English Review: Journal of English Education
English Review: Journal of English Education (ERJEE), with electronic ISSN 2301-7554 and print ISSN 2541-3643, is an academic publication with an open-access policy. It focuses on enhancing our comprehension of the English language, linguistics, applied linguistics, and English literature. The journal is committed to encouraging interdisciplinary research that generates valuable findings and contributes to the advancement of language and literature knowledge in today's society. ERJEE is nationally accredited (SINTA 2) by the Indonesian Ministry of Education, Culture and Research and Technology with the Decree Number 295/C/C3/KPT/2026 which is valid for five years since Volume 13 Issue 1 (2025), to Volume 17 Issue 2 (2029)
ENHANCING ENGLISH LITERACY THROUGH SITUATED PRACTICE OF MULTILITERACIES PEDAGOGY: A MIXED-METHOD STUDY AT SMPN NEONBAT
This study investigates the Situated Practice of Multiliteracies Pedagogy in enhancing students' English literacy at SMPN Neonbat, a rural Indonesian school. The research employs a mixed-methods approach that integrates quantitative and qualitative data, as outlined in the multiliteracies framework, which emphasizes learning through multiple modalities and socio-cultural contexts. Pre- and post-test assessments were administered to collect quantitative data on reading comprehension and grammar. Conversely, qualitative data were collected through student interviews and classroom observations to investigate perceptions and engagement. The results indicate that students' performance has significantly improved in all areas. There was a substantial increase in reading comprehension scores, with gains of 95% in objective questions, 85% in fill-in-the-blank, and 74% in matching exercises. The improvement in grammar scores was even more significant, with a total of 133%, 121%, and 108%, respectively. The significance of these gains was verified through statistical analysis utilizing paired-sample t-tests. Qualitative research demonstrated that students were more engaged, confident, and actively involved in the learning process, particularly when courses were aligned with their cultural and social backgrounds. In general, the research indicates that the Situated Practice of Multiliteracies Pedagogy is effective in improving English literacy. It is particularly well-suited for rural educational environments due to its emphasis on contextualized, collaborative, and meaningful learning.
mixed-method, multiliteracy pedagogy, situated practice, English literacy
Copyright (c) 2026 English Review: Journal of English Education
SWEAR WORDS AMONG UNIVERSITY STUDENTS IN BANDUNG: A MIXED-METHODS SOCIOLINGUISTIC STUDY OF TYPES, PURPOSES, AND INFLUENCES
This study investigates the use of swear words among university students in Bandung, focusing on the types, purposes, influences, and gender differences in swearing behavior. Through a mixed-method approach comprising surveys, interviews, and observational data, the study reveals that students use a diverse range of swear words, including local vernacular and borrowed terms from English, primarily to express emotions, build social bonds, emphasize communication, and challenge societal norms. According to the findings, peer pressure, media exposure, cultural background, and digital platforms all have a substantial influence on swearing practices. There are notable gender inequalities, with male students swearing more frequently and openly than their female colleagues, who tend to use softer phrases in private. The role of social media platforms in normalizing swearing and fostering linguistic creativity is particularly highlighted. These findings underscore the complex interplay between cultural, social, and technological factors in shaping language use among youth. This study contributes to the broader understanding of sociolinguistic behavior in modern, digitalized societies.
swear words; university students; gender differences; swearing in Indonesian context.
ENHANCING EFL LEARNING THROUGH MOBILE-ASSISTED LANGUAGE LEARNING IN A NATURE-BASED SCHOOL ENVIRONMENT: A MIXED-METHODS STUDY
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.
Mobile-Assisted Language Learning; nature-based school; vocabulary acquisition; student engagement; mixed-methods.
TECHNOLOGY ACCEPTANCE AND LEARNING MOTIVATION IN CALL AND MALL: A QUANTITATIVE STUDY EXTENDING TAM IN INDONESIAN VOCATIONAL HIGH SCHOOLS
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.
Technology Acceptance Model (TAM); CALL; MALL; learning motivation; vocational education; EFL
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
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.
video dubbing; intelligibility; Word Error Rate (WER); automatic speech recognition (ASR).
IMPLEMENTING GOOGLE DRIVE–BASED E-PORTFOLIOS IN A FLIPPED ENGLISH CLASSROOM: A QUALITATIVE STUDY OF NURSING STUDENTS’ SPEAKING PERFORMANCE
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.
Flipped classroom; e-portfolio; English for Specific Purposes; nursing education; speaking performance; Google Drive.
CLASSROOM ASSESSMENT FOR DESCRIPTIVE PARAGRAPH WRITING: A STUDY ON TENTH-GRADE VOCATIONAL STUDENTS
Classroom assessment enormously represents a teacher-feedback designed that collects on-going evidence of students’ learning experience and achievement. This study examined the effectiveness of classroom assessment with teacher feedback in promoting descriptive paragraph writing among tenth-grade vocational high school students in Yogyakarta, Indonesia. Twenty-four students (n = 24) completed two descriptive paragraph writing tasks on family background themes over two sessions. Data were analyzed using descriptive statistics, paired t-tests, chi-square goodness-of-fit tests, and principal components analysis (PCA) for learning attitudes (honesty, collaboration, respectfulness, communication, social relationships). Results showed mean scores of 65.63 (SD = 6.63) for the first test and 68.17 (SD = 8.50) for the second test; neither met the teacher's minimum passing grade of 72.00. The difference between tests was not statistically significant. The PCA revealed a Kaiser-Meyer-Olkin value of .269, indicating poor factorability of learning attitude items. Bartlett's test of sphericity was significant (χ² = 23.249, df = 3, p = .046). The study concludes that while teacher feedback contributed to modest writing improvement, whilst the learning attitudes did not demonstrate coherent factorial structure since the small sample size (n = 24) is below PCA’s minimal recommendation and single-site design also limits generalizability.
THE EFFECTIVENESS OF MOBILE-ASSISTED LANGUAGE LEARNING IN IMPROVING VOCABULARY AND SPEAKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS OF SMP AS-SYAKUR SAMPANG
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.
INTEGRATING MULTICULTURAL CONTENT AND CANVA-BASED MULTIMODAL LEARNING TO IMPROVE EFL STUDENTS’ VOCABULARY MASTERY
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.
Canva; EFL; multicultural learning; vocabulary materials; vocabulary mastery.
A GAMIFIED ESP-CALL FRAMEWORK FOR TECHNICAL VOCABULARY LEARNING IN VOCATIONAL COMPUTER NETWORK ENGINEERING: A QUASI-EXPERIMENTAL STUDY
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.
Gamification; ESP; CALL; vocabulary mastery; quasi-experimental study; vocational education
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
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.
Mobile-Assisted Language Learning; Duolingo; WhatsApp; speaking accuracy; speaking fluency; EFL learners.
SECONDARY EFL STUDENTS’ MOTIVATION AND SELF-CONFIDENCE WITH AI-MEDIATED WRITING FEEDBACK
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.
AI-mediated feedback; Ginger Writer; EFL writing; student perceptions; self-confidence.
REDUCING GENDER DISPARITIES IN EFL CLASSROOMS THROUGH GAMIFIED LEARNING: AN ACTION RESEARCH STUDY USING BAAMBOOZLE IN INDONESIAN ELEMENTARY EDUCATION
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.
Action research; Baamboozle; digital game-based learning; EFL speaking; gender disparities; Indonesian female participation
CHARACTER EDUCATION IN ENGLISH LANGUAGE LEARNING: AN ANALYSIS OF CHARACTER VALUES IN THE ENGLISH FOR NUSANTARA TEXTBOOK FOR GRADES III–VI ELEMENTARY SCHOOL
Character education has been positioned as a foundational objective of Indonesian elementary education, particularly under the Kurikulum Merdeka framework, which emphasizes the development of the Pancasila Student Profile. While prior scholarship acknowledges the strategic role of textbooks in mediating value formation, empirical analyses examining how character dimensions are systematically represented in elementary English as a Foreign Language (EFL) materials remain limited. This study aims to answer the following research questions: (1) What character values are represented in the English for Nusantara textbooks for Grades III–VI? (2) How are the six dimensions of the Pancasila Student Profile distributed across the textbooks? and (3) Which character dimensions are most and least dominant? This study investigates the extent to which character values are embedded in four English for Nusantara textbooks for Grades III–VI. Adopting a qualitative content analysis with a directed coding procedure, the study analyzed textual and visual components using the six dimensions of the Pancasila Student Profile as analytical categories. To complement the qualitative analysis, frequency counts and percentages were used to describe the distribution of character values. The findings indicate that character education is substantively integrated across grade levels; however, its representation is disproportionate. Critical Reasoning dominates the materials, followed by Independence and Mutual Cooperation, whereas Global Diversity is minimally represented. These patterns suggest a stronger orientation toward cognitive and behavioral competencies than toward intercultural development. The study underscores the need for a more balanced incorporation of character dimensions to ensure holistic value formation within elementary EFL instruction.
character education; EFL textbook analysis; Pancasila Student Profile; intercultural dimension; elementary education
STRATEGIC IMPOLITENESS IN TELEVISED POLITICAL DEBATES: TOWARDS AN INTEGRATIVE MODEL OF MEDIA-MEDIATED POLITICAL COMMUNICATION
This study examines strategic impoliteness in Indonesian televised political debates, focusing on how language use shapes political communication and public perception in media-mediated interactions. Previous studies on political discourse have largely emphasized persuasion and politeness, while limited attention has been devoted to systematic analyses of impoliteness in televised political debates, particularly within the Indonesian context. This study addresses this gap by analyzing the forms and functions of impoliteness strategies and their implications for political image construction. Using a qualitative approach with pragmatic and sociopragmatic analysis, the study investigates 70 utterance segments containing face-threatening acts (FTAs) drawn from three televised talk show episodes: Indonesia Lawyers Club (2016; 2023) and Mata Najwa (2019). The analysis applies Culpeper’s impoliteness framework, encompassing bald on record impoliteness, positive impoliteness, negative impoliteness, mock politeness/sarcasm, and withholding politeness. The findings demonstrate that televised political debates are inherently face-threatening due to argumentative competition, media performance pressure, and ideological polarization. All five impoliteness strategies were identified, with positive impoliteness and bald on record impoliteness emerging as the most dominant strategies, each accounting for 21.4% of the total occurrences. The study further reveals that the impact of impoliteness on politicians’ public image is ambivalent, depending on audience ideology and group identification. Finally, this study proposes an integrative model linking communicative context, impoliteness strategies, and political image formation within media-mediated political discourse.
AMBIGUITY IN THE STRUCTURE OF THE THREE STAND-UP COMEDIANS' RULE: A DISAMBIGUATING STIMULUS FOR HUMOR
The phenomenon of stand-up comedy relies heavily on linguistic manipulation to generate laughter. While ambiguity has been studied in various humor contexts, no research has specifically examined how Indonesian stand-up comedians exploit ambiguity within the rule of three structure to trigger disambiguation and create humorous effects. This study aims to analyze the types of ambiguity (lexical, structural, and situational) used in the rule of three pattern, describe the linguistic strategies employed to build and resolve ambiguity, and examine how disambiguation contributes to humor. Using a qualitative descriptive-analytical approach, data were collected from stand-up comedy performances on YouTube, transcribed, and analyzed using relevance theory. The findings reveal that comedians deliberately construct initial expectations in the first two sequences before introducing ambiguity in the third sequence (punchline). This ambiguity forces audiences to disambiguate sociocultural concepts such as educational quality, social piety, and economic status, with successful disambiguation producing laughter. The study concludes that ambiguity in stand-up comedy functions as a precise stylistic instrument for deconstructing conventional logic and social norms. Future research should explore sociolinguistic dimensions affecting disambiguation speed across different audience backgrounds.
Ambiguity; Stand-Up Comedians; Disambiguation; Rule of Three; Pragmatics
AI-SUPPORTED EFL WRITING INSTRUCTION: A STUDY ON THE USE OF CHATGPT
The integration of artificial intelligence (AI) into language education presents innovative opportunities for enhancing English as a Foreign Language (EFL) writing instruction. This mixed-methods study investigated the use of ChatGPT as an AI-powered digital writing assistant to improve EFL learners' writing skills, specifically examining its impact on idea development, grammatical accuracy, vocabulary use, and overall text organization. A total of 60 EFL university students (n=60) participated in AI-assisted writing activities over a six-week intervention period. Quantitative data were collected through pre- and post-writing tests, while qualitative data were gathered from student reflective journals and open-ended questionnaires. Results from paired-samples t-tests revealed a statistically significant improvement in overall writing scores (t(59) = 6.42, p < .001), with a mean increase of 15.8% and a large effect size (Cohen's d = 0.83). Improvements were particularly notable in coherence, lexical diversity, and grammatical accuracy. Thematic analysis of reflective journals identified two salient themes: (1) reduced writing anxiety, as students reported feeling less apprehensive about making errors when supported by AI-generated feedback, and (2) enhanced idea generation, with learners noting that ChatGPT facilitated brainstorming and improved content elaboration. Students also reported higher levels of motivation and self-confidence when engaging with AI-based support. Despite these benefits, challenges including unequal access to technology, potential over-reliance on AI tools, and the need for critical evaluation of AI-generated content were identified. The study concludes that ChatGPT can serve as an effective supplementary tool in EFL writing instruction when integrated judiciously, with pedagogical guidance remaining essential to ensure that AI use supports, rather than replaces, the development of learners' independent writing competence.
THE EFFECT OF AI-ASSISTED WRITING ON STUDENTS’ ACADEMIC WRITING SKILLS
In higher education, the integration of artificial intelligence (AI) has experienced rapid development. However, empirical evidence regarding the effectiveness of AI in improving students' academic writing skills remains limited, particularly in Indonesia. This quasi-experimental study investigated the effect of AI-assisted writing instruction on the academic writing proficiency of undergraduate English as a Foreign Language (EFL) students at Universitas Muhammadiyah Palopo. This study involved 60 students divided into two groups: an experimental group and a control group. Students' writing was assessed using a validated rubric that focused on four aspects: content and organization, grammar and mechanics, vocabulary and style, and citations and references. The instrument demonstrated strong inter-rater reliability (Cohen's κ = 0.87). The results showed that the experimental group achieved significantly higher scores than the control group. These results were analysed using an analysis of covariance (ANCOVA). This can be seen from the higher scores (Cohen's d = 2.00) and (N-Gain = 0.42) in the experimental group compared to the control group, which achieved (N-Gain = 0.20). Furthermore, data from the perception questionnaire (Cronbach's α = 0.84) indicated that most students responded positively to the use of AI tools. Reported benefits included increased writing efficiency, improved grammatical accuracy, and better organization of ideas. However, some participants also expressed concerns about the risk of over-reliance on the technology. Overall, the findings suggest that AI-assisted writing instruction, when implemented within a structured and targeted pedagogical approach, can significantly improve academic writing skills in EFL higher education contexts. These results offer practical implications for curriculum design and teaching strategies.
INTERSEMIOTIC MEANING-MAKING IN MULTIMODAL ACADEMIC WRITING: HOW IMAGES AND WORDS WORK TOGETHER IN EFL PRE-SERVICE TEACHER TEXTS
In contemporary higher education, academic writing increasingly involves the integration of visual and verbal resources, positioning multimodal literacy as a crucial competence for EFL pre-service teachers (Jewitt, 2016; O’Halloran, 2008). Despite growing interest in multimodality, research on EFL academic writing has largely focused on linguistic features, often overlooking intersemiotic relations between images and written language (Royce, 2002; Royce & Bowcher, 2013). Addressing this gap, this study investigates how intersemiotic meaning is constructed in multimodal analytical exposition texts produced by EFL pre-service teachers. Employing a qualitative design with Multimodal Discourse Analysis grounded in Systemic Functional Linguistics (Halliday & Matthiessen, 2013) and intersemiotic complementarity, the study analyzes semantic relations across visual and verbal modes. The findings reveal that declarative mood, balanced modalization, and dominant material processes establish an authoritative and persuasive stance, while visual elements re-realize and extend ideational meanings through representational structures. The study concludes that effective multimodal academic writing depends on strong intersemiotic alignment and highlights the importance of explicitly developing visual–verbal meaning-making competence in EFL teacher education.
PROBING THE ALIGNMENT BETWEEN MULTIMODAL TEACHING PRACTICE AND STUDENTS’ LEARNING PREFERENCES IN INDONESIAN EFL CLASSROOM
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.
multimodal literacy; learning preferences; teaching practices; student preferences
THE EFFECT OF A SPEAKING FOR ACADEMIC PURPOSES LEARNING MODEL ON STUDENTS' ENGLISH PROPOSAL SEMINAR PRESENTATION ABILITY: A QUASI-EXPERIMENTAL STUDY
The ability to present academic work in English is a critical yet underdeveloped competency among English Education (EED) students in Indonesian higher education. This quasi-experimental study investigated the effect of a Speaking for Academic Purposes (SAP) learning model on EED students' English proposal seminar presentation ability at Muhammadiyah University of Palopo. A non-equivalent control group design was employed, involving 60 sixth-semester students divided into an experimental group (n = 30) that received SAP model instruction over six sessions, and a control group (n = 30) that received conventional speaking instruction. Both groups completed pre-tests and post-tests assessed using an analytical speaking rubric covering five dimensions: content, language accuracy, fluency, discourse organization, and delivery. Data were analyzed using an independent-samples t-test to compare post-test means between groups, and a paired-samples t-test to measure within-group gains. Results showed that the experimental group achieved a significantly higher post-test mean (M = 82.8, SD = 7.2) compared to the control group (M = 67.4, SD = 9.1), with a statistically significant between-group difference (t(58) = 7.34, p < .001, d = 1.89). Within the experimental group, all five rubric dimensions showed significant improvement, with the largest gains in Discourse Organization (+47.8%) and Fluency (+45.0%). These findings provide empirical evidence that the SAP model, integrating genre-based instruction, structured rehearsal, peer feedback, and reflective practice, is significantly more effective than conventional instruction in improving students' academic speaking performance. Implications for English Education curriculum design and pedagogical practice are discussed.
CAN ARTIFICIAL INTELLIGENCE FOSTER L2 LEARNING? INVESTIGATING ITS IMPACT ON BEHAVIORAL, COGNITIVE, AND EMOTIONAL ENGAGEMENT IN EFL CONTEXTS
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
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.
INTEGRATING INTERCULTURAL PERSPECTIVES INTO EFL PARAGRAPH WRITING: A STUDENTS’ NEEDS ANALYSIS
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.
APPRAISING EXPERIENCE IN DIGITAL MEDIA THROUGH LINGUISTIC STANCE AND EVALUATION IN USER-GENERATED HOTEL REVIEW DISCOURSE
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.
stance; evaluative language; appraisal theory; corpus pragmatics; digital discourse.
ENVIRONMENTAL AWARENESS AND ENGLISH TEACHERS’ PROFESSIONAL IDENTITY: A MIXED-METHOD STUDY
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.
NEGOTIATING PROFESSIONAL GROWTH: SELF-DIRECTED LEARNING AND INSTITUTIONAL SUPPORT FOR ENGLISH TEACHERS IN INDONESIAN PRIVATE ISLAMIC SCHOOLS
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.
professional development; self-directed learning; institutional support; private Islamic schools; English teachers.
EFFECTIVENESS OF AI-INTEGRATED COLLABORATIVE WRITING AMONG UNIVERSITY EFL STUDENTS IN WRITING FLUENCY
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.
FROM LOCAL HEALING TO GLOBAL READABILITY: EWTC AND MULTI STAKE HOLDER COLLABORATION FOR EMERGING WELLNESS TOURISM DESTINATIONS
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.
DEVELOPING MULTIMODAL PRAGMATIC COMPETENCE IN SYNCHRONOUS ONLINE EFL LEARNING: A CONVERSATION ANALYSIS STUDY
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.
multimodal pragmatic competence; CA-for-SLA; synchronous online learning; developmental phases; Indonesian EFL learners.