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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 81 Documents
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ENHANCING CRITICAL THINKING THROUGH THE DEVELOPMENT OF A CRITICAL LISTENING TEACHING MODEL WITH STUDENTS' SELF-MEDIATED PODCAST: AN EXPERIMENTAL STUDY Arif Suryo Priyatmojo; Issy Yuliasri; Abdurrachman Faridi; Charanjit Kaur Swaran Singh
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.74

Abstract

The study aimed to examine whether there is a significant difference in students' critical thinking skills before and after the implementation of a self-mediated podcast model in a critical listening class to improve critical thinking. Using a mixed-methods, quasi-experimental design, the study involved 67 fourth-semester English Education students at Universitas Negeri Semarang. The experimental group used the ARIPS (Analyze, Review, Revise, Record, Immediately Podcast, and Share) model while the control group received conventional instruction. Results analyzed through paired sample and independent t-tests demonstrated a statistically significant improvement in the experimental group's critical thinking skills (p < 0.001). The findings suggest that the integration of self-mediated podcasting effectively enhances students' critical thinking.
EXPLORING PERSONALIZED LEARNING FEATURES IN AN EFL CLASSROOM: A CASE IN INDONESIAN HIGHER EDUCATION Ignasia Yuyun; Nenden Sri Lengkanawati; Ika Lestari Damayanti; Fazri Nur Yusuf
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/fk5rz139

Abstract

Leveraging a learner-centered approach in higher education is a prerequisite to complying with the current Indonesian curriculum policy, which promotes student mobility and seamless learning. Thus, implementing personalized learning in the classroom supports learning flexibility by accommodating students' needs, preferences, and interests and promotes student agency. Considering the limited implementation of personalized learning in EFL classrooms, this study aims to investigate how personalized learning features support EFL student learning, particularly in online synchronous and asynchronous EFL classrooms, which has the potential to inspire future research. Through a writing playlist facilitated by a learning management system, this study employed class observations and focus group discussions involving ten senior students in the English Department. It reveals that personalized learning features, including goal setting, learning tracking, learning phases/instructions, learning support/collaboration, assessment (self-peer-teacher), self-reflection, and voice and choice (flexibility), facilitate EFL students in making, participating in, contributing to, and managing their learning. In light of these findings, this study suggests incorporating more digital technologies to leverage and monitor the success of implementing personalized learning in Indonesian English as a Foreign Language (EFL) classrooms. In addition, involving more participants and other English skill classes could enhance the overall depth and breadth of the research findings.
MOVING FROM THEORY TO PRACTICE: A SYSTEMATIC REVIEW ON ESTABLISHING CRITICAL LITERACY IN EFL SETTINGS Hanif Nurcholish Adiantika; Emi Emilia; Gin Gin Gustine
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/hy9z4560

Abstract

Research in critical literacy has conventionally put an emphasis on English as a second language contexts, with limited exploration in environments of English as a foreign language (EFL) where English is seldom utilized outside of the classroom. This study aims to scrutinize the incorporation of critical literacy within the context of Teaching English to Speakers of Other Languages (TESOL), a domain that has been disregarded by TESOL scholars and practitioners in EFL contexts. This study assesses and integrates existing literature through delineating the theoretical framework of critical literacy in TESOL, demonstrating instances of its implementation, and deliberating on the advantages and shortcomings linked with integrating critical literacy into teaching practices. Ultimately, the present study advocates for further investigation into critical literacy in EFL contexts.
INVESTIGATING THE APPLICATION OF TRANSLATION TECHNIQUES BY STUDENTS IN TRANSLATING BY LAWS Jefriadi; Havid Ardi
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/bnn3gm02

Abstract

The translation of legal documents, particularly bylaws, is fraught with empirical and theoretical challenges due to the precision required to uphold the original text's legal intent, authority, and clarity. Legal translation is not merely a linguistic exercise; it involves deep comprehension of both the source and target legal systems. the process of translating bylaws is often complicated by the necessity of maintaining a formal tone while ensuring that the legal meaning is preserved. The study utilized qualitative descriptive methods and the purposive sampling technique was employed to select participants based on specific criteria. The translation techniques in translating bylaws, conducted by sixth semester English Education students at Universitas Negeri Padang in 2024, there were 10 translation techniques used by translators and total of translation techniques used were 1364 times. From the 9 translation techniques, each one is ranked from the most frequently used to the least used: Established equivalent 743 times (54,5%), Literal Translation 185 times (15,6%), Calque 166 times (12,17%), Amplification with 92 times (6,74%), Transposition 89 times (6,52%), Borrowing 41 times (3,01%), Reduction 24 times (1,76%), Particularization 23 times (1,69%) and Variation with 1 time (0,07%). The percentage is a calculation of the total translation techniques used.
AN EXPLORATION OF UNDERGRADUATE STUDENTS’ PERCEPTIONS OF AI-ASSISTED ENGLISH LEARNING TOOLS Nurlaila Molla; Fajar Prihatini
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.88

Abstract

The growing incorporation of Artificial Intelligence (AI) in education has led to the widespread use of AI-assisted language learning applications. These tools introduce new approaches to improving English proficiency through features such as adaptive feedback and interactive practice. Gaining insights into students’ perceptions is essential for optimizing the role of such technologies in educational settings. This research investigated undergraduate students’ views on AI-assisted English learning, emphasizing their experiences, perceived advantages for language development, and the obstacles they faced. A qualitative design was applied, using semi-structured interviews with 20 English Language Education undergraduates at Universitas Pancasakti Tegal. All participants had engaged with AI tools—including Grammarly, QuillBot, and ELSA Speak—for at least three months. Data were examined through thematic analysis. The results showed that these tools enhanced learners’ vocabulary, grammatical accuracy, and pronunciation. Major benefits included individualized learning paths, responsive feedback, and a non-threatening practice environment that fostered autonomy and engagement. Nevertheless, several challenges emerged, such as the risk of dependency, occasional inaccuracies in AI-generated suggestions (particularly with cultural or idiomatic expressions), and concerns about reduced independent language production. The study also revealed a strong link between students’ digital literacy and their capacity to fully utilize AI tools. In conclusion, AI-assisted platforms serve as effective supplementary resources for English learning, offering meaningful support in personalization and skill building, though they cannot replace human instruction. Their success depends on thoughtful integration and user readiness. To optimize outcomes, it is recommended that educators embed AI literacy into curricula, while developers improve the cultural sensitivity and reliability of outputs. Ultimately, a balanced model that blends AI tools with human guidance is most beneficial for holistic language learning. 
MAPPING SOFT SKILLS IN MANAGEMENT ESP: A CONTENT ANALYSIS OF SYLLABUS INTEGRATION AND GAPS Luluk Iswati; Abd. Rajab
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.89

Abstract

In the context of English for Specific Purposes (ESP) for management students, integrating soft skills into the curriculum has become increasingly essential. This study investigates the extent to which soft skills are embedded in an Intermediate Business English syllabus using a single-case qualitative content analysis. The analysis is guided by a predefined soft skills framework comprising five categories: communication, lifelong learning, teamwork, initiative, and problem solving. Document evaluation was conducted by a panel of seven experienced ESP teachers and triangulated with semi-structured interviews to enhance methodological credibility.  The findings reveal that the syllabus strongly promotes verbal communication and demonstrates moderate integration of teamwork, initiative, and lifelong learning. However, aspects such as written communication, peer feedback, and open-ended critical thinking are underrepresented. Problem solving was identified as the weakest integrated skill. These results highlight the need to revise and enrich ESP syllabi to ensure balanced development of both language and essential soft skills. This study offers a detailed evaluative framework for examining soft skills integration in ESP curricula and provides practical implications for syllabus designers and educators seeking to align instructional practices with 21st-century workforce demands.
CODE SWITCHING AND CODE-MIXING IN INTERNATIONAL SERVICE LEARNING ACTIVITIES AT UNIVERSITY OF TECHNOLOGY MALAYSIA Cindy Margareta; Asropah; Suyoto
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/fyqgh449

Abstract

This study explores the sociolinguistic and psycholinguistic dimensions of code-switching and code-mixing among participants in the International Service Learning (ISL) program at Kampung Jawa Batu, Malaysia. Employing a qualitative descriptive approach, the research investigates how multilingual speakers alternate between Malay, Indonesian, English, and Javanese to construct meaning, express identity, and foster intercultural understanding. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using Miles and Huberman’s (1994) qualitative data analysis framework. Findings reveal three dominant forms of language alternation: internal code-switching, external codeswitching, and code-mixing. Internal switching primarily signaled solidarity and cultural empathy, while external switching indexed professionalism and institutional authority through the strategic use of English. Code-mixing, often occurring intra-sententially, served affective and relational functions—expressing politeness, emotional warmth, and shared belonging. These practices reflect a dynamic interplay between linguistic creativity and social harmony, illustrating how multilingual speakers in ISL settings perform identity and negotiate meaning across cultural boundaries. The study concludes that code-switching and code-mixing in service-learning contexts extend beyond linguistic adaptation; they embody acts of empathy, inclusion, and intercultural collaboration. The findings contribute to broader discussions on multilingualism, translanguaging, and cross-cultural communication in global education. 
ENHANCING STUDENTS’ ANALYTICAL EXPOSITION WRITING THROUGH COLLABORATIVE WRITING STRATEGY: AN EXPERIMENTAL STUDY AT MAN 3 PADANG Wahyuni Lidya Putri; Muhammad Al Hafizh
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/v0pmn557

Abstract

This study examines the effect of Collaborative Writing Strategy (CWS) on students' writing skills, particularly in composing analytical exposition texts. Conducted at MAN 3 Padang, the study involved two eleventh grade classes, XI IPA 3 and XI IPA 4, using an experimental design. The experimental group received instruction through CWS, while the control group was taught using conventional teacher-centered methods. Data were collected using pre-tests and post-tests and analyzed to determine improvements in writing performance. The study findings revealed that the implementation of CWS significantly improved students' writing skills compared to the traditional method. The improvements were observed across different levels of student motivation, indicating that CWS is an inclusive and effective teaching approach. This study highlights the pedagogical potential of collaborative learning strategies in improving academic writing skills, especially in an EFL context. The results advocate the integration of CWS into writing instruction to foster student engagement, peer interaction, and equitable learning outcomes regardless of motivational differences.
APPRAISAL SYSTEM: TEACHER’S AND STUDENTS’ AFFECT, JUDGMENT AND APPRECIATION IN KNOWLEDGE CONSTRUCTION Acep Haryudin; Wawan Gunawan; Bachrudin Musthafa
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edzppf72

Abstract

This study aims to investigate how the Appraisal system specifically the Attitude category, which includes Affect, Judgment, and Appreciation is realized in verbal interactions between teachers and students, and how it contributes to knowledge construction within the context of a bilingual primary school classroom. A qualitative approach with a case study design was employed, with data collected through participant observation, audio-visual recordings, and classroom interaction transcripts. The analysis was based on the Appraisal framework, mapping evaluative expressions with a focus on Attitude. The findings reveal that both teachers and students employed all three subcategories of Attitude, though with differing emphases. The teacher demonstrated a balanced use of Affect (41.86%), Judgment (20.93%), and Appreciation (37.21%), while the students predominantly used Affect (50%), followed by Appreciation (35.71%) and Judgment (14.29%). Affect emerged as a means of expressing emotional engagement, Judgment reflected the shaping of scientific behavior and learning ethics, and Appreciation fostered understanding of scientific objects and processes. Evaluative language not only builds conceptual meaning but also shapes a supportive and reflective classroom climate, strengthening students’ scientific identity. This study highlights the significant role of evaluative language in shaping the cognitive, social, and emotional dimensions of learning. The findings offer practical implications for teachers in designing meaningful and value-rich classroom interactions that support the process of knowledge construction.
SEXIST VERBAL VIOLENCE ON SOCIAL MEDIA: A PSYCHOLINGUISTIC STUDY OF ABUSIVE LANGUAGE Rahmawati Rahmawati; Herman Herman; Sutarno Sutarno; Arwin Tannuary; Nurainun Hasibuan; Nguyen Van Thao
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.100

Abstract

This study investigates the phenomenon of sexist verbal violence on social media through a psycholinguistic lens, focusing on the linguistic forms, communicative functions, and psychological impacts of abusive language directed at women. Triggered by the growing prevalence of gendered hate speech on platforms such as TikTok and Instagram, particularly targeting female public figures, this research employs a descriptive qualitative method supported by speech act theory (Austin, 1962; Searle, 1969). A total of 150 comments were analyzed, of which 55 were identified as containing sexist verbal abuse. The findings reveal that these utterances typically involve illocutionary speech acts such as insults, verbal sexual harassment, gender stereotyping, and moral policing. The corresponding perlocutionary effects include emotional harm, such as shame, fear, and diminished self-confidence in the victims. From a psycholinguistic perspective, the production of such language reflects internalized gender bias, affective disinhibition, and the activation of negative cognitive schemas. The study further highlights how digital anonymity and ethical disinhibition enable users to express aggression with minimal accountability. Overall, the results indicate that language is strategically used to exert power and reinforce patriarchal norms within digital discourse. This research underscores the need for greater linguistic awareness, the promotion of digital empathy, and the implementation of more responsive communication ethics in online environments. Creating safer, more inclusive digital spaces requires a multidimensional approach involving education, platform regulation, and cultural change in how language is used and interpreted.

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