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Bulletin of Scientific Research in English Education
Published by Politeknik Siber Cerdika Internasional
ISSN : 30896967     EISSN : 30896967     DOI : https://doi.org/10.59261/bsree.v2i1.7
Core Subject : Education,
Languange, Linguistic, Communication & Media
Bulletin of scientific Research in English Education is a international scale journal covering the study in English Education. This journal focuses on various contemporary and other related areas.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Critical Digital Literacy in English Education: Preparing Students for Information Age Communication Nayla, Nayla; Umam, Khoirul
Bulletin of Scientific Reseach in English Education Vol. 2 No. 2 (2025): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v2i2.15

Abstract

This study responds to the growing prevalence of misinformation in the digital era, which poses significant challenges for students’ ability to critically evaluate online information. This study aims to examine how critical digital literacy can be integrated into English language education to address these challenges. Employing a qualitative case study approach, data were collected through interviews, classroom observations, and document analysis involving English teachers. The findings indicate that integrating critical digital literacy through collaborative learning strategies enhances students’ critical thinking and communication skills, particularly in evaluating online information. This study contributes to existing literature by proposing a contextual integration model of critical digital literacy in EFL classrooms, offering practical implications for curriculum development and teacher training.
Vocabulary Learning Strategies in Second Language Acquisition: A Critical Synthesis of Theory, Research, and Pedagogical Implications Mal, Ahsanullah; Nayak, Fridullah
Bulletin of Scientific Reseach in English Education Vol. 2 No. 2 (2025): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v2i2.72

Abstract

The acquisition of vocabulary occupies a central position in second language acquisition (SLA), as lexical knowledge underpins communicative competence across all four language skills. Despite this recognition, vocabulary learning strategies (VLS) remain an area where pedagogical practice has often lagged behind theoretical understanding. This critical review synthesizes empirical research and theoretical perspectives on VLS within SLA, drawing upon a purposive corpus of six scholarly works that collectively span questions of strategy taxonomy, individual learner differences, contextual influences, technology integration, and the instructor-learner belief gap. The review is organized around a person-task-context-strategy tetrahedral model that positions vocabulary acquisition as a dynamic, interactional process rather than a discrete cognitive event. Findings indicate that no single strategy constitutes an optimal solution for all learners; rather, the effectiveness of any given strategy is contingent upon the learner's proficiency level, motivational orientation, metalinguistic awareness, cultural background, and the specific demands of the learning task. Metacognitive and cognitive strategies consistently emerge as the most frequently employed by effective learners, while affective and social strategies remain systematically underutilized. The review further establishes that technology-enhanced vocabulary learning offers substantive gains, particularly when digital tools are employed with pedagogical intentionality and explicit instruction. Critical analysis reveals persistent methodological limitations in existing research, including overreliance on self-report questionnaires, limited longitudinal designs, and insufficient attention to contextual variables. Pedagogical implications are offered for instructors seeking to bridge the gap between strategy theory and classroom practice. The review concludes by identifying priority areas for future empirical investigation, including the effectiveness of strategy instruction models, the role of learner autonomy in digital learning environments, and the interplay between cultural learning traditions and strategy preference.
The Potential of AI as a Digital Tutor in Language Teaching English: A Review of the Literature Sri agustina
Bulletin of Scientific Reseach in English Education Vol. 2 No. 2 (2025): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v2i2.73

Abstract

The increasing demand for personalized and effective English language learning remains a major challenge in conventional classrooms. This study aims to examine the potential of artificial intelligence (AI) as a digital tutor in English language teaching. This research employed a systematic literature review method by analyzing peer-reviewed journal articles, institutional reports (e.g., UNESCO and British Council), and empirical studies published between 2019–2024. The findings indicate that AI significantly improves English learning in five key areas: (1) personalized learning through adaptive systems, (2) increased student motivation and confidence, (3) enhancement of speaking skills via speech recognition technology, (4) improved teacher efficiency in assessment and material preparation, and (5) expanded access to quality education. Empirical studies show improvements in student performance ranging from 30–45%. However, challenges such as infrastructure limitations, digital literacy, data privacy, and over-reliance on technology remain critical concerns. In conclusion, AI functions effectively as a pedagogical partner rather than a replacement for teachers, with blended learning emerging as the most optimal approach for future English education.
The Need Analysis of English for Specific Purposes for The Tenth Grade Computer Engineering and Networking Students at SMKN 3 Takalar Nur Hamidah; Pidia Warahma; Al Qadri Halim; Ayu Lestari; Ryzka Ramasyari; Andini Agustiani
Bulletin of Scientific Reseach in English Education Vol. 3 No. 1 (2026): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v3i1.75

Abstract

This research examines the English language needs of tenth-grade Computer Engineering and Networking students at SMKN 3 Takalar, aiming to design an English for Specific Purposes (ESP) curriculum tailored to their academic and professional requirements. A questionnaire involving 60 students revealed that most are motivated to learn English for career preparation and global communication. Writing and speaking were identified as the most essential skills, though speaking posed the greatest challenge due to limited practice, lack of confidence, and minimal peer interaction. Students preferred interactive learning methods such as group discussions, presentation simulations, project-based learning, and multimedia use. They also favored digital resources like learning apps and videos. Major barriers included limited study time, insufficient speaking practice, and a lack of relevant resources. Thus, an effective ESP curriculum should integrate technology, encourage active learning, and adopt collaborative approaches aligned with students' needs. Additionally, incorporating real-world tasks can help bridge the gap between theoretical knowledge and practical application. This study underscores the importance of ESP in vocational education for enhancing English proficiency, critical thinking, collaboration, and problem-solving skills. With the right approach, ESP can serve as a transformative tool in preparing students to excel academically and professionally. The findings carry direct implications for curriculum developers, English teachers, and educational policymakers in Indonesian vocational schools, underscoring the need for context-sensitive, technology-enhanced ESP programs that bridge disciplinary demands with learner realities.

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