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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 51 Documents
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Constructing Promotional Meaning Through Code-Mixing and Visual Elements in Roti’O Indonesia’s Instagram Content Tri Ramadani; Erlan Aditya Ardiansyah; Fourus Huznatul Abqoriyyah
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.v3i2.765

Abstract

This study aims to examine how code-mixing and visual elements work together in constructing promotional meaning. The use of code-mixing and visual elements in digital promotion has become increasingly widespread as a marketing communication strategy to attract audiences and build a modern product image. However, studies integrating code-mixing and multimodal analysis in social media promotional content remain limited. This study focused on single-image promotional posts uploaded on the official Instagram account Roti’O Indonesia. Using a qualitative descriptive approach, the study analyzed nine selected Instagram posts through purposive sampling based on the presence of code-mixing and visual promotional elements. Verbal data were analyzed through code-mixing and communicative function approaches, while visual data were analyzed using a multimodal approach. The findings indicate that insertion was the most dominant type of code-mixing used in the promotional content. The use of English in the captions is intended to construct a modern, attractive, and persuasive product image. Visual elements reinforced emotional appeal and promotional meaning. The integration of language and visual elements strengthens the process of delivering promotional messages. This study contributes to the discussion of code-mixing and multimodal discourse in digital promotion, particularly in the context of Instagram social media marketing.
Google Classroom for EFL Reading Task Management: Student Perceptions, Practices, and Challenges Adi Isma; Ikhsan Ikhsan; Ridwan Ridwan; Rusdiah Rusdiah
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.v3i2.829

Abstract

Google Classroom (GC) has been widely adopted as a learning management system in higher education; however, limited studies have specifically examined its role as a task management platform in EFL reading courses, particularly in regional universities with digital infrastructure disparities. This study examines the perceptions, practices, and challenges of 98 third-semester EFL students enrolled in the Reading for Information course at Universitas Sulawesi Barat, Indonesia. A concurrent mixed-methods design was employed, combining a structured questionnaire with Focus Group Discussion (FGD) sessions involving 34 student groups across five class sections. The findings show that 94.9% of students use GC regularly, with Likert-scale effectiveness ratings ranging from M = 4.31 to M = 4.57 across four task management dimensions. The deadline notification feature was identified as most beneficial by 95.9% of respondents; as a key external scaffold, it actively supported students' academic self-regulation throughout the course. Students widely appreciated GC's role in consolidating task organization and enhancing instructional transparency. However, unstable internet connectivity remained the primary structural challenge, disproportionately affecting students in rural areas. Interpreted through TAM and SRL theory, the findings underscore GC's pedagogical value and the urgent need for equity-responsive institutional connectivity policies in digitally underserved higher education contexts.
Multiliteracy Pedagogy for Maritime Vocational English: A Quasi-Experimental Study in Shipping Management Marudut Bernadtua Simanjuntak; Meilinasari Nurhasanah Hutagaol; Suhartini Suhartini
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.425

Abstract

Despite the increasing complexity of contemporary maritime operations, conventional English for Specific Purposes (ESP) approaches in maritime vocational education inadequately prepare shipping management students for the complex multimodal, digital, and sociocultural communicative demands these operations require. This study investigates the design, implementation, and efficacy of a Multiliteracy Pedagogy-Based Maritime English Communication Learning Model (MPKBIM) for vocational shipping management students in Indonesian maritime institutes. Drawing on systemic functional linguistics (SFL), genre-based pedagogy, multiliteracy theory, and critical ESP, a quasi-experimental design, informed by a mixed-methods needs analysis that shaped the curriculum prior to implementation, was employed with 120 vocational students across traditional and multiliteracy-enhanced curricula over one academic year. Data were collected through pre- and post-intervention assessments, communicative genre portfolios, classroom observations, and semi-structured interviews with 36 maritime professionals, 18 instructors, and 48 students. Results demonstrate that MPKBIM students significantly outperformed comparison students in multimodal communication (78% vs. 31%), digital communication competence (72% vs. 38%), and critical communicative understanding. The study provides empirical evidence that multiliteracy pedagogy effectively bridges the gap between conventional maritime English training and the actual communicative demands of contemporary maritime management, offering a theoretically grounded and empirically validated curriculum model for maritime vocational education reform.
Integrating Critical Thinking into EFL Speaking Instruction: A Qualitative Case Study in Indonesian Higher Education Gunawan Gunawan; Sahril Nur; Amirullah Abduh; Samtidar Samtidar
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.609

Abstract

This study examines how critical thinking is integrated into EFL speaking instruction in higher education. A qualitative design was employed to gain an in-depth understanding of lecturers' critical thinking and speaking instruction. The study was conducted at Muhammadiyah University of Bone and involved 4 lecturers and 14 students. Data were collected through semi-structured interviews, classroom observations, and document analysis of lesson plans. The data were analyzed inductively using thematic analysis to identify recurring patterns in lecturers’ perceptions and instructional strategies. The analysis focused on three interconnected stages of instruction: planning, action, and evaluation. The findings reveal that lecturers perceive critical thinking in speaking as the ability to analyze issues, justify opinions with evidence, and respond thoughtfully to counterarguments. Students’ classroom participation also showed that critical thinking emerged through their ability to ask questions, compare viewpoints, justify opinions with evidence, respond to counterarguments, and reflect on the quality of their oral performance. They believe that students' speaking skills should be evaluated not only on fluency, pronunciation, and grammatical accuracy but also on their capacity to analyze issues, build logical arguments, use evidence, engage with differing viewpoints, and reflect critically on ideas.
Forensic Stylistics in Genre-Based EFL Academic Writing: Linguistic Evidence of Authorship Asbar Asbar; Samsudin Samsudin; Umiyati Jabri; Nurmin Solli
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.643

Abstract

Verifying authorship in student academic writing remains a major challenge in higher education, particularly because plagiarism-detection systems primarily measure text similarity rather than linguistic identity. This study investigates linguistic evidence of authorship in EFL academic writing by integrating forensic stylistics and genre analysis. Using a descriptive qualitative design, the study analysed 56 essays written by 28 undergraduate EFL students in the English Education Department at Universitas Muhammadiyah Enrekang across two writing tasks. The analysis focused on lexical clusters, syntactic constructions, punctuation patterns, and genre staging to identify consistency in authorial style. The findings show that 75% of participants demonstrated stable stylistic fingerprints, while 71% maintained consistent genre realization across essays, indicating that authorial style tends to persist alongside genre mastery. In contrast, 25% of participants displayed stylistic and schematic discontinuities suggesting potential non-authentic authorship, whereas 7% showed inconclusive patterns. These findings suggest that combining forensic stylistics and genre analysis offers a more reliable approach to authorship verification than similarity-based plagiarism detection. This implication becomes increasingly relevant in response to emerging challenges in digital academic writing, including the growing use of digital writing assistance and outsourced academic work.
Wasei-eigo in EFL Writing: A Case Study of Japanized English Production Among Native Japanese Learners Alex Jhon; Momoko Takai
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.644

Abstract

EFL speakers from the Asian continent use English as a means of daily communication. From all these rich cultured Asian countries, there are many fascinating English varieties, one of the distinctively well-known is the Japanese English register which can be found only in Japan. This study aims to examine whether the Japanized English variety can be acceptably validated within the discourse of English language acquisition. The scope of this study is within the concepts of creative writing learning, constructing process and World English. The respondents were five Japanese EFL learners with an overall TOEFL iBT scored at least 79 points or IELTS scored at least 6.5. The data being used were the written outputs from the respondents. The analysis of these creative outputs suggested that wasei-eigo serves as a legitimate and functional variety of English, particularly within its "natural habitat" of Japan. The findings showed that such localized registers can be accepted as valid linguistic productions rather than mere errors. Ultimately, the study advocates for a reconfigured interface of World English paradigm, highlighting the need for a more inclusive understanding of English proficiency that honors the diverse sociocultural identities of Asian speakers.
From Reading Journal Articles to Research Synthesis: Pre-Service English Teachers' Development of Source-Based Academic Literacy Fadhlan Saini; Ni Made Ratminingsih; Ni Luh Putu Sri Adnyani; Ni Luh Putu Eka Sulistia Dewi; Dewa Putu Ramendra
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.740

Abstract

This study examines how pre-service English teachers develop source-based academic literacy as they move from reading journal articles to writing research syntheses. Framed by the Academic Literacies Model, it employed a qualitative descriptive design involving twelve eighth-semester students in an English Education Study Program in Indonesia. Data were collected through semi-structured interviews, reading and synthesis tasks, reflective journals, annotated articles, synthesis matrices, and students’ written work, and were analysed using reflexive thematic analysis. The findings show that development was gradual, recursive, and uneven. Students initially read journal articles for text-level comprehension, focusing on vocabulary, structure, and isolated meanings, but struggled to relate sources, transform summaries into synthesis, and construct an academic voice. This summary–synthesis gap was shaped by limited strategies, uncertainty about academic authority, and fear of misrepresenting authors’ ideas. Synthesis matrices, purposeful annotation, concept mapping, peer discussion, and reflection supported more analytical source use. The study contributes an explicit pedagogical explanation of how research synthesis can be systematically scaffolded in academic writing and research courses as both an academic literacy practice and a professional competence in English teacher education.
Students’ Perceptions and Ethical Use of ChatGPT in Completing English Assignments: A Mixed-Method Study Yetty Yetty; Firmansyah Firmansyah; Susana R Bahara; Nadia Idris; Hordi Glen Gogaho
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.748

Abstract

This study aimed to explore students’ perceptions and ethical use of ChatGPT in completing English assignments. The research employed an explanatory sequential mixed-method design that combined quantitative and qualitative approaches. The participants were 68 students from the English Education Study Program at Khairun University, selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed descriptively to enrich the quantitative findings. The results showed that students generally had positive perceptions of ChatGPT, with an overall mean score of 3.66 across seven dimensions: input, process, output, outcome, efficiency, academic ethics, and satisfaction. Students considered ChatGPT a useful learning tool, mainly for searching references and generating ideas. They reported that ChatGPT improved grammar, expanded vocabulary, enhanced assignment quality, and increased motivation and critical thinking. Participants also valued its efficiency in saving time and facilitating task completion. Furthermore, they demonstrated ethical awareness by reviewing, revising, and paraphrasing AI-generated content and recognizing the risk of overreliance. Overall, ChatGPT can serve as an effective learning support tool when used critically, ethically, and responsibly in higher education, particularly for English language learning in Eastern Indonesia.
Between Convenience and Accuracy: EFL Students' Perceptions of Google Translate in Academic Translation Tasks Susi Astiantih; Aqzhariady Khartha; Sofyan Sukwara Akfan; Aswiro Hasan
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.837

Abstract

Although machine translation tools are widely used in higher education, little attention has been paid to how EFL students at peripheral Indonesian universities perceive and evaluate the accuracy of Google Translate in academic settings. This study examined students' perceptions of Google Translate as an academic translation tool, focusing on ease of use, lexical accuracy, and grammatical reliability. Using a mixed-methods design, data were collected from 47 English education students at Universitas Sembilanbelas November Kolaka through a 20-item five-point Likert scale questionnaire, supplemented by semi-structured interviews with six purposively selected participants. Quantitative data were analyzed descriptively, while interview data underwent thematic analysis. Findings reveal predominantly positive perceptions of Google Translate's accessibility and efficiency (M = 3.63–3.76) and lexical accuracy (M = 4.00), while perceptions of grammatical accuracy were more tempered (M = 3.42), with students frequently noting the need to revise translated outputs, particularly for complex or technical texts. Qualitative data further show that students treat Google Translate as a starting point rather than a final product. These findings highlight an urgent need for explicit post-editing instruction, critical digital literacy, and guided frameworks for machine translation use in language pedagogy within under-resourced educational settings.
Strategic Interactive Instruction for Improving Deaf Students’ English Composition in Indonesian Special Schools Khoirul Huda; Rodli Rodli; Daniar Shofeny; Buyun Khulel; Syifa' Khuriyatuz Zahro; Anita Dwi Hapsari
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.928

Abstract

Classroom-based evidence on Strategic Interactive Writing Instruction (SIWI) in Indonesian special-school contexts remains limited, despite the urgent need for accessible English composition instruction for deaf students. This qualitative case study examines how SIWI supports English writing among seventh-grade deaf students in an Indonesian special school. Data were collected through semi-structured interviews with two English teachers, classroom observations, and document analysis of student writing samples and instructional materials. Reflexive thematic analysis identified three connected patterns. First, teachers implemented SIWI through visual scaffolding, gestures, board modeling, guided vocabulary work, and shared text construction. Second, students became more willing to participate in writing activities when English words were linked to visible meanings and immediate feedback. Third, student progress appeared strongest in vocabulary, formulaic expressions, and simple sentence frames, while paragraph organization, genre control, and independent revision remained limited. The study contributes classroom-level evidence on locally adapted SIWI practice in an Indonesian SLB context. It suggests that SIWI can make English writing more accessible for deaf learners when teachers combine language access, interaction, and explicit metalinguistic mediation. Further instruction should strengthen systematic writing portfolios, genre-based tasks, and rubric-guided assessment.

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