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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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INITIATING ESP WRITING THROUGH PHOTOVOICE: A QUALITATIVE CASE STUDY OF INDONESIAN UNDERGRADUATE MANAGEMENT STUDENTS Dita Adawiyah; Amirul Mukminin; Urip Sulistiyo
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.v14i1.175

Abstract

Starting to write is often the most challenging stage for students in English for Specific Purposes (ESP), particularly in English as a Foreign Language (EFL) contexts. Few studies, however, have examined how students initiate writing rather than focusing on the final product, leaving a gap in understanding the emotional and cognitive processes involved in writing initiation. This study addresses this gap by exploring how Photovoice supports students in beginning ESP writing. A qualitative case study was conducted with 15 undergraduate students from a Management Study Program at a private Islamic university in South Sumatra. Data were collected from students’ written texts, reflective responses, and semi-structured interviews, and analyzed thematically. The findings indicate that Photovoice provides a concrete starting point for writing, helping students generate ideas from familiar daily-life contexts and reducing hesitation when facing a blank page. Participants reported feeling more emotionally prepared and confident, and Photovoice also facilitated early draft organization, allowing a natural progression from description to reflection and connections with management-related topics. The study contributes to ESP writing pedagogy by demonstrating that multimodal, experience-based approaches like Photovoice can enhance students’ engagement and support the initiation phase of writing in EFL higher education contexts.
INTEGRATING LOCAL CULTURE INTO THE SCHOOL LITERACY MOVEMENT: A STUDY ON DIGITAL FLIPBOOKS FOR BANJARESE FOLKLORES Elvina Arapah; Moh. Yamin; Derri Ris Riana; Eka Puteri Elyani; Eka Suryatin; Elsa Rosalina; Dini Noor Arini
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.v14i1.177

Abstract

Indonesia’s junior high school students continue to demonstrate low reading competence, as reflected in the decline of the country’s reading literacy score in PISA 2022. In response, the School Literacy Movement (SLM) was introduced to strengthen students’ reading culture; however, challenges remain in sustaining engagement, integrating local culture, and utilizing digital media effectively. This study investigates the integration of digital flipbooks featuring English translations of Banjarese folklore as a culturally responsive strategy to support English Basic Literacy Skills (EBLS) within the SLM. Employing a survey design, data were collected from 846 junior high school students across five public schools in Banjarmasin, Indonesia, using open-ended questionnaires that examined students’ familiarity with Banjarese folklore, perceptions of digital flipbooks, and literacy outcomes. The findings indicate varied levels of prior familiarity, with students’ reading choices influenced by cultural familiarity and the perceived mystique of folklore titles. Students reported positive perceptions of digital flipbooks, particularly valuing their interactive and multimedia features. Analysis of written responses shows that students were able to comprehend narrative content, identify characters, and interpret moral values, despite persistent grammatical and lexical inaccuracies. These results suggest that digital flipbooks supported emergent reading comprehension and written meaning-making rather than measurable gains in linguistic accuracy. Overall, integrating Banjarese folklore into digital flipbooks enhanced engagement, reinforced cultural awareness, and supported foundational literacy processes. The study highlights the potential of culturally grounded digital media as a meaningful tool for strengthening basic literacy within the School Literacy Movement, particularly in non-English-dominant and resource-limited contexts.
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.
FROM LOCAL HEALING TO GLOBAL READABILITY: EWTC AND MULTI STAKE HOLDER COLLABORATION FOR EMERGING WELLNESS TOURISM DESTINATIONS Dahlia Husain; Nirwanto Ma'ruf; Ana Mariana; Yumanraya Noho
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.v14i1.195

Abstract

This study examines how English for Wellness Tourism Communication (EWTC) and multi-stakeholder collaboration contribute to transforming Gorontalo’s local healing practices into globally readable wellness tourism narratives. Positioned within the growing discourse on wellness tourism and English for Specific Purposes (ESP), the research addresses a critical gap in communication competence among emerging destinations seeking international visibility. Using a sequential explanatory qualitative design, data were collected through semi-structured interviews and focus group discussions involving government representatives, tourism businesses, community-based providers, and an expert validation panel. Thematic analysis identified recurring communication barriers, including limited wellness-specific vocabulary, weak cultural storytelling, inconsistent digital messaging, and low English-speaking confidence. Based on these findings, the study developed and validated a structured EWTC competency framework covering genre chains across the tourist journey, ethical messaging, intercultural explanation strategies, and digital promotion skills. The results demonstrate that improved clarity, cultural interpretability, transparency, and coordinated stakeholder messaging significantly strengthen destination image formation and global trust. The study contributes theoretically by positioning wellness tourism as a specialized ESP domain and practically by offering a context-sensitive communication model for community-based destinations. These findings highlight that global readability is not merely linguistic simplicity but a multidimensional construct linking language, ethics, culture, and collaboration in sustainable wellness tourism development.
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.
NEGOTIATING PROFESSIONAL GROWTH: SELF-DIRECTED LEARNING AND INSTITUTIONAL SUPPORT FOR ENGLISH TEACHERS IN INDONESIAN PRIVATE ISLAMIC SCHOOLS Mil’ul Hana; Ahdi Riyono; Titis Sulistiyowati
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.v14i1.201

Abstract

In the constantly changing English language teaching environment, professional development (PD) is central to enhancing teacher competence and quality of learning. However, aside from the overall worry of limited institutional support, there is still a conceptual gap in comprehending the interaction of teacher agency and institutional structures in the development of PD, especially within the context of faith-based Islamic schools where professional development is also shaped by moral and cultural values. Despite these constraints, the majority of English teachers are actively engaged in self-directed learning (SDL) to sustain their professional development. This study aims to examine the forms of professional development pursued by English teachers in private Islamic schools, the forms of institutional support they access, and how their development is influenced by the interaction between SDL and institutional support. With a qualitative case study design, the research involves English teachers at two Islamic schools in Blora. Data were gathered through semi-structured interviews, provisional follow-up telephone calls, and document analysis, and thematically analyzed according to Braun and Clarke's six-step framework of familiarization, coding, generating, reviewing, defining, and reporting themes. The findings indicate that SDL is an essential element in the driving force of reflective practice and improvement based on teachers’ moral and professional values, while institutional support is important for legitimacy, coordination, and opportunities for collaboration. Instead of being a fixed model, teacher professional development is a context-dependent and relational process between self-directed learning and institutional support.
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.
APPRAISING EXPERIENCE IN DIGITAL MEDIA THROUGH LINGUISTIC STANCE AND EVALUATION IN USER-GENERATED HOTEL REVIEW DISCOURSE Albertus Palit; Ervina CM Simatupang
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.v14i1.204

Abstract

The rapid expansion of digital platforms has positioned online hotel reviews as influential forms of user-generated discourse that shape public perceptions of service quality. Against this background, the present study examines how reviewers linguistically construct stance and evaluative meanings in digital hospitality communication. The analysis draws on Stance Theory (Hyland, 2021), Appraisal Theory (Martin & White, 2021), and corpus pragmatics to provide a comprehensive framework for understanding evaluative language. Methodologically, the study employs a mixed-method corpus approach, analyzing more than 17,000 English-language hotel reviews through computational tools, lexical extraction, collocation analysis, and manual annotation of Attitude, Engagement, and Graduation resources. The results show clear distinctions between positive and negative reviews. Positive reviews predominantly use Appreciation and affective stance markers such as clean, friendly, and comfortable, reflecting satisfaction with amenities and overall experience. In contrast, negative reviews contain higher frequencies of Judgment and intensified Graduation markers, including rude, unprofessional, and extremely disappointed, often accompanied by epistemic justifications and narrative complaint structures. Engagement resources further reveal how reviewers align with wider consumer voices to strengthen credibility. Overall, the study concludes that online hotel reviews function as persuasive interpersonal acts shaped by emotional, rhetorical, and cultural factors, offering new insights for applied linguistics and digital media-based hospitality communication.
INTEGRATING INTERCULTURAL PERSPECTIVES INTO EFL PARAGRAPH WRITING: A STUDENTS’ NEEDS ANALYSIS Etika Ariyani; Ilham
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.v14i1.205

Abstract

Abstract This study explores students’ perceptions of the need for implementing an interculture-based language learning (ILL) model in paragraph writing instruction. Rooted in the growing emphasis on integrating intercultural awareness into EFL pedagogy, this research addresses the limited application of ILL specifically in paragraph-level writing. The study employed a descriptive qualitative method involving 16 second-semester English education students who had prior experience with basic paragraph writing. Data were collected using a 36-item closed-ended questionnaire based on five Likert-scale levels. The findings indicate a strong perceived need for instructional support in both linguistic and cultural components. Students expressed high demand for materials related to paragraph organization, coherence, cohesion, grammar, vocabulary, and logical order. Additionally, they valued content that reflects cultural topics, national identity, and intercultural expression. Results also reveal preferences for varied exercises and assessment formats, including individual and group activities. Overall, the study confirms that students recognize the importance of integrating cultural elements into paragraph writing to enhance communicative competence and critical thinking. The study suggests that intercultural models can offer a pedagogically relevant framework for developing writing skills that are both linguistically sound and culturally rich in EFL contexts.

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