaking fluency and self-efficacy. The study highlights the need for curriculum designers to incorporate debate-based activities in English language programs at Islamic universities, ensuring alignment with students’ linguistic and religious backgrounds to maximize engagement and learning outcomes.
Flipping Listening Comprehension: A Social Media-Integrated Autonomous Learning Framework for EFL Students Anjarwati, Luluk
English Language and Literature in Education Journal Vol. 3 No. 1 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/e2ck9w66

Abstract

Listening comprehension remains a critical challenge for EFL students, particularly in fostering autonomous learning. Existing studies highlight that many learners rely heavily on teacher-centered instruction and lack self-regulated strategies to develop independent listening comprehension skills. Although previous research has explored various digital tools, limited attention has been given to the role of social media-based learning platforms, such as the BBC English Course, in supporting self-directed listening development. This study addresses this gap by investigating how a flipped learning approach, integrated with BBC English Course materials, influences EFL students’ autonomous listening comprehension. A sequential mixed-methods design was employed, involving 34 second-semester EFL students at Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia. Data were collected through a closed-ended questionnaire measuring self-regulated learning dimensions (goal-setting, self-monitoring, metacognitive strategies, and reflective learning) and structured interviews with six selected students to explore their perceptions and experiences. The findings reveal that exposure to structured, interactive listening activities via social media significantly enhanced students’ ability to regulate their learning, particularly in goal-setting and self-monitoring. However, challenges emerged, including difficulties in identifying relevant learning content and maintaining consistent engagement. Some students expressed frustration with the lack of immediate teacher feedback, which affected their motivation. These findings highlight how the BBC English Course, within social media-integrated flipped learning, uniquely fosters autonomy in listening comprehension. Unlike other digital tools, its structured approach necessitates strategic instructional support. Pedagogical implications stress guided scaffolding and adaptive learning. Future research should examine long-term behavioral shifts and comparative platform effectiveness.

Page 3 of 3 | Total Record : 24

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