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Nurdin Amin
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JIEELT
Published by Barkah Publishing
ISSN : 30902894     EISSN : 30902894     DOI : 10.63228
Core Subject : Education,
Education
Journal of Innovation in English Education and Language Teaching is a peer-reviewed, on-line academic journal devoted to research in the field of Education, Teaching, and Teacher Training. The journal is published twice a year in April and October. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. Submissions that do not adhere to the guidelines provided will be REJECTED. Please submit your article through the online submission of this journal. Submitted writing should normally range from 4,000 to 6,000 words, although up to 7,000 words will be accepted under exceptional circumstances. The journals have a policy of “Zero Tolerance on Plagiarism”. We recommend that authors check their articles with plagiarism prevention tools (ithenticate.com, turnitin.com, etc.) before submission
Arjuna Subject : Umum - Umum
Articles 19 Documents
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Social Enclosure and L2 English Attrition in Acehnese Returnees Fatayatul Hanani Safrul; Safrul Muluk
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): OCTOBER 2025
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/65fzpg74

Abstract

This study examines the phenomenon of social enclosure and its relationship with second language (L2) English attrition among Acehnese returnees. Social enclosure refers to the limited interaction within close-knit local communities, which may reduce opportunities for sustained use of English after returning from abroad or other English-speaking environments. The research aims to analyze how reduced exposure, shifting social networks, and reintegration into local linguistic contexts contribute to the decline of English proficiency. A qualitative approach was employed, involving in-depth interviews and language use observations among Acehnese individuals who had previously acquired English as a second language. The findings reveal that strong reliance on the local language, minimal communicative need for English, and sociocultural adaptation significantly accelerate language attrition. Additionally, identity realignment and community expectations further discourage the active use of English in daily interactions. The study highlights the importance of maintaining language practice environments and supportive communities to mitigate L2 attrition. These findings contribute to broader discussions on language maintenance, sociolinguistics, and post-mobility language dynamics in multilingual societies.
Between Scepticism and Adoption: A Phenomenological Study of Indonesian EFL Teachers' Lived Experiences Integrating Generative AI into Writing Instruction Muhammad Nasheh Ulwan
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 2 (2026): APRIL 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/5s7c1f08

Abstract

While survey research has mapped the contours of EFL teacher attitudes towards generative AI, the lived, day-to-day experience of teachers who are actively attempting to integrate these tools into writing instruction remains underexplored. This study uses interpretive phenomenological analysis (IPA) to examine how nine Indonesian EFL lecturers experienced the process of integrating generative AI tools into their academic writing courses over one academic semester. Data were collected through three rounds of in-depth interviews and reflective teaching journals kept throughout the integration period. Findings reveal a phenomenological landscape characterised by productive tension: teachers navigated ongoing oscillation between intellectual curiosity and pedagogical anxiety, between the sense of professional obligation to engage with new tools and the felt inadequacy of their preparation to do so responsibly, and between their desire to help students use AI well and their uncertainty about what using AI well actually looks like in a writing classroom. Four experiential themes organise the findings: the vertigo of not knowing enough, the loneliness of navigating without a map, the satisfaction of unexpected pedagogical discovery, and the moral weight of institutional silence. The study draws on Merleau-Ponty's (1962) phenomenology of embodied experience and van Manen's (2016) hermeneutic phenomenology to argue that teacher AI integration is not primarily a knowledge problem or a skills problem but an experiential one and that addressing it requires professional support structures that attend to the phenomenological dimensions of teachers' encounters with AI in their specific professional contexts.
Digital Professional Learning Networks and the Construction of Professional Identity Among Preservice EFL Teachers: A Qualitative Inquiry Try Mahendra Siregar; Rahmat Sapaat Siregar
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 2 (2026): APRIL 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/hrkeqw17

Abstract

This qualitative study examined how engagement with digital Professional Learning Networks (PLNs) shapes the professional identity construction of preservice English as a Foreign Language (EFL) teachers. Framed within Wenger’s Communities of Practice theory and Vygotskian sociocultural principles, the research addressed a critical gap concerning the social-epistemological mechanisms through which informal, digitally-mediated networks contribute to identity formation during initial teacher education. Participants were 18 final-year preservice EFL teachers who actively participated in digital PLNs across multiple platforms (Twitter/X, Instagram, Facebook groups). Data comprised semi-structured interviews, reflective journals, and digital artefacts (screenshots of networked interactions). Thematic analysis generated three overarching themes: (1) digital legitimate peripheral participation – characterised by gradual shifts from observation to contributive engagement; (2) resonant resource ecologies – participants’ curation of personalised content streams that affirmed emergent pedagogical selves; (3) identity dissonance and negotiation – tensions encountered when digital PLN narratives contradicted institutional placement realities. Findings underscore that digital PLN engagement enables preservice EFL teachers to rehearse professional identities, access diverse communities of practice, and negotiate between aspirational and enacted selves. However, identity dissonance emerged as a consequential phenomenon when digitally-internalised professional discourses encountered traditional school micro-politics. The study concludes that teacher education programmes must explicitly scaffold critical digital PLN participation, fostering reflective meta-awareness of how networked interactions mediate teacher identity development.
Kahoot! vs Quizizz in EFL Grammar Instruction: Comparative Effects on Immediate Recall, Delayed Retention, and Learner Engagement Effendi Limbong
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 2 (2026): APRIL 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/pnbx8s46

Abstract

Kahoot! and Quizizz are among the most widely adopted game-based response platforms in EFL classrooms globally, yet direct comparative evidence of their differential effects on grammar learning outcomes and learner engagement remains limited. This study compares the effects of Kahoot!- and Quizizz-mediated grammar instruction on immediate recall, delayed retention, and self-reported learner engagement among Indonesian EFL learners at secondary level. Using a quasi-experimental three-group design Kahoot! condition, Quizizz condition, and conventional instruction control with ninety-three participants across eight weeks, the study finds that both game-based platforms significantly outperform conventional instruction on immediate recall, but that Quizizz produces stronger delayed retention advantages, likely attributable to its self-paced design and spaced review features. Engagement data from classroom observations and post-study interviews reveal important qualitative differences between the two platforms: Kahoot!'s real-time competitive atmosphere generates higher reported enjoyment during sessions but also greater test-like anxiety, while Quizizz's self-paced format produces lower peak excitement but more sustained engagement and greater willingness to attempt difficult items. The study draws on Game-Based Learning theory (Mayer, 2020; Plass et al., 2020) and the Desirable Difficulties framework (Bjork & Bjork, 2020) to argue that platform selection in EFL grammar instruction should be driven by instructional goals and learner profiles rather than by familiarity or availability, and that neither platform, used alone and unreflectively, is sufficient for deep grammatical knowledge development.
Learner Autonomy in the Age of AI: How GenAI Tools Reshape Self-Regulated Learning Strategies in EFL Academic Writing Jati Suryanto
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 2 (2026): APRIL 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/e8ynyd90

Abstract

The rapid uptake of generative AI tools in higher education has prompted urgent questions about learner autonomy and self-regulated learning (SRL) in EFL academic writing contexts. This study investigates how access to GenAI tools reshapes the self-regulated learning strategies of undergraduate EFL writers at a public Islamic university in Indonesia, with particular attention to goal-setting, monitoring, resource management, and help-seeking behaviours. Using a longitudinal qualitative design with sixteen participants followed across one academic year, the study draws on learning journals, stimulated recall interviews, and writing process traces to map how SRL strategies shifted as participants integrated GenAI tools into their academic writing practice. Findings reveal four patterns of SRL reorganisation: strategic augmentation, in which GenAI was incorporated as one resource among many within a developed self-regulatory repertoire; passive substitution, in which GenAI progressively replaced rather than supplemented self-regulatory effort; anxious avoidance, in which learners with high writing anxiety selectively used GenAI to manage affective load at the cost of developing independent strategies; and critical appropriation, a rare but instructive pattern in which learners developed metacognitive awareness of how their own SRL was being shaped by tool access and actively worked to counterbalance AI dependency. The study draws on Zimmerman's SRL framework (Zimmerman, 2000; Zimmerman & Moylan, 2009) and Benson's (2011) conceptualisation of learner autonomy to argue that GenAI access does not uniformly promote or undermine learner autonomy in EFL academic writing—its effects depend substantially on the self-regulatory capacities learners bring to the interaction and the pedagogical scaffolding their programmes provide.
MALL in the Wild: How Indonesian EFL Learners Self-Regulate Vocabulary Acquisition Through App-Based Learning Outside the Classroom Mulia
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 2 (2026): APRIL 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/83r89j47

Abstract

Mobile-Assisted Language Learning (MALL) has been studied extensively in formal instructional contexts, but far less is known about how EFL learners deploy mobile vocabulary apps in the unstructured, self-directed conditions of out-of-class learning—what this study calls MALL in the wild. Drawing on ecological momentary assessment, learning diaries, and in-depth interviews with twenty-two Indonesian EFL learners at a public Islamic university in Aceh over sixteen weeks, this study investigates the self-regulatory processes through which learners initiate, sustain, and abandon mobile vocabulary app use outside the classroom. Findings reveal that out-of-class MALL engagement is shaped by a dynamic interplay of situational triggers, motivational beliefs, goal specificity, and the degree to which app design affords or constrains self-regulatory behaviour. Four learner profiles emerged: disciplined self-schedulers, opportunistic engagers, anxiety-driven users, and gradual abandoners. Disciplined self-schedulers showed the strongest vocabulary gains; gradual abandoners showed minimal gains despite initial enthusiasm. The study draws on Self-Regulation Theory (Zimmerman, 2000) and ecological perspectives on language learning (van Lier, 2004) to argue that MALL's potential for supporting vocabulary development outside the classroom is substantially mediated by learners' self-regulatory capacities—and that app design and course integration strategies need to be explicitly oriented towards building those capacities rather than assuming they exist.
The Role of Structured Mentoring Programs in Shaping Professional Competence Among Preservice Teachers: Evidence from a Quasi-Experimental Study Muhammad Nur Akbar Rasyid; Syamsul Bahri
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): OCTOBER 2025
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/9084qq84

Abstract

Despite widespread recognition of mentoring as critical to initial teacher education, the typical apprenticeship model observed in many school placements remains largely unstructured, yielding inconsistent learning outcomes. This study investigated the effects of a structured 12 week mentoring program on multiple dimensions of professional competence among preservice teachers using a quasi experimental design. Sixty preservice teachers were allocated to an experimental group (structured mentoring, n = 30) or a control group (conventional practicum supervision, n = 30). Professional competence was assessed before and after the intervention using an adapted Professional Competence Scale covering instructional planning, classroom management, assessment literacy, and reflective practice. An analysis of covariance was performed with baseline scores as the covariate. After the intervention, the structured mentoring group significantly outperformed the control group across all competence subscales, with the largest gains observed in instructional planning (F = 12.47, p < .001, ηp² = .18) and reflective practice (F = 9.85, p < .01, ηp² = .15). The overall between group effect was substantial (d = 0.86). Qualitative interview data revealed that structured protocols, cognitive modelling, and cycles of focused feedback were the key mechanisms driving these improvements. Structured mentoring that embeds explicit scaffolding, goal setting, and process oriented feedback significantly enhances preservice teachers’ professional learning. Teacher education programmes should move beyond unstructured placement supervision and adopt systematically designed mentoring protocols to bridge the persistent gap between theoretical preparation and classroom readiness.
Learning to Teach Alongside Machines: A Narrative Inquiry of In-Service English Teachers Transitioning to AI-Enhanced Classrooms Try Mahendra Siregar; Rahmat Sapaat Siregar
Journal of Innovation in English Education and Language Teaching Vol. 1 No. 2 (2025): APRIL 2025
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/gevp8269

Abstract

This narrative inquiry examines how eight in-service English teachers in secondary schools experienced and made meaning of their transition to AI-enhanced classrooms over an 18-month period. As generative AI tools rapidly penetrate language education, teachers confront not merely technical adjustments but fundamental disruptions to professional identity, pedagogical authority, and the relational core of teaching. Drawing on Clandinin and Connelly's (2000, 2020) three-dimensional narrative framework, we collected life story, transition story, and current practice interviews from four experienced (12+ years) and four novice (2–5 years) teachers. Narrative analysis revealed four emplotted identity positions: the reluctant adapter (negotiating imposed integration), the AI evangelist (embracing transformative potential), the pragmatic negotiator (selective, context-driven use), and the anxious skeptic (moral and pedagogical opposition). Cross-cutting themes included loss of craft knowledge, emergence of new forms of professional expertise (curation, verification, ethical reasoning), and persistent ethical unease regarding surveillance, data privacy, and learner autonomy. Temporal analysis identified characteristic transition challenges: initial shock and threat appraisal (months 1–4), experimental adaptation (months 5–10), and differential stabilization (months 11–18). Findings suggest that transitions to AI classrooms are neither linear nor technologically determined but are mediated by prior professional identities, institutional cultures, and opportunities for narrative reconstruction of practice. We argue for professional development that acknowledges grief, supports situated experimentation, and attends to the ethical affordances of AI as pedagogical partners rather than replacements.
Gamification Effects on Motivation Quality and Self-Regulated Learning in EFL Vocabulary Study Effendi Limbong
Journal of Innovation in English Education and Language Teaching Vol. 1 No. 2 (2025): APRIL 2025
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/4w269y31

Abstract

Gamification has become a ubiquitous feature of digital vocabulary learning tools, yet evidence regarding its effects remains contested. Meta-analyses report modest positive effects on learning outcomes, but these averages obscure substantial heterogeneity in individual responses. Self-determination theory (SDT) distinguishes autonomous motivation (learning driven by interest and value) from controlled motivation (learning driven by external pressures or guilt). Gamification elements such as points, badges, and leaderboards may support basic psychological needs or undermine them, depending on implementation. This quasi-experimental study investigated (a) whether a gamified vocabulary app produced differential effects on autonomous versus controlled motivation compared with a non-gamified version matched for content, (b) whether observed differences in vocabulary learning outcomes were mediated by changes in motivation quality, and (c) whether self-regulated learning (SRL) behaviors were differentially affected by the intervention. A 10-week quasi-experiment assigned 127 Chinese EFL undergraduates to either a gamified condition (points, badges, levels, progress bars) or a non-gamified condition (content-identical, feature-matched, no game elements). Pre- and post-intervention measures included autonomous and controlled motivation for vocabulary learning (Academic Self-Regulation Questionnaire), SRL strategy use (Motivated Strategies for Learning Questionnaire), and vocabulary knowledge (receptive and productive tests). ANCOVA and mediation analyses were conducted. No main effect of condition on vocabulary gains emerged. However, the gamified group showed significantly higher controlled motivation at post-test (d = 0.52) and lower autonomous motivation (d = –0.38). Motivation quality fully mediated the gamification–vocabulary relationship: the gamified app indirectly harmed learning outcomes through increased controlled motivation, while the non-gamified app supported autonomous motivation. SRL strategy use declined in both groups, but gamification accelerated this decline for goal-setting and planning behaviors. Points and badges are not inherently motivating or demotivating. Their effects depend critically on whether they support autonomy or impose controlling pressures. EFL practitioners should exercise caution when implementing gamified vocabulary tools without attention to instructional framing that supports learners’ perceived autonomy and competence. Design principles for autonomy-supportive gamification are proposed.

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