cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fahrus Zaman Fadhly
Contact Email
erjee@uniku.ac.id
Phone
+6281214101193
Journal Mail Official
erjee@uniku.ac.id
Editorial Address
https://erjee.uniku.ac.id/pub/about/editorialTeam
Location
Kab. kuningan,
Jawa barat
INDONESIA
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
 5   6   7   8   9 
REDUCING GENDER DISPARITIES IN EFL CLASSROOMS THROUGH GAMIFIED LEARNING: AN ACTION RESEARCH STUDY USING BAAMBOOZLE IN INDONESIAN ELEMENTARY EDUCATION Bouchra Eddraoui; Didi Sukyadi; Ahmad Bukhori Muslim; Bachrudin Musthafa
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.v14i2.230

Abstract

Gender disparities often affect participation rates in language classrooms, with male pupils dominating discussions and activities. Therefore, effective educational practices to increase female students’ engagement in English-speaking classrooms are pertinent. This paper investigates the impact of Baamboozle, the digital-based game, in enhancing grade four female students’ involvement and motivation in English-speaking classes at an elementary integrated school in Bandung, Indonesia. Over 12 weeks, seven female students participated in action research, with data collected through classroom observations and a focus group discussion (FGD). Interpreted through the lens of the Sociocultural and Feminist Theories, findings revealed that the interactive and the collaborative nature of the game significantly improved female students’ cooperation, verbal communication skills, and classroom engagement. This study highlights that integrating digital games like Baamboozle not only enhances English language learning but also serves as a powerful pedagogical approach in fostering gender equity within the classroom.
SECONDARY EFL STUDENTS’ MOTIVATION AND SELF-CONFIDENCE WITH AI-MEDIATED WRITING FEEDBACK Annisa; Siti Zulaiha; Herri Mulyono; Jihana Fakhira
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.v14i2.231

Abstract

This qualitative study investigated secondary EFL students’ perceived changes in motivation and self-confidence when Ginger Writer feedback was integrated into classroom writing. The study was conducted in a public junior high school in Jakarta, Indonesia. The classroom implementation involved 25 eighth-grade students, and 10 students consented to participate in semi-structured interviews conducted via WhatsApp call (20–30 minutes). Ginger Writer was integrated over five 80-minute sessions through descriptive, recount, and collaborative writing activities. Interview data were analysed thematically to examine how learners interpreted and used AI-mediated feedback and how these experiences related to motivation and self-confidence. Findings indicate that students perceived Ginger Writer as supportive when feedback was actionable during drafting and revision and when visible progress encouraged continued revising. However, motivational change was conditional: reduced engagement was reported when error volume felt overwhelming or when suggestions were difficult to interpret. Students generally reported increased self-confidence, particularly in willingness to write and submit assignments, yet confidence development appeared uneven and sometimes remained partially tool-dependent. Teacher guidance and peer discussion were perceived as important mediators supporting feedback interpretation and authorship, while connectivity issues and perceived overreliance constrained uptake. The study highlights the value of positioning AI feedback as a scaffold within a mediated feedback system and of teaching feedback literacy to support transfer beyond tool-supported performance.
THE IMPACT OF EXTENDED MOBILE-ASSISTED LANGUAGE LEARNING USING DUOLINGO AND WHATSAPP ON EFL SPEAKING ACCURACY AND FLUENCY: A COMPARISON ACROSS ADOLESCENT AND ADULT LEARNERS Agus Mulyadi; Slamet Asari
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.v14i2.233

Abstract

This study explores the impact of extended Mobile-Assisted Language Learning (MALL) instruction using Duolingo and WhatsApp on EFL learners’ speaking accuracy and fluency across diverse age groups. While existing studies have explored MALL in language learning, there is a gap in research on its impact on speaking accuracy and fluency, especially with the use of Duolingo and WhatsApp across different age groups. The purpose of this study is to evaluate the effectiveness of extended MALL instruction in improving EFL learners’ speaking skills, with a focus on accuracy and fluency. A quasi-experimental mixed-methods design was used, with 40 participants divided into an experimental group and a control group. Quantitative data were collected through pre-test and post-test speaking assessments, while qualitative data were gathered through questionnaires and semi-structured interviews. Data were analyzed using SPSS, including descriptive statistics, paired sample t-tests, independent sample t-tests, and effect size analysis. The results showed that the experimental group experienced statistically significant improvement in both speaking accuracy and fluency (p < 0.001), with large effect sizes (d = 1.85 for accuracy and d = 1.72 for fluency), whereas the control group showed no statistically significant improvement (p > 0.05). Significant differences were found between the two groups, confirming the effectiveness of the MALL intervention. Additionally, adolescents showed greater improvements in fluency, while adult learners demonstrated stronger improvements in accuracy. The study concludes that extended and integrated MALL instruction using Duolingo and WhatsApp provides a balanced and effective approach to developing speaking skills in EFL contexts. It highlights the importance of combining structured and communicative tools for optimal language learning outcomes.
A GAMIFIED ESP-CALL FRAMEWORK FOR TECHNICAL VOCABULARY LEARNING IN VOCATIONAL COMPUTER NETWORK ENGINEERING: A QUASI-EXPERIMENTAL STUDY Zubaidatul Hasanah; Khoirul Anwar
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.v14i2.234

Abstract

This quasi-experimental study examined the effectiveness of a gamified English for Specific Purposes (ESP) Computer-Assisted Language Learning (CALL) framework for teaching technical vocabulary to vocational students in Computer Network Engineering. The study addressed two research questions: (1) To what extent does the gamified ESP-CALL framework improve students' technical vocabulary mastery? (2) What patterns of classroom engagement are observed during implementation? Forty eleventh-grade students from SMK Abdul Aziz Balung Jember, Indonesia, were assigned to experimental (n=20) and control (n=20) groups. The experimental group received four sessions of gamified instruction using Quizizz, Kahoot!, and simulation tasks with points, badges, timed missions, and team challenges. The control group received conventional textbook-based instruction. Pre-test and post-test vocabulary scores were analyzed using t-tests, ANCOVA, and Cohen's d effect size. Observation checklists measured visible engagement. Results showed the experimental group significantly outperformed the control group on post-test scores (M=77.70 vs 72.40; t(38)=2.80, p=.008). The effect size was large (Cohen's d=0.89). ANCOVA confirmed a significant group effect after controlling for pre-test scores (F(1,37)=28.91, p<.001, partial η²=.439). Observation data indicated higher visible engagement in the experimental group (average 3.66 vs 2.73). The findings suggest that integrating contextualized ESP content, multimodal CALL tools, and gamification elements can improve technical vocabulary learning in vocational EFL contexts. Limitations include short intervention duration (two weeks), single-site sampling, and imbalanced gender composition between groups.
INTEGRATING MULTICULTURAL CONTENT AND CANVA-BASED MULTIMODAL LEARNING TO IMPROVE EFL STUDENTS’ VOCABULARY MASTERY Novita Anggraini; Nirwanto Maruf
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.v14i2.236

Abstract

This study aimed to develop and evaluate multicultural-based vocabulary learning materials using Canva for junior high school students in an EFL context. Employing an ADDIE-based Research and Development design, the study involved 247 eighth-grade students and two English teachers at a public junior high school in Indonesia. Data were collected through expert validation sheets, vocabulary tests, motivation questionnaires, classroom observations, and interviews. The developed materials were validated as very valid, with a mean score of 89.75%. The implementation results indicated a significant improvement in students’ vocabulary mastery, with the mean score increasing from 62.40 in the pre-test to 81.70 in the post-test. The paired-samples t-test confirmed a significant difference, t(246) = -15.62, p < .001. Students also demonstrated high learning motivation, with an overall mean score of 4.45, and motivation was strongly correlated with vocabulary achievement, r = .68, p < .01. These findings suggest that integrating multicultural content with Canva-based multimodal learning design can support meaningful, engaging, and culturally responsive vocabulary instruction. However, this study was limited to one school context and a short implementation period. Future studies are recommended to involve broader participants, longer interventions, and control-group comparisons.
THE EFFECTIVENESS OF MOBILE-ASSISTED LANGUAGE LEARNING IN IMPROVING VOCABULARY AND SPEAKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS OF SMP AS-SYAKUR SAMPANG Abd. Sakur; Yudhi Arifani
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.v14i2.237

Abstract

Mobile-Assisted Language Learning (MALL) has shown promise in English language education, yet empirical evidence from rural junior high school contexts remains limited, particularly regarding integrated vocabulary and speaking instruction. This quasi-experimental study investigated the effectiveness of MALL in improving vocabulary and speaking skills among eighth-grade students at SMP AS-Syakur Sampang, Indonesia. Fifty students were divided into experimental (n=25) and control (n=25) groups. The experimental group received six weeks of MALL instruction using WhatsApp, Quizizz, Duolingo, YouTube, and Google Translate, while the control group received conventional instruction. Pre-test and post-test scores were analyzed using independent-sample t-tests. The experimental group significantly outperformed the control group in vocabulary achievement (post-test means: 84.3 vs 71.2; p<0.001) and speaking skills (82.6 vs 70.5; p<0.002). Effect sizes were large (vocabulary d=1.24; speaking d=1.18). Questionnaire results showed high student motivation (4.32) and engagement (4.25). Observations revealed increased student participation and confidence in speaking activities. MALL effectively improves vocabulary mastery and speaking skills in rural junior high school EFL contexts. Mobile applications provide repeated practice, multimodal exposure, collaborative interaction, and flexible learning opportunities that are less available in conventional instruction. Future research should employ longitudinal designs, larger samples, and comparative analyses of specific AI-assisted mobile platforms to further understand technology-mediated language learning effectiveness.
IMPLEMENTING GOOGLE DRIVE–BASED E-PORTFOLIOS IN A FLIPPED ENGLISH CLASSROOM: A QUALITATIVE STUDY OF NURSING STUDENTS’ SPEAKING PERFORMANCE Bridgita Berlian Budiani; Sri Wuli Fitriati; Widhiyanto; Sri Wahyuni
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.v14i2.266

Abstract

This study qualitatively investigates the implementation of a Google Drive–based e-portfolio in a flipped English classroom, aiming to enhance nursing students’ English for Specific Purposes (ESP) speaking proficiency. The study examines the integration of flipped learning and digital portfolios into instructional practice, considering the communicative demands faced by nursing students in professional healthcare settings. It evaluates student engagement with the learning model and identifies the benefits and challenges that developed during the process. A qualitative research design was utilized, involving twenty sixth-semester nursing students participating in an English for Specific Purposes (ESP) speaking course at a private college of health sciences in Indonesia. Data were gathered from various sources, including recorded speaking samples from students, semi-structured interviews, classroom observations, and survey responses. Thematic analysis yielded four principal findings: noticeable enhancement in speaking performance, heightened engagement and participation in classroom activities, favorable perceptions of Google Drive–based e-portfolios as instruments for practice and reflection, and preliminary challenges concerning adaptation, technology, and time management. The results show that using e-portfolios in a flipped classroom is a structured and useful way to help nursing students improve their professional speaking skills. The study provides pedagogical insights into the practical application of technology-enhanced English for Specific Purposes (ESP) instruction within health sciences contexts.
MEASURING THE IMPACT OF VIDEO DUBBING ON EFL LEARNERS’ INTELLIGIBILITY: A WER-BASED ANALYSIS OF NON-NATIVE ENGLISH PRONUNCIATION IN ZOOM’S AI-POWERED ASR Ateng Kurnia; Nizar Alam Hamdani; Rudi Hartono; Sri Wahyuni
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.v14i2.268

Abstract

This study investigates the impact of Video Dubbing (VD) on the intelligibility of English pronunciation among Indonesian EFL learners from Sundanese and Javanese backgrounds. Using a convergent parallel mixed-methods design, the research analyzes non-native English pronunciation via Word Error Rate (WER) metrics from Zoom's AI-powered Automatic Speech Recognition (ASR) system. Data from Chapter IV of the dissertation covers pre- and post-VD assessments, following an Analyzing–Tailoring–Modeling (ATM) protocol that integrates audiovisual modeling, ASR-generated captions, and acoustic feedback. Quantitative analysis showed a significant improvement in intelligibility. Pre-intervention WER averaged 28.5%, reflecting L1 interference. Post-VD implementation, WER decreased by 42% to 16.6%, a large effect (Cohen's d = 1.12), and listening comprehension scores rose from 62% to 85% accuracy (η² = 0.34, p < 0.001). Acoustic analysis, performed using Praat, revealed enhanced vowel reduction (schwa durations shortened by 35%, from 120 ms to 78 ms) and improved prosodic alignment (mean F0 variation reduced by 18 Hz). Praat parameters included LPC (Linear Predictive Coding) analysis (order 10–12, window 0.025 s) for formants and autocorrelation (75–600 Hz range) for pitch, ensuring precise segmentation of 45 target words per participant against native speaker benchmarks. Qualitative data from interviews (n=24) highlighted increased learner engagement and confidence, with the "JEger–jeGER" mnemonic aiding stress placement. Observations confirmed VD's motivational appeal, aligning with Indonesia's educational policies. In conclusion, VD significantly boosts EFL learners' intelligibility through substantial WER reductions and prosodic gains, offering a scalable, technology-mediated model for pronunciation pedagogy that enhances communicative competence.
TECHNOLOGY ACCEPTANCE AND LEARNING MOTIVATION IN CALL AND MALL: A QUANTITATIVE STUDY EXTENDING TAM IN INDONESIAN VOCATIONAL HIGH SCHOOLS Masfufah Zahiroh; Slamet Asari
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.v14i2.269

Abstract

This quantitative study examined technology acceptance and learning motivation in Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) environments by extending the Technology Acceptance Model (TAM) with motivational factors. The study addressed two research questions: (1) How do perceived usefulness, perceived ease of use, and learning motivation influence students' behavioral intention to use CALL and MALL? (2) To what extent does the extended TAM model explain variance in technology acceptance? Data were collected from 72 eleventh-grade vocational high school students at SMK PGRI 3 Tanggul, Indonesia, using a Likert-scale questionnaire. Descriptive statistics, Pearson correlation, and linear regression analyses were employed. Results indicated high mean scores across all variables (range: 4.05-4.26). Learning motivation demonstrated the strongest correlation with behavioral intention (r=0.789). The extended TAM model explained 70.9% of variance in behavioral intention (R²=0.709), with learning motivation as the strongest predictor (β=0.814), followed by perceived usefulness (β=0.341) and perceived ease of use (β=0.256). These findings suggest that integrating motivational factors into TAM provides a more comprehensive framework for understanding technology acceptance in CALL and MALL environments. Limitations include single-site sampling and reliance on self-reported data, which may limit generalizability. Implications for pedagogy and curriculum design in vocational EFL contexts are discussed.
ENHANCING EFL LEARNING THROUGH MOBILE-ASSISTED LANGUAGE LEARNING IN A NATURE-BASED SCHOOL ENVIRONMENT: A MIXED-METHODS STUDY Riyadi Ariyanto; Slamet Asari
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.v14i2.272

Abstract

Mobile-Assisted Language Learning (MALL) has been widely implemented in formal classroom settings; however, its application in alternative educational environments such as nature-based schools remains underexplored. This mixed-methods study investigated the effectiveness of MALL in enhancing EFL vocabulary learning, student engagement, and learning motivation in a nature-based school environment in East Java, Indonesia. Thirty-two seventh-grade students participated in a six-week intervention integrating mobile applications, including Quizlet, Google Lens, and digital vocabulary games, with outdoor experiential learning activities. Quantitative data were collected through pre-test and post-test vocabulary assessments and a Likert-scale questionnaire, while qualitative data were obtained through classroom observations and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests, whereas qualitative data were analyzed thematically. Before conducting inferential analysis, the Shapiro-Wilk test confirmed that the data were normally distributed. The findings revealed a statistically significant improvement in students’ vocabulary achievement after the implementation of MALL, t(31)=8.47, p < 0.001. The mean score increased from 62.31 (SD=8.12) in the pre-test to 81.47 (SD=6.95) in the post-test. The effect size was large (Cohen’s d = 1.87), indicating substantial practical significance. Questionnaire findings also demonstrated high levels of learning motivation (M=4.32), student engagement (M=4.25), and learner autonomy (M=4.18). Qualitative findings revealed that students perceived MALL positively because mobile applications helped them connect English vocabulary with authentic objects encountered during outdoor learning activities. The study concludes that integrating MALL with nature-based experiential learning effectively supports contextualized vocabulary acquisition and learner engagement in alternative EFL educational settings. The findings provide pedagogical implications for EFL teachers seeking to integrate technology-enhanced learning into contextualized outdoor instruction.

Page 8 of 9 | Total Record : 81

 5   6   7   8   9 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 2 (2026) Vol. 14 No. 1 (2026) Vol. 13 No. 3 (2025)