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GLENS: Global English Insights Journal
Published by PT. Global Research Collaboration
ISSN : 3026734X     EISSN : 3026569X     DOI : https://doi.org/10.66314/glens
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
English Language Teaching (ELT), covering innovative teaching methods, curriculum development, classroom strategies, language assessment, digital learning, and pedagogical practices in English education. English Linguistics, focusing on studies of language structure, applied linguistics, sociolinguistics, psycholinguistics, discourse analysis, pragmatics, semantics, phonology, morphology, and syntax in English language contexts. English Literature, examining literary texts, critical theory, comparative literature, cultural representation, interpretation of genres, and contemporary issues in English literary studies.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 17 Documents
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Search results for , issue "vol. 3 no. 2 (2026): glens, april 2026" : 17 Documents clear
Promoting Inferential Reading Skills through Contextual Clues in EFL Instruction Awaludin Rizal; Abdulhalim Daud; Silvani Umar Ali; Fachria Yamin Marasabessy; Hamida Ahmad Jasin; Ridayani Ridayani; Nursalim Nursalim
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.442

Abstract

This study examines the effect of teaching contextual clues on enhancing inferential reading skills among English as a Foreign Language (EFL) learners. A quasi-experimental design was employed, involving two intact classes of intermediate EFL students who were divided into experimental and control groups. The experimental group received specialised instruction on recognising and using contextual clues to draw inferences while reading, whereas the control group continued with traditional reading instruction without a focus on inferential strategies. Both groups participated in pre- and post-tests to measure their inferential reading abilities. The results showed a significant improvement for the experimental group, whose average score increased from 65.97 on the pre-test to 86.72 on the post-test. In contrast, the control group’s mean score rose only slightly, from 68.44 to 73.59, with minimal change in standard deviation, indicating limited progress using standard teaching methods. These outcomes emphasize the importance of integrating contextual clue instruction into EFL reading curricula to develop stronger inference-making and overall reading comprehension skills. The study highlights the significant benefits that such instructional strategies offer EFL learners and suggests that curriculum designers and educators should consider incorporating these approaches to better support students’ language development and academic success.
Student Engagement in English for Nutrition: A Content-Based Instruction Implementation Kartini Kartini; Sri Hariati Mustari; Riska Arnas; Muhammad Azwar Assiddiq
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.443

Abstract

In the era of global health communication, Content-Based Instruction (CBI) has emerged as a crucial pedagogical approach in English for Specific Purposes (ESP). Although widely implemented in vocational education, its impact on student engagement among Nutrition students who require specialized English skills for international health literature and clinical counseling remains underexplored. This qualitative case study examines behavioral, emotional, and cognitive engagement during the implementation of CBI in an English for Nutrition course at Makassar State University. Data were collected through semi-structured interviews, classroom observations, and document analysis. Participants involved 30 undergraduate Nutrition students. The study utilized triangulation of data sources and methods, expert validation of the research instrument, and member checking to verify participant responses. Data were analyzed using reflective thematic analysis, involving transcription, coding, and categorization. Findings indicated that CBI significantly increased student engagement; behaviorally, students actively analyzed real-world clinical cases; emotionally, the relevance of the content reduced language anxiety; and cognitively, students demonstrated greater persistence in mastering complex terminology. However, varying levels of proficiency and limited medical vocabulary remained challenges. Overall, CBI effectively aligned language learning with professional development in healthcare.
Lexical Transformations in Song Translation: A Qualitative Study of Lana Del Rey’s Lyrics Salma Mufidah; Sajarwa Sajarwa
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.539

Abstract

This study examines lexical transformations in the Indonesian translation of Lana Del Rey’s song lyrics, focusing on how meaning is reconfigured to maintain naturalness and stylistic quality in the target language. A qualitative descriptive method was employed through the analysis of five selected songs from the LyricsTranslate website. The songs were selected for their extensive use of cultural references, figurative language, and metaphorical expressions. A total of 110 instances of lexical transformation were identified and analysed based on categories of lexical substitution, compensation, metaphorical transformation, and zero transformation. The findings show that lexical substitution, particularly modulation, is the most frequently employed strategy, followed by specification, generalization, and differentiation. Compensation and metaphorical transformation are also used to address cultural and stylistic differences between the source and target languages. The study indicates that the translations prioritise communicative clarity and natural expression over literal equivalence. Overall, lyric translation involves not only linguistic transfer but also semantic and stylistic adaptation. However, the findings should be interpreted cautiously due to the use of unofficial online translations and the limited number of songs analysed.
AI-Assisted Media in Language Learning: A SWOT Analysis from Lecturers’ and Students’ Perspective Miftah Al Farhan; Istiqamah Istiqamah
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.553

Abstract

This study explores the use of AI-assisted media in Indonesian and English language learning in Indonesian universities, focusing on media types, integration patterns, and lecturers’ and students’ perspectives on its SWOT aspects. The method used was explanatory qualitative research through in-depth interviews and focus group discussions with 6 lecturers and 6 students from five universities across Indonesia. The collected data were analyzed through developing themes, generating matrices, and establishing conclusions. The findings indicate that ChatGPT, Canva AI, and Gemini are the most frequently used AI media. The integration of AI tools occurs at nearly every stage of the learning process. It offers benefits such as improved access, information acquisition, and personalized learning, but it also presents drawbacks such as a reliance on technology that could potentially undermine social interaction and critical thinking. It brings opportunities for increased technological literacy and innovation, as well as threats like the digital divide, unclear regulations, plagiarism, and a decline in creativity. This study makes a theoretical contribution by developing a holistic framework for the integration of AI in learning that encompasses strengths, weaknesses, opportunities, and threats, and a methodological contribution through the systematic mapping of AI use across all stages of the learning process.
Integrating AI in ELT: A Case Study of Self-Directed Sustainable Learning in Education 5.0 Abdul Rahman; Gunawan Gunawan; Abdul Rahman R; Fahriadi Muhdar; Dewi Sartika
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.561

Abstract

This study investigates the integration of artificial intelligence in English language teaching (ELT) within the Education 5.0 framework to support adaptive and sustainable learning, particularly to address the gap between technical AI use and pedagogical integration. A qualitative case study was conducted at Cahaya Prima University in Bone Regency over eight weeks, involving 23 students from diverse non-English disciplines (Public Administration, Retail Management, and Library Science) and three lecturers selected through purposive sampling. Data were collected through observations, interviews, and documentation, and analyzed using thematic analysis. The findings highlight three key outcomes. First, AI tools, primarily ChatGPT, Gemini, Dola, and Google Translate promote self-directed learning through flexible access, personalized feedback, and autonomous practice, improving vocabulary, grammar, and productive skills. Second, AI fosters adaptive and sustainable learning by enhancing engagement, intrinsic motivation, and personalized learning experiences while reducing linguistic barriers in a supportive human-centered learning environment. Third, AI improves students’ learning experiences by increasing confidence and addressing limitations in language use. However, the risk of cognitive dependency remains, requiring balanced pedagogical strategies. These findings provide practical implications for higher education institutions and policymakers in designing AI-integrated, student-centered learning models. Overall, AI supports a more flexible, adaptive, and sustainable ELT environment.
Constructing Political Image in Campaign Billboards: A Critical Discourse Analysis of Kaesang Pangarep Andi Mega Januarti Putri; Nurul Imansari; Putu Wahyu Sudewi
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.563

Abstract

Political campaign billboards play an important role in shaping public perception and constructing political identities through the integration of linguistic and visual elements. This study examines how Kaesang Pangarep’s campaign billboards construct political meaning and image using a multimodal critical discourse approach through Critical Discourse Analysis. The data includes six campaign billboards, each containing a unique slogan and visual elements. The results suggest that informal and colloquial language, cultural references, metaphors, and playful use of lexis frame politics as accessible, youthful, and relatable. These messages are visually reinforced through smiling expressions, relaxed gestures, collective imagery, and deliberate composition. The steady presence of Jokowi’s name and image serves to reinforce the legitimacy of the candidate by associating him with a known leader. The synergy between words and pictures constructs a political image, portrayed as youthful, creative, approachable, progressive, and credible. How campaign billboards supplement the construction of political identity through persuasive discursive tools enriches the field of multimodal political communication research. Nonetheless, the analysis is limited to discursive representation and does not establish how audiences receive these productions. Future research may look at which levels resonate with voters, and whether or not multimodal campaign tactics are effective in shaping perceptions.
Flashcards for English Vocabulary Mastery in Indonesian Junior High School: A Systematic Review Ani Sumarni; Siti Hadianti; Henri Setiawan; Salah Khlief Almotairi
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.615

Abstract

The purpose of this systematic review was to gather data on the effectiveness of flashcards in improving junior high school students' English vocabulary mastery. Studies were selected using pre-established inclusion criteria focusing on quasi-experimental and experimental designs after a thorough literature search across various academic databases. A total of seven papers were included in this evaluation because they met the eligibility requirements. The results indicated that students' vocabulary learning outcomes consistently improved with the use of flashcards, both digital and traditional. However, the magnitude of effectiveness varies depending on instructional design, learner characteristics, and implementation strategies, particularly those involving retrieval practice and spaced repetition. Digital flashcards tend to offer additional advantages such as flexibility and increased learner engagement, while traditional flashcards remain effective in structured classroom settings. Despite these positive findings, the evidence is limited by methodological constraints, including quasi-experimental designs and a focus on short-term learning outcomes. Overall, flashcards represent an effective instructional strategy for vocabulary acquisition, although their impact is highly dependent on how they are implemented. Future research should focus on long-term retention and more rigorous experimental designs to strengthen the evidence base.
Beyond Linguistic Failure: Disfluency as a Cognitive Coordination Strategy in International Diplomatic Oratory Farah Aulia Dewi; Dewi Kustanti; Cipto Wardoyo
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.640

Abstract

Diplomatic speeches play a vital role in international relations, where precise language is essential to maintain national authority and avoid misinterpretation. Despite this expectation, speech disfluencies frequently occur even in high-stakes formal contexts. While previous studies have primarily examined disfluency in informal or media settings, its strategic role in diplomatic oratory remains underexplored. This study investigates the types, causes, and functions of speech disfluency in a keynote speech delivered by Indonesia’s Foreign Minister. Using a qualitative descriptive approach, this study analyzes a 30-minute speech consisting of 118 utterances, in which 72 instances of disfluency were identified. The data were transcribed and analyzed through classification based on Clark and Clark’s (1977) framework, followed by frequency analysis to determine dominant patterns. The findings show that filled pauses (33.33%) and silent pauses (29.17%) are the most prevalent types. These disfluencies function not merely as speech disruptions but as adaptive cognitive strategies that support lexical retrieval, manage cognitive load, and maintain speech continuity in a second language context. The study concludes that disfluency in diplomatic speech should be understood as a functional component of real-time language production, particularly in high-pressure communicative environments.
A Photovoice Study Representing Pre-practicum EFL Student Teachers' Emotion and Identity Construction Fauziah Fauziah; Jamaliah Jamaliah; Novita Diana
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.645

Abstract

Teacher education generally aims to shape student teachers’ (STs) awareness of the teaching profession as a dynamic process through which they construct their professional identities as learners and future teachers. This study explores STs’ emotions and identity construction through the use of a photovoice-based approach as a reflective and participatory research method. Data were collected from STs (n=13) enrolled in an English language teacher education program, who documented their lived experiences through photographs and reflective narratives, supplemented by semi-structured interviews. This study follows Wang’s (1999) photovoice framework, which emphasizes participant-driven image production, critical reflection, and collective meaning-making. Trustworthiness was ensured through triangulation of photovoice and interview data, transparent analytic procedures, and grounding interpretations in participants’ narratives. The findings reveal that visual narrative (photovoice) serves as a powerful medium for articulating complex emotional landscapes encompassing a range of positive and negative emotions. Participants’ evolving professional identities are shaped by social interactions, institutional expectations, and personal beliefs about teaching, intertwined with their emotions. Participants' evolving professional identities, shaped by social interactions, institutional expectations, and personal beliefs about teaching, were found to be deeply intertwined with their emotions. This study highlights the methodological and pedagogical value of photovoice in teacher education.
Corpus Analysis of Collocation Errors and Corpus Informed Instruction Outcomes in Indonesian Junior High EFL Learners Nurul Aeni; Yudhi Arifani; Morve Roshan Khalil
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.671

Abstract

Lexical collocation errors persist among Indonesian Junior High School EFL learners (A1–A2 CEFR), mainly due to L1 transfer and limited authentic input. These errors appear in unnatural verb–noun (e.g., do mistake), adjective–noun (e.g., strong rain), and verb–preposition pairings. This sequential mixed-methods study investigates error patterns and the effects of corpus-informed instruction. Twenty learners generated a 10,000-word descriptive corpus, analyzed via AntConc 4.0 (MI > 3.0, 5L:5R span, min. freq. = 3) against British National Corpus benchmarks to spot deviant collocations. A six-session (60-min each) intervention used data-driven activities like concordance lines, matching games, and guided tasks targeting verb–noun and adjective–noun pairs. Pre/post-tests (30 items; α = 0.87–0.89) and questionnaires assessed outcomes. Errors dropped 53.7% (95 to 44), with verb–noun errors down 55.6% (45 to 20). Scores rose from M = 52.3 (SD = 9.2) to 72.1 (SD = 8.5); t (19) = −8.42, p < 0.001, d = 1.62. ANCOVA showed strong intervention effect: F (1,18) = 12.45, p = 0.002, η² = 0.41. Learners reported better error awareness and confidence. This advances corpus pedagogy for beginner EFL contexts in resource-limited settings.

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