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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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CRITICAL PEDAGOGY PRINCIPLES FOR DEMOCRATIC INDONESIAN SENIOR HIGH SCHOOL EFL CLASSROOMS Slamet Wahyudi Yulianto; Muhammad Anjar Nugraha; Anggiana Yulyanti; Diki Rosadi; Noni Trisna Putri; Abdillah Mubarrok Lathief
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.v14i1.139

Abstract

There are two primary objectives of this study. First, investigating how the four Critical Pedagogy (CP) principles, consisting of dialog, problem-posing, praxis, and conscientization, are integrated in the Teaching English as a Foreign Language (TEFL) for the purpose of establishing the more Democratic Classroom (DC) and assisting students’ Critical Thinking (CT) development. Second, uncovering the students’ responses toward the integration and what impact they perceive as a result of it. Participants included 213 eleventh-graders from a public senior high school in Subang, West Java, Indonesia. The data were obtained through questionnaire, interviews, and classroom observations from May until October 2025 and were then analyzed through transcribing, coding, categorizing, interpreting, comparing, and concluding. Findings indicate that CP principles are incorporated through ten specific activities designed to foster a DC atmosphere and enhance CT skills. These activities include involving students in classroom decision-making, presenting relevant learning materials, helping students distinguish facts from opinions, and discussing solutions for controversial social issues. Toward the ten activities, the students respond positively and claim that, they are motivated to participate in co-creating classroom decisions and are facilitated in developing their CT skills, including analysis, open-mindedness, and decision-making. The study suggests that EFL teachers should integrate these ten CP-based activities into their daily pedagogical practices. Additionally, it is recommended for policy-makers to promote and support the incorporation of CP principles in TEFL.
EXPLORING DIGITAL ENGLISH TEACHING STRATEGIES THROUGH DIFFERENTIATED LEARNING IN VOCATIONAL HIGH SCHOOLS IN SOUTH SUMATRA Dodi Irawan; Hadiyanto; Bunga Ayu Wulandari; Eddy Haryanto
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.v14i1.144

Abstract

This study investigates the implementation of digital English teaching strategies with a differentiated learning approach at Vocational High Schools (SMKs) in South Sumatra. The research aimed to explore how teachers integrate differentiated learning strategies into their teaching practices, focusing on content, process, and product differentiation. Data was collected through observations, teacher questionnaires, interviews, and document reviews. The results show that the integration of differentiated learning has been effective in meeting the diverse needs of students, with content being adapted to students' interests and learning styles. Process differentiation was implemented through grouping students based on their learning pace, and product differentiation encouraged collaboration and student presentations. However, challenges such as limited digital literacy, inadequate teaching resources, and a lack of infrastructure were identified as barriers. The study suggests that further professional development, better digital resources, and enhanced infrastructure are essential to maximize the potential of differentiated learning strategies.
PORTRAYING EFL STUDENTS’ WRITING SELF EFFICACY ACROSS IDEATON, CONVENTION, AND SELF-REGULATION: A QUALITATIVE EXPLORATION Eliza Trimadona; Urip Sulistiyo; Hadiyanto; Mukhlash Abrar
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.v14i1.157

Abstract

Writing self-efficacy plays a crucial role in shaping EFL students’ engagement, strategic behavior, and confidence in academic writing. This qualitative study investigates how university EFL students construct their writing self-efficacy through three interrelated dimensions: ideation, convention, and self-regulation. Semi-structured interviews were conducted with undergraduate EFL students and analyzed using thematic analysis supported by NVivo. The findings reveal that students’ self-efficacy in ideation is strengthened by topic familiarity, the use of planning strategies, and access to external resources, enabling them to generate and organize ideas more confidently. In terms of convention, students’ confidence is closely associated with their perceived control over grammar, vocabulary, and mechanics, often supported by digital tools as mediational resources. Self-regulation emerges as a dynamic dimension, reflected in students’ ability to manage focus, set goals, and sustain motivation, although their efficacy frequently fluctuates due to reliance on external demands such as deadlines. The results indicate that writing self-efficacy is a multidimensional and context-dependent construct shaped by the interaction of cognitive, linguistic, and regulatory processes. These findings highlight the importance of integrating strategic instruction, linguistic support, and self-regulatory guidance to foster sustainable writing self-efficacy in EFL higher education contexts.
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.
NEGOTIATING INNOVATION: A CASE STUDY OF PROJECT-BASED LEARNING FOR ENGLISH SPEAKING IN THE MERDEKA CURRICULUM Rahma Sakina; Aip Syaepul Uyun; Revi Nur Ridwan; Sri Yunita; Finka Mareta; Nendah Sari Indriani
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.v14i1.165

Abstract

This qualitative case study investigates how an English teacher implemented PjBL in speaking instruction under the Merdeka Curriculum at SMAN Jatinangor, the challenges encountered, and the strategies used to address them. The participants were one English teacher and eleventh-grade social science students. Data were collected through classroom observations, semi-structured interviews, and document analysis. An adapted observation form from Roheni (2022) guided the observations, while interview data were analysed thematically and documents were examined using the READ approach. Data credibility was ensured through triangulation and member checking. The findings reveal a locally adapted nine-stage PjBL model consisting of lesson explanation, group formation, project planning, scheduling, group discussion, progress monitoring, project presentation, assessment, and evaluation. Five main challenges emerged—limited pedagogical mastery, time constraints, student discipline, assessment complexity, and group management—which were further conceptualised into three interrelated constraints: knowledge–skill, temporal–structural, and social–behavioral.
THE IMPLEMENTATIONOF CRITICAL READING STRATEGIES ON EFL STUDENTS’ READING COMPREHENSION IN THE TKACONTEXT: EXAMINING GENDER AS AMODERATING VARIABLE Winda Mala Sari; Ratmanida
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.v14i1.167

Abstract

Reading comprehension remains a major challenge for Indonesian senior high school students, particularly in responding to higher-order thinking questions assessed in national examinations such as the Tes Kemampuan Akademik (TKA). This study investigates the effectiveness of critical reading strategies in improving twelfth-grade students’ reading comprehension and examines whether gender moderates the effect of the instructional strategy. Employing a quasi-experimental pre-test–post-test factorial design, the study involved twelfth-grade students of SMA IBS Raudhatul Jannah Payakumbuh, who were assigned to an experimental group taught using critical reading strategies and a control group taught using conventional methods. The instructional intervention integrated previewing, annotating, questioning, summarizing, and evaluating arguments. Reading comprehension data were collected through standardized reading tests aligned with TKA indicators and analyzed using two-way ANOVA. The findings reveal that students taught through critical reading strategies significantly outperformed those taught through conventional instruction. Female and male students in the experimental group both demonstrated higher post-test scores than their counterparts in the control group. However, the interaction between teaching strategy and gender was not statistically significant, indicating that critical reading strategies benefited students regardless of gender. These results suggest that explicit instruction in critical reading strategies is an effective pedagogical approach for enhancing reading comprehension and preparing students for the cognitive demands of the TKA. The study offers practical implications for English teachers and contributes empirical evidence to the growing body of EFL reading research in secondary education.
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.
SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION AND ITS EFFECT ON EFL STUDENTS’ CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; Eddy Haryanto
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.v14i1.173

Abstract

Abstract Critical listening is an essential higher-order academic skill for EFL learners, particularly in higher education contexts where students are required to engage with complex spoken discourse such as academic discussions. However, listening instruction often emphasizes surface-level comprehension rather than evaluative and interpretive processing. Grounded in schema theory, multimedia learning theory, and metacognitive listening theory, this study investigates the effect of schema-activated multimedia instruction on EFL students’ critical listening performance in academic discussion contexts. Employing a quantitative quasi-experimental design, the study involved two intact classes of undergraduate EFL students. The experimental group received instruction integrating prior knowledge activation and multimedia support within a metacognitive listening sequence, while the control group received conventional listening instruction. Data were collected through pre-test and post-test measures of critical listening performance and analyzed using descriptive and inferential statistics. The results reveal that students exposed to schema-activated multimedia instruction demonstrated significantly higher critical listening performance than those in the control group. The findings indicate that critical listening can be systematically developed through instructional design that integrates cognitive and pedagogical principles, contributing empirical evidence to EFL listening pedagogy in higher education contexts.
LANGUAGE LEARNING STRATEGIES AND EFL SPEAKING PERFORMANCE: THE MEDIATING ROLE OF SELF-REGULATION AMONG INDONESIAN UNIVERSITY STUDENTS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
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.v14i1.174

Abstract

This study investigates the role of language learning strategies (LLS) in shaping Indonesian EFL learners’ speaking performance by integrating quantitative and qualitative evidence in a mixed-methods design. Specifically, it aims to (1) describe learners’ use of LLS, (2) examine the correlation between LLS and speaking performance, (3) identify the predictive contribution of LLS to speaking outcomes, and (4) explore learners’ strategic experiences in speaking development through responses to open-ended questionnaire items. Eighty undergraduate EFL students participated in the study. Quantitative data were collected using the Strategy Inventory for Language Learning (SILL) and a speaking performance test, while qualitative data were obtained from learners’ open-ended responses about how they used strategies in practice. The quantitative results revealed a very strong positive correlation between LLS and speaking performance (r = .912, p < .001), indicating that students who employed strategies more frequently tended to achieve higher speaking scores. Multiple regression analysis showed that no single LLS category uniquely predicted speaking performance due to severe multicollinearity among strategy types, suggesting that LLS operate as an integrated, interdependent system rather than isolated components. Descriptive results indicated that cognitive strategies were the most dominant, while qualitative evidence showed that learners actively combined cognitive, metacognitive, social, and affective strategies including repeated practice, imitation, planning, self-monitoring, and peer interaction. Learners demonstrated strong self-regulation in overcoming challenges and benefited from teacher feedback, peer support, and technological tools. Overall, the findings highlight that strategic behavior is crucial for enhancing speaking fluency, accuracy, and confidence, implying that EFL instruction should explicitly foster strategic awareness and provide supportive learning environments to optimize speaking development.

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