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The Journal of English Literacy Education
Published by Universitas Sriwijaya
ISSN : 23557486     EISSN : 26214512     DOI : https://doi.org/10.36706/jele
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
The Journal of English Literacy Education (JELE) is a peer-reviewed, open-access journal published twice a year by the English Education Study Program, Faculty of Teacher Training and Education, Sriwijaya University, Indonesia. The journal focuses on research and development in English as a Foreign Language (EFL), particularly in the area of literacy education. The journal covers topics including English language teaching and learning, Teaching English for Young Learners (EYL), language materials development, English literature teaching, instructional design, and the use of media and technology in language education. JELE aims to promote scholarly discussion and innovation in English language education and to contribute to the improvement of teaching practices and literacy development across educational contexts.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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NAVIGATING TEACHERS’ PREPAREDNESS AND PROFESSIONAL DEVELOPMENT: A NARRATIVE INQUIRY IN AN INDONESIAN ISLAMIC BOARDING SCHOOL Dodi Zain; Irsalina Murtiek
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.132

Abstract

This study examines English as a Foreign Language (EFL) teachers’ reflections on teaching preparedness and professional development within the distinctive context of an Islamic Boarding School (IBS) in Indonesia. Employing a narrative inquiry approach, this study was conducted with Aisyah, a female English teacher at an IBS in Banyumas Regency, Central Java. Data were gathered through interviews and subjected to narrative analysis. The findings indicate that teacher preparedness and professional development emerged as dynamic, context-dependent processes shaped by the interaction of teacher agency, reflective practice, experiential learning, and institutional support. The findings further suggest that sustained teacher growth in Islamic boarding schools requires contextually relevant professional development that integrates pedagogical competence with faith-based educational values. This study underscores the need to strengthen alternative pedagogical preparation, mentoring, and context-specific professional development programs to support teachers from diverse educational backgrounds in Islamic boarding schools. They also suggest further comparative and longitudinal research to examine how institutional contexts, reflective practice, and support systems shape teacher preparedness, professional growth, and professional identity over time.
EXPLORING STUDENTS’ PERCEPTIONS OF ARTIFICIAL INTELLIGENCE USE IN LEARNING OUTCOMES AT HIGHER EDUCATION Nurlista Iryanti; Fenisya Anggraini
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.138

Abstract

Artificial Intelligence (AI) is increasingly integrated into higher education to support English learning through personalized and adaptive instruction. This study investigates undergraduate students' perceptions of AI and its contribution to English learning outcomes at Universitas Sriwijaya. A mixed-methods approach was employed, involving 40 students from various academic disciplines. Data were collected through questionnaires and semi-structured interviews and analyzed using thematic analysis based on the Perceiver–Target–Situation framework. The Pearson product-moment correlation analysis was also used to analyze the data. The findings indicate that students generally hold positive perceptions of AI. Familiarity with digital technology, prior experience, institutional support, peer interaction, and learning environments encouraged AI adoption. Students perceived AI as accessible, practical, and responsive to their learning needs, contributing to improvements in reading comprehension, writing performance, learning efficiency, confidence, and autonomous learning. The study concludes that positive perceptions, supported by appropriate educational contexts, facilitate the effective integration of AI in English learning and provide practical implications for AI-assisted instruction in higher education.
CAN ENG 100 FOSTER ACADEMIC LITERACY? STUDENT PERCEPTIONS AT UNIVERSITY OF BUEA Divine Nchang Ndimofor
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.145

Abstract

Academic literacy is essential for success in higher education, yet many undergraduate students struggle with academic writing, reading comprehension, communication, and critical engagement with texts. This study examined students’ attitudes and perceptions of the effectiveness of ENG 100 in developing academic literacy skills at the University of Buea. Specifically, it investigated students’ attitudes toward the course, perceptions of its effectiveness, its contribution to academic literacy development, teaching and assessment practices, and implementation challenges. Using a descriptive survey design informed by Academic Literacies Theory and the Theory of Planned Behaviour, data were collected from 200 undergraduate students through structured questionnaires. Quantitative data were analysed using frequencies and percentages, while qualitative responses were analysed thematically. Findings revealed generally positive attitudes and perceptions toward ENG 100, with students reporting improvements in academic writing, grammar, vocabulary, communication, reading comprehension, and overall academic performance. Teaching methods, lecturer feedback, and assessment practices were also viewed positively. However, challenges such as overcrowded classrooms, limited instructional time, inadequate learning resources, and insufficient practical writing activities constrained the course's effectiveness. The study concludes that ENG 100 significantly enhances academic literacy and recommends increased instructional time, improved learning conditions, better resource provision, and more learner-centred, practice-oriented instruction.

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