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English Review: Journal of English Education
Published by Universitas Kuningan
ISSN : 23017554     EISSN : 25413643     DOI : https://doi.org/10.25134/erjee
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
English Review: Journal of English Education (ERJEE) is an open-access, peer-reviewed scholarly journal dedicated to the advancement of knowledge in English language education, linguistics, applied linguistics, and English literature. The journal provides a platform for interdisciplinary research that explores the dynamic role of language and literature in shaping contemporary global society. ERJEE welcomes original research articles, theoretical analyses, and critical reviews from scholars, educators, and practitioners worldwide, especially those focusing on EFL (English as a Foreign Language) contexts. The journal seeks to foster a deeper understanding of language-related issues and educational practices across diverse sociocultural settings. The scope of ERJEE includes, but is not limited to, the following areas: English Language Pedagogy English Language Literacy English for Specific Purposes (ESP) English Language Testing and Assessment Teaching English to Young Learners (TEYL) English Literature and Literary Studies Language Policy and Planning Second Language Acquisition (SLA) ELT Materials Development and Evaluation Critical Discourse Analysis (CDA) Language and Media Studies ERJEE particularly encourages contributions that bridge theory and practice, and that reflect innovation, inclusivity, and relevance to the evolving needs of English language education worldwide.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 28 Documents
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Search results for , issue "vol. 14 no. 2 (2026)" : 28 Documents clear
RESHAPING INTERCULTURAL COMMUNICATIVE COMPETENCE IN EFL LEARNERS THROUGH AI-MEDIATED LANGUAGE PRODUCTION AND ADAPTIVE FEEDBACK MECHANISMS Ratna Andhika Mahaputri; Nor Syamimi Iliani Che Hassan
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.164

Abstract

Abstract: The integration of artificial intelligence (AI) into English as a Foreign Language (EFL) education has brought about transformative changes in how learners develop intercultural communicative competence (ICC). This systematic literature review examines how AI-mediated language production and adaptive feedback mechanisms reshape ICC among EFL learners. Following PRISMA guidelines, this study analysed 35 peer-reviewed articles published between 2020 and 2025. The review focuses on ELT-relevant dimensions, including automated writing evaluation, generative AI in language learning, and AI-mediated cross-cultural exchange. Findings indicate that AI facilitates ICC by providing real-time adaptive feedback that helps learners negotiate cultural nuances and linguistic norms. The study concludes that AI serves as a "cultural mediator," offering a triadic interaction model that enhances learners' knowledge, skills, and attitudes in intercultural settings.
DIGITAL LINGUISTIC CREATIVITY (DLC) IN INDONESIAN GEN Z INSTAGRAM CAPTIONS: A SOCIOLINGUISTIC ANALYSIS Balqis Fadila Rahma Sandra; Dedy Subandowo; Amirudin Latif
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.169

Abstract

Indonesian Generation Z (Gen Z), born between 1997 and 2012, grows up in the era of digital platforms shows creative linguistic patterns for using English and communicative interaction. This study investigates the distribution of Digital Linguistic Creativities (DLC) captions, which comprise orthographic, lexical, morphological, and semiotic categories, from 124 Indonesian Gen Z Instagram users whereby the DLC captions function as sociolinguistic resources for identity construction and stance taking to interpret sociolinguistic landscape as well.  Employing descriptive qualitative design, this study examines the phenomena which relies on text and image by analysing 124 captions posted from 2025 to 2026.  The findings show that the most frequent captions are orthographic creativities (43%), followed by lexical creativities (30%) that are the second most frequent captions, followed by semiotic creativities (25%) that are the third most frequent captions, and the least frequent captions are morphological creativities (2%). Orthographic creativity becomes the most frequent captions posts because of various linguistic patterns to attract particular attention. Meanwhile, morphological creativity becomes the least frequent captions posts due to the need of word formation analysis. With regard to sociolinguistic landscape, the finding of identity construction reveals that the existence of Instagram users in their online communities is not merely as personal identity but also group identity. The finding of stance taking that includes epistemic and affective stance reveals that Instagram captions posts are created based on knowledge driven-action, inter subjectivity, and emotional expression.
EFFICIENCY OVER LEARNING: A QUALITATIVE STUDY OF CHATGPT USE AND ACADEMIC INTEGRITY AMONG JUNIOR HIGH SCHOOL STUDENTS IN INDONESIA Sohibatul Islamiyah; Durrotul Hikmah
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.170

Abstract

The increasing use of ChatGPT in secondary education has raised questions about its impact on students’ learning and academic integrity. However, empirical evidence on junior high school students’ perspectives, particularly in the Indonesian context, remains limited. This qualitative descriptive study explores students’ perceived benefits, challenges, and ethical strategies in using ChatGPT for academic writing. The study involved five junior high school students (ages 13–15) from SMP Nurul Jadid, Indonesia, selected through purposive sampling based on their experience using ChatGPT for writing tasks. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s reflexive thematic analysis. The findings show that students primarily use ChatGPT for efficiency-related purposes, such as quick access to information and task completion, rather than for developing writing skills or critical thinking. Reported challenges were minimal, indicating limited awareness of issues such as AI inaccuracies and overreliance. To address ethical concerns, students developed self-constructed strategies based on selective use and content modification; however, these were found to be insufficient in addressing deeper issues of academic integrity and proper attribution. The study highlights a gap between the pedagogical potential of ChatGPT and students’ actual usage, underscoring the need for explicit instruction and clear guidelines to support responsible and learning-focused AI use in secondary education.
ENHANCING READING LITERACY AND TEACHER ENGAGEMENT THROUGH READS ROADMAPS AND INTERACTIVE E-BOOK Syahmina; Fitrawati
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.184

Abstract

Reading literacy remains a major challenge in Indonesian junior high schools, where many students still struggle to understand texts beyond the literal level, while teachers often face difficulties in sustaining effective reading instruction. These problems are closely related to limited teacher engagement and the lack of integration between structured literacy strategies and digital learning resources. Although previous studies have discussed structured reading models or digital tools separately, empirical evidence that combines both while addressing teacher reading engagement remains limited. This study aimed to investigate the implementation of READS Roadmaps integrated with interactive e-books and to examine their contribution to improving students’ reading literacy and teachers’ reading engagement. Using a Classroom Action Research design, the study was conducted in three cycles with eighth-grade students at a public junior high school in Padang. Data were collected through classroom observations, reading literacy tests, questionnaires, interviews. The findings showed a sustained improvement in students’ reading literacy across the cycles, particularly in inferential and evaluative reading. In addition, teachers demonstrated higher motivation, confidence, and more active involvement in planning and delivering reading instruction. Overall, the results indicate that integrating READS Roadmaps with interactive e-books offers a practical and effective approach to enhancing reading literacy and strengthening teacher engagement in junior high school contexts.
DEVELOPING MULTIMODAL PRAGMATIC COMPETENCE IN SYNCHRONOUS ONLINE EFL LEARNING: A CONVERSATION ANALYSIS STUDY Fridolini Fridolini
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.190

Abstract

This study investigates the development of multimodal pragmatic competence among 156 advanced Indonesian EFL learners during eight weeks of Zoom-mediated instruction. Drawing on the CA-for-SLA framework, data were collected from video-recorded interactions, chat logs, and stimulated recall interviews. A corpus of 87 request sequences and 64 disagreement sequences was analyzed to trace developmental changes in learners’ multimodal pragmatic performance. The findings reveal three developmental phases. During Weeks 1–2, learners relied predominantly on spoken language, with 82% of face-threatening acts performed verbally. In Weeks 3–5, multimodal coordination emerged as verbal-only interactions declined to 46–52%, accompanied by increased use of gestures and chat-based communication. By Weeks 6–8, learners demonstrated advanced multimodal integration, with only 18–23% of interactions remaining verbal-only. At this stage, speech, gesture, chat, and screen-sharing functions were strategically combined to perform requests and disagreements. Platform affordances, particularly private chat and screen sharing, were frequently employed to manage face-threatening situations, especially in breakout-room interactions. These findings demonstrate that multimodal pragmatic competence develops progressively through sustained video-mediated interaction, extending usage-based perspectives on second language development. Pedagogically, the study highlights the value of multimodal awareness-raising and systematic use of digital platform affordances in online language learning.
EFFECTIVENESS OF AI-INTEGRATED COLLABORATIVE WRITING AMONG UNIVERSITY EFL STUDENTS IN WRITING FLUENCY M. Fadhly Farhy Abbas; Vina Fathira; Satria Adi Pradana
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.200

Abstract

This research aims to investigate the effectiveness of AI-integrated collaborative writing on writing fluency of EFL students in higher education. The method employed was quantitative with quasi- experimental design. There were 40 students divided into experimental and control groups. Technique of collecting data was writing tests before and after the treatment. The technique of analyzing data used paired sample t-tests and independent sample t-tests for determining writing ability and comparisons between groups. The results showed that both groups experienced improvements in writing ability, but the experimental group using AI integration showed a more significant improvement. These findings revealed that the use of AI, such as ChatGPT, QuillBot, Grammarly, and DeepL, can act as a digital scaffold that helps students develop ideas, improve grammar, and increase writing fluency more effectively. Practically, this study provides evidence that AI integration in collaborative learning can improve quality and efficiency of writing learning process in higher education. The findings also suggest that combining technological tools with collaborative strategies creates a more supportive and interactive learning environment for EFL students. Therefore, AI-integrated collaborative writing can be considered an innovative pedagogical approach to enhance writing fluency in higher education contexts.
ENVIRONMENTAL AWARENESS AND ENGLISH TEACHERS’ PROFESSIONAL IDENTITY: A MIXED-METHOD STUDY Paschalis Kurniawan Sanjaya; Paulus Kuswandono
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.202

Abstract

Contemporary environmental challenges are increasingly demanding responses from the education sector. Teachers, as key educational agents, play an important role in fostering environmental awareness, and their professional identity may be influenced by how they perceive and respond to environmental issues. However, there is limited research that connects environmental awareness and teacher identity construction. Therefore, this research aims to examine how teachers’ environmental awareness influences their professional identity and their integration of environmental values in teaching. 80 English teachers participated in the questionnaire phase, and five teachers were selected for semi-structured interviews through purposive sampling. Descriptive statistics were used to analyze the quantitative data, while thematic analysis was applied to the qualitative data. The findings revealed that teachers’ environmental awareness influenced their moral self-positioning, pedagogical decision-making, and professional identity beyond language instruction. In addition, teachers integrated environmental values through implicit practices, such as modeling pro-environmental behaviors and daily classroom habituation, and through explicit practices, including the integration of environmental texts and experiences into learning materials and the use of teaching methods such as outdoor learning and environmental visualization. In conclusion, this study suggests that environmental awareness plays a significant role in shaping English teachers’ professional identity as educators.
CAN ARTIFICIAL INTELLIGENCE FOSTER L2 LEARNING? INVESTIGATING ITS IMPACT ON BEHAVIORAL, COGNITIVE, AND EMOTIONAL ENGAGEMENT IN EFL CONTEXTS Dwita Laksmita Rachmawati; Nirwanto Maruf; Hidayatul Badi'ah; Agus Mulyadi
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.207

Abstract

This study investigates the impact of Artificial Intelligence (AI) on students’ behavioral, cognitive, and emotional engagement in an English as a Foreign Language (EFL) context. Employing a mixed-methods explanatory sequential design, the study involved 70 undergraduate students at a private university in Indonesia. Quantitative data were collected through a structured questionnaire, while qualitative data were obtained from semi-structured interviews and reflective responses. The findings reveal that AI positively influences all dimensions of engagement, with the strongest effect observed in behavioral engagement, followed by cognitive engagement, and a more variable impact on emotional engagement. Among the AI tools examined, adaptive learning platforms and chatbot interactions were found to be more effective than writing assistants. Correlation analysis confirmed significant positive relationships between AI use and all engagement dimensions. However, qualitative findings indicate challenges such as over-reliance and unclear feedback. The study highlights the importance of strategic AI integration to maximize engagement in EFL learning.
THE EFFECT OF CARTOON ANIMATION INTEGRATED WITH TPR ON STUDENTS’ VOCABULARY MASTERY AND LEARNING MOTIVATION AT SD ISLAM KHAIRA UMMAH Fatma; Yuli Tiarina
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.208

Abstract

Students still face difficulties in vocabulary mastery and learning motivation, indicating the need for more engaging instructional strategies. This study aimed to examine the effect of cartoon animation integrated with Total Physical Response (TPR) on students’ vocabulary mastery and learning motivation. This research employed a quasi-experimental pre- and post-test design. The study population consisted of 101 third-grade students at SD Islam Khaira Ummah. The sample included 22 students from class 3C as the control group and 24 students from class 3D as the experimental group. The experimental group was taught using cartoon animation integrated with TPR, while the control group received conventional instruction. A vocabulary test and a learning motivation questionnaire were used to collect the data. The results showed that the experimental group achieved a higher mean post-test score in vocabulary mastery (M = 86.25) compared to the control group (M = 80.00), with a statistically significant difference (t = 2.204, df = 44, p = 0.033). Similarly, the experimental group demonstrated higher learning motivation (M = 82.67) than the control group (M = 76.50), with a significant difference (t = 3.226, df = 44, p = 0.020). These findings indicate that integrating cartoon animation with TPR can positively influence students’ vocabulary mastery and learning motivation. Therefore, this approach may be considered as an alternative instructional strategy for teaching vocabulary to elementary school students.
PROBING THE ALIGNMENT BETWEEN MULTIMODAL TEACHING PRACTICE AND STUDENTS’ LEARNING PREFERENCES IN INDONESIAN EFL CLASSROOM Novia Trisanti; Henrikus Joko Yulianto; Daud Jiwandono; Almira Irwaniyanti Utami
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.210

Abstract

In Indonesia, teaching and learning English are confronted with various obstacles in aligning instructional approaches with students’ learning preferences and multimodal literacy expected by the curriculum. Multimodal pedagogy has been widely promoted in EFL contexts. However, few research have studied the alignment between teachers’ multimodal teaching approaches and students’ preferred learning modalities in authentic classrooms. This research explored the perceived alignment of multimodal teaching with student’s learning preferences in the Indonesian secondary EFL classroom. A mixed-method approach was employed in this study with 20 EFL teachers and 60 junior high school students in Semarang Regency, Indonesia. Data were obtained by Likert scale questionnaire and open-ended response and analyzed by descriptive statistics and qualitative analysis. The results showed that students had the highest preference for kinesthetic learning (M = 7.78) and video-based media (70%), while the lowest preference was for audio-based learning (M = 3.04). Students had generally good perception of teachers’ use of multimodal media. However, the convergence of instructional practices to students’ chosen modalities was only partial as indicated by the moderate mean scores ranging from 3.45 to 3.58. The qualitative data findings to support the quantitative analysis results also reflect that the students preferred interactive and visually aided learning activities since they raised engagement and understanding. This study reveals multimodal pedagogy has been applied in Indonesian EFL classrooms, although further pedagogical adaptation and teacher support are needed to meet learner diversity and maximize multimodal instruction.

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