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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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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.
Philosophical Overview of “The Nightmare Teacher” Series Arbi, Anggun Purnomo; Hastuti, Umi Nur
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/xey19f84

Abstract

Television series frequently function as popular media texts that implicitly and explicitly convey philosophical meanings; however, scholarly inquiry into the philosophical dimensions of Nightmare Teacher (2016) remains limited. This study aims to examine how philosophical ideas are represented and constructed within the narrative structure of the series. Employing a qualitative descriptive-analytic design, the research analyzes all episodes through close textual reading, focusing on narrative patterns, character development, dialogic elements, and symbolic representations. The findings indicate that the series embeds philosophical themes primarily through the consequences of students’ wishes within a surreal classroom setting, reflecting existentialist concerns such as freedom, choice, responsibility, and the anxiety of self-determination. Additionally, elements of moral philosophy and phenomenology emerge through the tension between illusion and reality, as characters confront the ethical implications of their desires and the authenticity of their identities. The discussion reveals that the teacher figure functions as an allegorical catalyst that exposes the fragility of human desires within a technologically mediated and consumer-oriented culture. Consequently, the series operates as a philosophical allegory that encourages critical self-awareness and reflective thinking among viewers. Overall, this study concludes that Nightmare Teacher possesses significant pedagogical potential as a medium for philosophical reflection, particularly for younger audiences navigating identity, ethics, and the complexities of contemporary digital life.

Page 4 of 4 | Total Record : 33

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