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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 12 Documents
 1   2 
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.

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