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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 33 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.
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.
Laughing at Patriarchy: Satire, Gender, and Survival in Parini Shroff’s The Bandit Queens Madhab, Shradhananda Dash; Ananda, Ananda Sethi
English Language and Literature in Education Journal Vol. 4 No. 1 (2026): ELLINE Journal (Accepted articles/In Press)
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/et06gk59

Abstract

Abstract  Parini Shroff’s 2023 debut novel, The Bandit Queens, uses dark comedy and satirical inversion to dissect the mechanisms of patriarchal oppression in a rural Indian village. This paper argues that Shroff employs satire not merely for comedic effect but as a sophisticated literary weapon and a crucial survival strategy for her marginalised female characters. By reappropriating the figure of the "bandit queen"—a trope historically laden with both fear and fascination—Shroff creates a narrative where gossip, rumour, and the performance of monstrousness become tools of subversion. The novel centres on Geeta, a woman wrongly believed to have murdered her husband, who finds unexpected power and community in this false reputation. This analysis examines how Shroff’s satire targets the absurdities and violences of entrenched patriarchy, from domestic abuse and economic disenfranchisement to the pervasive social scrutiny of women. Furthermore, it explores the novel’s complex portrayal of female solidarity, which is not idealised but presented as a messy, pragmatic, and often contentious alliance forged in necessity. Through close reading and theoretical frameworks drawn from feminist and postcolonial scholarship, this paper contends that The Bandit Queens exemplifies a new mode of feminist satire, one that leverages laughter to dismantle oppressive structures, envision alternative forms of justice, and ultimately, narrate a story of collective resilience and liberation.  
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.

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