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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 65 Documents
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Power/Knowledge in George Orwell’s 1984 and Eiichiro Oda’s One Piece: A Foucauldian Comparative Analysis Widanarti Widanarti; Agry Pramita; Bunyamin Faisal Syarifudin
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1102

Abstract

This qualitative comparative study examines how power operates through the control of knowledge in George Orwell's 1984 and "The Tragedy of Ohara" arc, Chapters 391–398 of Volume 41 of Eiichiro Oda's One Piece, analyzed using the official VIZ Media English translation. Following Sapardi Djoko Damono's comparative literature approach within Michel Foucault's power/knowledge framework, data were purposively selected using three criteria: explicit depiction of knowledge-control mechanisms, correspondence to one of four analytical aspects (control of information, production of knowledge, construction of truth, and exercise of power through discourse), and relevance to the comparative aims. Close reading and deductive, theory-driven coding were applied to quotations, dialogue, and manga panels. The findings show that both works represent knowledge as the primary object of politicaal control across all four aspects, yet differ in mechanism: 1984 sustains concealed, continuous, bureaucratic control through historical revision and language manipulation, whereas "The Tragedy of Ohara" enacts an overt, singular act of institutional violence through censorship, propaganda, and destruction of knowledge producers. Rather than extending Foucault's framework theoretically, the study demonstrates its continued applicability across cultural and medial boundaries, offering a modest contribution confined to these two texts rather than a generalizable claim about dystopian fiction or manga.
Mobile Language Learning Engagement Profiles Among Indonesian Border-Region EFL Undergraduates Nofvia De Vega; Suyadi Suyadi; Jhoni Eppendi
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.656

Abstract

Although mobile-assisted language learning (MALL) has become a widely recommended pedagogical approach in EFL higher education, how engagement profiles vary across developmental stages proposed by the iMOLA framework remains poorly understood. This cross-sectional study examined iMOLA Scale data from 250 EFL undergraduates at Universitas Borneo Tarakan using k-means cluster analysis to identify naturally occurring engagement profiles across six subscales (Understanding, Exploring, Integrating, Collaborating, Innovating, Creating). Three profiles emerged: an Early-Stage profile (n = 87, 34.8%) showing a steep decline from Understanding through upper stages; a Mid-Stage profile (n = 116, 46.4%) peaking at Integrating (M = 27.46) and dropping sharply thereafter; and an Advanced-Stage profile (n = 47, 18.8%) maintaining elevated scores across all six stages. Profile shapes are described from cluster centroids without inferential tests on the clustering variables, avoiding tautological comparison. Years of digital learning experience and number of mobile applications used did not significantly predict overall iMOLA engagement, while internet access quality showed a modest association with profile membership. Findings suggest that deeper MALL engagement is best understood as a multidimensional profile of MALL engagement rather than a binary outcome, with implications for diagnostic, profile-based curriculum design in border-region Indonesian EFL contexts.
Reading Self-Directed Psychopathy: Mental Killing in Meg Cabot's Size 14 Is Not Fat Either Riola Haya Nur; Ardiansyah Ahmad; Muthia Amalia Syahrir
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.895

Abstract

Societal beauty standards inflict significant psychological distress, conditioning individuals to perceive their appearance as a deficit requiring constant modification. This behavior triggers “mental killing,” a literary analytical framework conceptualized here to describe narrative processes of identity erosion, self-erasure, and internalized psychopathic conformity. While existing literature associates psychopathic characteristics with outward, sadistic predation,  this study investigates how these characteristics manifest intrapersonally through a psychological literary analysis of the novel Size 14 is Not Fat Either.  Textual data—comprising dialogues, interior monologues, and semiotic signs—were extracted via purposive sampling across ten targeted chapters and processed using thematic framework alongside Triarchic Model and characterization techniques. Through this textual evidence, Heather Wells can be read as showing internalized psychopathic traits, as follows:  disinhibition operates as impulsive self-estrangement­–driven by idealized body standards; meanness functions as an inward predatory logic treating self-worth as prey; and boldness acts as a stoic mask suppressing trauma for social functionality. This text-based analysis demonstrates that negative self-perception reinforces self-erasure, complicating the classic “killer” archetype by framing violence as an invisible act of inward social conformity.
Technology-Mediated Self-Regulated Learning and Learner Autonomy: A Qualitative Case Study of EFL Undergraduate Students Putu Wahyu Sudewi; Andi Mega Januarti Putri; Nurul Imansari
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.906

Abstract

The rapid growth of digital technologies has transformed English as a Foreign Language (EFL) learning, particularly in informal settings beyond the classroom. While research has extensively examined technology-enhanced language learning in formal instructional contexts, less is known about how learners in resource-constrained settings exercise autonomy and self-regulation through digital tools in everyday lives. This qualitative case study investigates how EFL undergraduate students in Majene, West Sulawesi, use digital technologies to develop autonomous English learning practices outside the formal classroom. Primary data were collected through in-depth semi-structured interviews with 12 purposively selected participants, supplemented by descriptive questionnaire data from 35 students for methodological triangulation. This study explores what types of digital platforms are selected, why they are selected, what self-regulation strategies are employed, and what challenges are faced. The results suggest that learners mainly use social media platforms (TikTok, YouTube, Instagram) and game-based language apps (Duolingo) to facilitate both incidental and intentional English learning. Thematic analysis showed three key dimensions of technology-based autonomous learning, namely: (1) Technology Selection and Motivational Orientation, (2) Self-Regulatory Strategies in Technology-Mediated Learning, and (3) Challenges and Adaptive Responses.
Content and Language Integration in Academic Reading: Fostering EFL Learners’ Comprehension and Critical Thinking Asrul Asrul; Abdulhalim Daud; Awaludin Rizal; Suratman Dahlan; Ridayani Ridayani
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.914

Abstract

The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.
Tracing Cognitive Struggles in EFL Writing: A Phenomenological Study of Language Errors among University Students Fitriyani Bakri; Mardiyanah Nasta; Nur Mutmainnna Halim
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.924

Abstract

Writing in EFL is a cognitively demanding activity involving idea generation, vocabulary retrieval, grammatical formulation, and self-monitoring. Nevertheless, studies on EFL writing errors have largely emphasized linguistic inaccuracies while giving limited attention to students’ cognitive and emotional experiences during writing production. This study aims to explore the cognitive struggles underlying language errors among Indonesian university students in an EFL writing context through a phenomenological perspective grounded in Levelt’s language production framework. This study employed a qualitative phenomenological design involving 24 students of Class A 2024, English Literature Study Program, Universitas Negeri Makassar who enrolled in Essay Writing class. Students were instructed to write a 1–2 paragraph research progress summary without using phones or digital references. Data were collected through students’ written texts, reflection journals, and stimulated recall interviews, and analyzed using thematic analysis informed by Interpretative Phenomenological Analysis (IPA). The findings reveal that students experienced difficulties in generating and organizing ideas, retrieving vocabulary, constructing sentences, and maintaining coherence. In addition, emotional factors such as confusion, nervousness, pressure, and cognitive fatigue intensified writing difficulties and interrupted writing fluency. The study demonstrates that language errors reflect deeper cognitive and emotional struggles during writing production rather than merely grammatical deficiencies.
Exploring Vocabulary Competence through Wuthering Waves English Subtitles: The Perceptions of Indonesian EFL Learners Hafiza Zia Rafi Izzati Zakaria; Shafa Shafa; Anis Komariah; Muhammad Tahir
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1007

Abstract

The potential of authentic English input outside formal classrooms, such as that encountered in digital games, remains underexamined for Indonesian EFL learners at the college level. Authentic English input such as digital games comes with mandatory English subtitles, presenting an underexamined opportunity for incidental vocabulary learning. Therefore, this research uses a qualitative case study in order to examine how English department students perceived the role of intralingual English subtitles from the action role-playing game with the name Wuthering Waves in relation to their vocabulary competence. Seven respondents were chosen from three universities in Samarinda. The data from each respondent were analysed using thematic analysis, yielding several major themes as a result. It reveals that students view English subtitles within the game itself as a challenging but meaningful linguistic input. They actively employed digital tools to support their understanding of the game’s narrative context. Vocabulary familiarity was developed primarily through repeated exposure within the game context, including quests, character dialogues, and gameplay actions. It is concluded that non-localized games with English-only subtitles hold a significant pedagogical potential as supplementary resources for incidental learning outside formal classrooms situation.
Learning Motivation as Mediator of Associations Between Students' Interest, Positive Learning Environment, and Vocabulary Knowledge Riska Alifiah Zalsabila; Muhammad Tahir; Muhalim Muhalim
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1017

Abstract

This study explored the relationships among students' interest, positive learning environment (PLE), motivation, and vocabulary knowledge among Indonesian EFL learners. Data were obtained using a cross-sectional explanatory sequential mixed-methods design using convenience sampling from 236 eleventh-grade students of three public senior high schools in Takalar Regency, Indonesia, and were followed by interviews with 14 purposively selected students. Quantitative data were examined with Structural Equation Modelling (SEM), whereas qualitative interview data were assessed via thematic analysis. The findings demonstrated that motivation was strongly correlated with students' interest and a supportive learning environment. While there was no statistically significant correlation between students' interest and vocabulary knowledge, motivation and a supportive learning environment were strongly linked to vocabulary knowledge. Significant indirect relationships between students' interest and vocabulary knowledge (β =.140, p <.001) and between a positive learning environment and vocabulary knowledge (β =.093, p =.002) were found by mediation analysis. The results indicate that among Indonesian EFL learners, motivation plays a role in explaining the relationships between students' interest, a supportive learning environment, and vocabulary knowledge.
Foregrounding and Deviation in The Tortured Poets Department: The Anthology and Its Implications for EFL Ken Ayu Wandan Danastri; Faiza Hawa; Ajeng Setyorini
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1040

Abstract

This study explores foregrounding through linguistic deviation in Taylor Swift’s The Tortured Poets Department: The Anthology. It aims to identify the types of linguistic deviation in the album, analyze how these deviations function as foregrounding devices in meaning-making, and examine the potential pedagogical implications of these deviations for the development of critical reading skills in EFL learning. This study employed a qualitative descriptive method using Leech's theory of deviation as the theoretical framework. The data were collected from 11 selected songs on the album using documentation and note-taking techniques. The analysis identified 188 instances of linguistic deviation classified into seven types: semantic deviation (149), lexical deviation (4), grammatical deviation (5), phonological deviation (3), graphological deviation (3), dialectal deviation (17), and deviation of register (7). Semantic deviation was the most prevalent, indicating the frequent use of figurative and unconventional language in the lyrics. These findings indicate that meanings in the selected songs are often conveyed indirectly, encouraging readers or listeners to construct meaning through interpretation. In addition, the study also indicates that lyrics can be used as authentic materials in EFL classrooms to develop critical reading skills through the interpretation of figurative language and the understanding of vocabulary in context.
Beyond Vocabulary: Multimodal English Teaching Through an Interactive Flat Panel in an Indonesian Preschool Lisa Marthalina Sadikin; Noor Maulidiyah
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.1110

Abstract

This study examines how multimodal literacy supports early English language teaching (ELT) in an Indonesian preschool classroom. Using a qualitative case study design, the researchers observed one Preschool-A class in Banjarmasin, led by one of three classroom teachers while the other two supervised the children, and interviewed all three teachers and the principal about teacher training, technology use, and institutional policy. The lesson centered on an Interactive Flat Panel (IFP), delivering English vocabulary through touch games, animated videos, and movement-based songs. Data were analyzed using a hybrid inductive–deductive thematic analysis. Findings show that the IFP gave pre-literate children repeated exposure to English numbers, colors, and shapes without relying on reading skills, alongside active oral participation, repeated use of target vocabulary, teacher–student interaction, and practice opportunities across the multimodal activities. All three teachers reported receiving no formal training in digital literacy or ELT-specific technology use, learning instead through trial and error and informal support from their Teacher Working Group. These findings suggest that multimodal, technology-assisted ELT can engage pre-literate learners in vocabulary exposure and classroom interaction, while underscoring the need for sustained teacher training and stronger institutional support.

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