LinguaEducare: Journal of English and Linguistic Studies
type: channel
description: LinguaEducare: Journal of English and Linguistic Studies (e-ISSN: 3064-0547 and p-ISSN 3089-0098) is a peer-reviewed journal managed by Cipta Pustaka Nusantara, Indonesia and published twice a year in June and December. The journal focuses on disseminating high-quality empirical and original research that benefits teachers, lecturers, and researchers in the fields of English Language Teaching (ELT), Applied Linguistics, Linguistics, and Literature. Additionally, the journal includes book reviews of potential interest to its readers. Submissions to the journal must be original and not under consideration by other publications. The journal is available in both print and online formats, with the online version offering free access and downloads.
publisher: Cipta Pustaka Nusantara
language: en
publication name: LinguaEducare: Journal of English and Linguistic Studies
issn: 3064-0547
items: Ethical Awareness and Algorithmic Bias in AI-IDLE: Perspectives of Sharia Faculty Students at UIN Raden Intan Lampung
items: Revisiting Gerunds and Present Participles: A Structured Literature Review of English -ing Forms
items: Investigating Cadets’ Experiences Learning English at a Banyuwangi Marine Academy in the Global Maritime Era
items: Attitudes, Difficulties and Strategies in Learning English Idioms: A Case Study of EFL Students at Ghor University
items: Exploring Preservice English Students’ Experiences in Using English Songs for Vocabulary Learning
items: The Role of English in Shaping Linguistic Capital in Bangladesh: A Political Economy Perspective
items: Artificial Intelligence Awareness and Readiness among Undergraduate Students in Islamic Higher Education
items: Street-connected Children Counselling and Guiding Them: A Critical Literature Review
items: The Effect of the Mere Exposure Effect on Language Teaching and Learning
items: A Study on Literary Reading of University Readers: Temporal, Spatial, Interest Factors and the Moderation of Renewal Intention
items: Communicating the bond between Law and Literature: Human Rights Issues in Select English Poems
items: Gender Formulation in the Daily English Proverbs: A Discourse Analysis Study
items: Types and Functions of English Code-Mixing in Maudy Ayunda’s YouTube Channel
items: Unlocking Vocabulary: The Role of Card Sort Learning in Junior High School
items: The Art of Expression: Evaluating Speaking Skills Among MTs Riydah El-Ilmi's Eighth Graders
items: Investigating the Efficacy of the Papago AI Application in Enhancing Vocabulary Proficiency Among Secondary School Students
items: The Role of Generative AI in Automating English Writing Assessment: Benefits and Challenges
items: The Intersection of Generative AI and Applied Linguistics in Modern Marketing & Advertising Practices
items: Enhancing Writing Proficiency through AI-Powered Feedback: A Quasi-Experimental Study Using Google Gemini
items: Improving Vocabulary Mastery with English Kids' Songs: A Study in Primary Education
items: A Conceptual Analysis of Utilizing English Songs in Teaching Speaking Skills
items: Students' Perception of Learning English Vocabulary Via @Kampunginggrism Instagram Account
items: Fostering English Language Skills’ Literacy Through Debate: Students' Views
items: Enhancing Students' Reading Comprehension through Reciprocal Questioning
items: Reflection of English Language Teaching for High School Students Using E-LISDA E-Learning Platform
items: Awareness and Familiarity with AI Writing Tools Among Media Students
items: Exploring Deixis in Taylor Swift's Song 'Cardigan': A Descriptive Qualitative Analysis
items: Effect of Zoom on English Speaking for EFL Students
items: Digital Tools in Language Education: Boosting Listening Skills with Edpuzzle for High School Students
items: Podcast towards Students’ Listening Comprehension: A Literature Review

Ethical Awareness and Algorithmic Bias in AI-IDLE: Perspectives of Sharia Faculty Students at UIN Raden Intan Lampung
type: item
description: Generative AI tools are increasingly used for AI-mediated Informal Digital Learning of English (AI-IDLE), yet research has paid limited attention to how learners negotiate ethical responsibility and algorithmic bias during everyday, out-of-class use, particularly in value-oriented faculties. This qualitative study examined ethical awareness and perceived algorithmic bias in AI-IDLE among Sharia Faculty students at UIN Raden Intan Lampung. Using a qualitative descriptive case study design, twelve undergraduates were recruited through purposive maximum-variation sampling. Data were generated from semi-structured interviews and a curated set of anonymized AI interaction artifacts (e.g., prompts and outputs for explanation, drafting, and translation), supported by brief artifact walkthroughs when feasible. Data were analyzed via reflexive thematic analysis with iterative coding, memoing, and cross-source comparison to strengthen interpretive transparency. Findings showed that ethical awareness operated as context-sensitive boundary-making: students differentiated AI as a learning scaffold versus a substitute for intellectual labor, tightened limits in assessment-adjacent tasks, and reclaimed authorship through substantive rewriting to preserve voice and stance. Ethical reasoning also included privacy stewardship through data minimization in prompts, though awareness varied. Regarding bias, students most often noted Western-centric framing in value-laden examples and language standardization that diluted pragmatic or culturally embedded meanings. Fluent outputs produced an authority effect, but many participants reported mitigation routines such as verification, requesting multiple viewpoints, and re-prompting for Indonesian/Islamic contextualization. The study implies that AI-IDLE guidance should integrate ethical boundary-setting, privacy-aware prompting, and critical AI literacy practices to support responsible and culturally responsive informal language learning.
subject: Articles
  topic: section
subject: AI-IDLE
  topic: keywords
subject: algorithmic bias
  topic: keywords
subject: critical AI literacy
  topic: keywords
subject: ethical awareness
  topic: keywords
creator: Kartika S
rights: Copyright (c) 2026 LinguaEducare: Journal of English and Linguistic Studies
date: 2026-03-24
publication date: 2026-03-24
starting page: 59
ending page: 72
doi: 10.63324/lec.3v.1i.139

Revisiting Gerunds and Present Participles: A Structured Literature Review of English -ing Forms
type: item
description: The English -ing form has long challenged grammatical description because it appears in structures that function nominally, verbally, and adjectivally. In pedagogical grammar, this multifunctionality is commonly simplified through the distinction between gerunds and present participles. However, previous studies have shown that such a binary explanation often fails to account for the syntactic, semantic, and discourse-based variability of -ing constructions in authentic language use. Despite this, theoretical discussions of grammatical variation and pedagogical studies of learner difficulty have often remained disconnected. This study aimed to synthesize scholarship on gerunds and present participles, evaluate the analytical usefulness of the traditional distinction, and identify implications for grammar teaching in EFL/ESL contexts. The study employed a structured literature review design informed by systematic searching, screening, eligibility checking, and synthesis procedures. The data consisted of secondary sources, primarily peer-reviewed journal articles, supplemented by selected scholarly books and book chapters. Data were collected from Google Scholar, institutional repositories, and journal publisher platforms using keywords related to gerunds, present participles, -ing forms, and learner difficulties. The selected studies were analyzed through directed qualitative content analysis by coding and grouping findings into recurring categories such as syntactic function, semantic role, formal distribution, overlap, and pedagogical implications. The findings indicate that the distinction between gerunds and present participles remains analytically useful, but it should not be treated as a rigid binary category. Instead, -ing forms are better understood through distributional and contextual analysis. The review also shows that learners frequently struggle with these forms, suggesting the need for more contextualized, corpus-informed, and function-based grammar in…
subject: Articles
  topic: section
subject: corpus-informed grammar
  topic: keywords
subject: EFL pedagogy
  topic: keywords
subject: English grammar
  topic: keywords
subject: gerund
  topic: keywords
subject: present participle
  topic: keywords
creator: Doni Hadi Irawan
creator: Muhamad Alfi Khoiruman
creator: Dewi Untari
rights: Copyright (c) 2026 LinguaEducare: Journal of English and Linguistic Studies
date: 2026-03-25
publication date: 2026-03-25
starting page: 73
ending page: 80
doi: 10.63324/lec.3v.1i.137

Investigating Cadets’ Experiences Learning English at a Banyuwangi Marine Academy in the Global Maritime Era
type: item
description: In the era of global maritime communication, English plays a vital role as a working language for safety, coordination, and professional interaction within the international maritime industry. This study explores marine cadets’ experiences in learning English as a General Course at a Banyuwangi Marine Academy, with particular attention to how the course supports their communicative needs in maritime contexts. Employing a qualitative research design, data were collected through semi-structured interviews and classroom observations involving selected cadets enrolled in the English General Course. The data were analyzed thematically to identify recurring patterns related to perceptions, learning challenges, and instructional practices. The findings reveal that although cadets perceive English as highly important for their future maritime careers, they consider the course insufficiently contextualized to real maritime communication demands. Key challenges include limited speaking confidence, inadequate mastery of maritime-specific terminology, and anxiety in oral communication activities. Observational data further indicate that instructional practices are predominantly teacher-centered and emphasize grammatical knowledge over communicative and experiential learning. As a result, opportunities for meaningful interaction and practical language use remain limited. This study highlights a mismatch between curriculum design and cadets’ professional expectations in the context of global maritime operations. The findings suggest the need to reconceptualize English as a General Course by integrating maritime-oriented content, learner-centered pedagogy, and communicative activities that reflect authentic maritime scenarios. Such improvements are essential to enhance cadets’ communicative competence and readiness for participation in the global maritime workforce.
subject: Articles
  topic: section
subject: Communicative Competence
  topic: keywords
subject: English for Maritime Purposes
  topic: keywords
subject: Marine Cadets
  topic: keywords
subject: Maritime Communication
  topic: keywords
subject: Teacher-Centered Instruction
  topic: keywords
creator: Muhamad Alfi Khoiruman
creator: Doni Hadi Irawan
creator: St. Shabibatul Rohmah
rights: Copyright (c) 2026 LinguaEducare: Journal of English and Linguistic Studies
date: 2026-03-09
publication date: 2026-03-09
starting page: 49
ending page: 58
doi: 10.63324/lec.3v.1i.135

Attitudes, Difficulties and Strategies in Learning English Idioms: A Case Study of EFL Students at Ghor University
type: item
description: Idioms are an important part of learning English vocabulary and fluency; however, they are often overlooked in EFL classrooms, especially where language instruction focuses on grammar and literal vocabulary. This study examined the attitudes of EFL students at Ghor University toward learning idioms, the difficulties they faced, and the strategies they used. To achieve the research objectives, a descriptive research design was employed. Data were collected from 78 EFL students using a questionnaire and analyzed using SPSS version 26. The results indicated that students held a positive attitude toward the importance of learning idioms but faced difficulties such as unfamiliar words, inadequate classroom instruction, ineffective cultural courses, the absence of direct equivalents in Farsi, and limited experience in using them. To overcome these challenges, they used strategies like translating idioms into Farsi, using keywords, practicing English outside class, and guessing meanings from context. The study suggests that EFL instructors in similar contexts could integrate idioms into classroom activities using interactive and practical strategies to support learning. However, these findings provide a useful insight into the experiences of students at a single institution and may not be generalizable to other contexts. Therefore, any teaching suggestions should be considered carefully.
subject: Articles
  topic: section
subject: Attitude
  topic: keywords
subject: Difficulties
  topic: keywords
subject: EFL Students
  topic: keywords
subject: English Idioms
  topic: keywords
subject: Strategies
  topic: keywords
creator: Sakhi Murad Ghorianfar
creator: Nesar Ahmad Wahedi
creator: Asadullah Faizy
rights: Copyright (c) 2026 LinguaEducare: Journal of English and Linguistic Studies
date: 2026-03-07
publication date: 2026-03-07
starting page: 21
ending page: 36
doi: 10.63324/lec.3v.1i.132

Exploring Preservice English Students’ Experiences in Using English Songs for Vocabulary Learning
type: item
description: This study explores fifth-semester preservice English students’ experiences in using English songs as a resource for vocabulary learning. Although previous studies have highlighted the benefits of songs, limited research has examined how learners use them independently in daily life. This qualitative descriptive case study involved ten fifth-semester students from the English Language Education Department at UIN Walisongo Semarang in 2025 who regularly engaged with English songs as part of their informal learning. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal three main themes: (1) vocabulary learning strategies, such as repeated listening, lyric checking, translation use, contextual guessing, and limited note-taking; (2) perceived benefits, including stronger motivation, improved retention through melody, better pronunciation, enhanced listening skills, and exposure to colloquial expressions; and (3) challenges, such as fast-paced lyrics, figurative language, slang, reduced focus, and non-standard grammar. Overall, English songs function as an enjoyable supplementary tool that supports vocabulary development, although additional strategies may be needed to maximize their effectiveness.
subject: Articles
  topic: section
subject: English songs
  topic: keywords
subject: informal vocabulary learning
  topic: keywords
subject: preservice English teachers
  topic: keywords
subject: thematic analysis
  topic: keywords
subject: vocabulary development
  topic: keywords
creator: Intan Yunita
rights: Copyright (c) 2026 LinguaEducare: Journal of English and Linguistic Studies
date: 2026-03-09
publication date: 2026-03-09
starting page: 47
ending page: 48
doi: 10.63324/lec.3v.1i.125

The Role of English in Shaping Linguistic Capital in Bangladesh: A Political Economy Perspective
type: item
description: English in Bangladesh has evolved from colonial roots to come to signify opportunity, privilege, and socio-economic mobility. The role of English in the construction of linguistic capital in Bangladesh is examined in this work from the political economy perspective, theorizing language as commodity, power, and ideology based on a survey of 80 respondents. Findings illustrate almost complete agreement that English proficiency is shaped more by private forces and worldwide pressures than it is by national policy, replicating social stratification. Government efforts are considered by respondents as insufficient to democratize English access, whereas English dominance in elite employment markets still serves to enhance inequality. Yet, these findings also refer to increasing public awareness of English’s structural injustices. Future studies can take longitudinal ethnographic approaches in examining students’ lived experiences in this linguistic economy. Policymakers, in the meantime, need to envision English education as a public good, with a priority for equitable access, multilingual frameworks, and decolonized pedagogy to make English a bridge of inclusive development in Bangladesh.
subject: Articles
  topic: section
subject: English education
  topic: keywords
subject: language commodification
  topic: keywords
subject: language ideology
  topic: keywords
subject: linguistic capital
  topic: keywords
subject: political economy
  topic: keywords
creator: Hasan Shaikh
creator: Fatematuz Zohora Munmun
rights: Copyright (c) 2026 LinguaEducare: Journal of English and Linguistic Studies
date: 2026-03-07
publication date: 2026-03-07
starting page: 1
ending page: 20
doi: 10.63324/lec.3v.1i.114

Artificial Intelligence Awareness and Readiness among Undergraduate Students in Islamic Higher Education
type: item
description: This study investigates the levels of awareness and readiness toward Artificial Intelligence (AI) among undergraduate students in Islamic higher education, focusing on English Language Education students at UIN Raden Intan Lampung. Using a quantitative survey design, data were collected from 150 students through a structured questionnaire that measured four dimensions of AI literacy: awareness, usage, evaluation, and ethics. Descriptive and inferential statistics were employed to analyze the findings. The results indicate that students demonstrated relatively high awareness of AI applications, particularly in recognizing its potential for academic support. However, their ability to evaluate AI-generated outputs was limited, with many reporting low confidence in judging accuracy and bias. Usage was moderate, showing frequent reliance on AI tools for grammar correction and information retrieval but without strategic application. Ethical awareness was also moderate, with students expressing concern about plagiarism but less knowledge of issues such as algorithmic fairness and data privacy. Differences were found across year levels and prior AI experience, with senior students and those with exposure outside the classroom displaying higher readiness. The study highlights the urgent need for targeted curriculum reform, faculty training, and institutional policies that integrate AI literacy within an ethical and culturally grounded framework.
subject: Articles
  topic: section
subject: AI awareness
  topic: keywords
subject: Higher education
  topic: keywords
subject: Islamic education
  topic: keywords
subject: Student perception
  topic: keywords
creator: Kartika S
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-09-28
publication date: 2025-09-28
starting page: 143
ending page: 154
doi: 10.63324/lec.2v.2i.111

Street-connected Children Counselling and Guiding Them: A Critical Literature Review
type: item
description: Globally, the issue of street-connected children continues to be a growing phenomenon. This scenario is very convoluted to comprehend since there are various factors that contribute to their presence on the streets. To try to understand their lives and bring hope to them via counselling, this critical review systematically searched various journals and articles for references pertaining to the topic. This non-empirical research is advantageous because it can provide theoretical insights, develop new concepts, and synthesize existing knowledge through literature reviews. Mention must be made of its limitations. It lacks empirical evidence which makes the findings potentially subjective, leading to conclusions that can be less reliable and harder to verify through experimentation or direct observation. Nonetheless, the findings identified that street-connected are habitually viewed as victims of poverty, abuse, violence, and discrimination. The findings also revealed that although their lives are constantly rooted in danger it is not impossible to rehabilitate and provide them with counselling and guidance. Moreover, these children have the innate capacity to navigate complex situations, adapt to street life, and build supportive networks. These diverse perspectives shape how society perceives and responds to street-connected children and influence the types of support and interventions provided. Thus, this analysis raises an awareness about their plight and calls supporting organizations to continue to advocate for their rights. While these various organizations provide street-connected children with basic amenities like food, clothing, and shelter, they should also concentrate on long-term solutions such as counselling and guidance and integration.
subject: Articles
  topic: section
subject: Advocacy
  topic: keywords
subject: Counselling and guidance
  topic: keywords
subject: Discrimination
  topic: keywords
subject: Education
  topic: keywords
subject: Resilience
  topic: keywords
creator: Gabriel Julien
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-09-03
publication date: 2025-09-03
starting page: 113
ending page: 130
doi: 10.63324/lec.2v.2i.107

The Effect of the Mere Exposure Effect on Language Teaching and Learning
type: item
description: This research paper is trying to answer the question “What is the effect of the mere exposure effect on language teaching and learning?” In order to answer this question, the researcher analyzed both the process of the mere exposure effect and a number of previous studies about the subject. The mere exposure effect is the increased favorability of a specific stimulus due to repeated exposure to said stimulus. The results of this research paper show that the mere exposure effect can have both a positive effect and a negative effect on language teaching and learning. However, these effects depend on the existence or non-existence of certain factors alongside the mere exposure effect. In the case of the mere exposure effect having a positive effect on language teaching and learning, several factors must exist alongside it. These factors include varied and new subjects, varied styles of teaching and learning, adaptability, and a love for languages. This shows that the mere exposure effect is only a factor in the processes of language teaching and learning. So, teachers and students must pay attention to the other factors and not only to the mere exposure effect in order to achieve a positive effect on language teaching and learning.
subject: Articles
  topic: section
subject: Educational psychology
  topic: keywords
subject: Language teaching and learning
  topic: keywords
subject: Learner motivation
  topic: keywords
subject: Mere exposure effect
  topic: keywords
subject: Teaching strategies
  topic: keywords
creator: Raneen Khaleel Fakhoury
creator: Mohammed Farrah
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-09-03
publication date: 2025-09-03
starting page: 131
ending page: 142
doi: 10.63324/lec.2v.2i.106

A Study on Literary Reading of University Readers: Temporal, Spatial, Interest Factors and the Moderation of Renewal Intention
type: item
description: This study investigates literary book borrowing dynamics at Nanjing Normal University (2016–2024), focusing on temporal-spatial-interest (TSI) factors and renewal intention’s moderation. Core data, segmented into 2016–2018, 2019–2021, and 2022–2024, includes gender, renewal status, monthly patterns, locations, and borrowing volumes across Chinese Library Classification (CLC) Category I subcategories. Principal Component Analysis derived TSI, SI, I, and S factors for regression, with renewal as a moderator and logarithmic total borrowing as the dependent variable. Structural Equation Modeling (SEM) explored latent structures, and ARIMA(1,0,0)(1,0,1) forecast trends. Findings show TSI exerts stronger influence than single/two-dimensional factors. TSI and renewal positively affect borrowing, peaking in 2019–2021, while renewal negatively moderates TSI’s impact. Subcategories under CLC Category I unveil distinct patterns between Chinese and world literature, mirroring the deepened interaction in literary reading interests between native and cross-regional literatures. SEM confirms a dual-factor framework, and ARIMA accurately predicts seasonal fluctuations. These insights advance literary engagement theory and inform library resource optimization.
subject: Articles
  topic: section
subject: ARIMA
  topic: keywords
subject: Chinese Library
  topic: keywords
subject: Classification (CLC)
  topic: keywords
subject: Literary borrowing behavio
  topic: keywords
subject: Renewal intention
  topic: keywords
subject: Structural equation modeling (SEM)
  topic: keywords
subject: Temporal-Spatial-Interest (TSI) factors
  topic: keywords
creator: Jie Xuan Liu
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-09-02
publication date: 2025-09-02
starting page: 77
ending page: 112
doi: 10.63324/lec.2v.2i.105

Communicating the bond between Law and Literature: Human Rights Issues in Select English Poems
type: item
description: The present research paper aims to examine and explore human rights issues in Sarojini Naidu’s ‘The Broken Wing’, Elizabeth Barrett Browning’s ‘The Cry of the Children’ and Langston Hughes’ ‘The Negro Speaks of Rivers’. These verses span diverse historical, cultural, and political landscapes. Poetry has long served as a powerful medium for articulating the human condition, voicing dissent, and advocating for justice. Each poem is highly evocative and deeply rooted in its socio-political context, revealing the poet’s deep engagement with themes such as freedom, oppression, and the resilience of human spirit. Naidu’s ‘The Broken Wing’ reflects the colonial and nationalistic struggles of early 20th-century India, portraying the yearning for liberation and spiritual dignity, and reflects India’s spiritual resilience of a colonized people. Browning’s ‘The Cry of the Children’ is a searing indictment of child labour in Victorian England, highlighting the moral failure of industrial society. Hughes’s ‘The Negro Speaks of Rivers’ delves into African American identity and historical memory, emphasizing continuity, heritage, and endurance in the face of racial injustice. Through these texts, the poets not only document suffering but also inspire resistance and hope, making poetry a vital space for human rights discourse.
subject: Articles
  topic: section
subject: Child labour
  topic: keywords
subject: Equality
  topic: keywords
subject: Human Rights in literature
  topic: keywords
subject: Justice
  topic: keywords
subject: Racial injustice
  topic: keywords
creator: Alka Singh
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-09-01
publication date: 2025-09-01
starting page: 71
ending page: 76
doi: 10.63324/lec.2v.2i.84

Gender Formulation in the Daily English Proverbs: A Discourse Analysis Study
type: item
description: Proverbs are utilized in all languages to communicate particular messages. However, when proverbs are translated from one language to another, translation difficulties arise due to the cultural and linguistic connotations inherent to proverbs. The concept of power, and more specifically the social power of organizations or institutions, is typically considered to be one of the most important aspects of critical study on discourse. The role of women that is wife, daughter, mother or sister is being described and analyzed throughout discourse concepts such as power and social inequality. This study presents violence in critical discourse analysis of Proverbs of English to examine how power relationships of different genders are determined through linguistic choices in different languages/societies. The data of this study are 17 proverbs which have been selected from different sources about proverbs which are the most prominent in the English culture. Van Dijk (1988/1995) Model of Dominance and Power is used: When it comes to power problems, van Dijk (1995) tends to take a cognitive approach. The study has shown that Femininity can be seen as an established ideological term, portraying women as mere victims of subjugation.
subject: Articles
  topic: section
subject: Discourse Analysis
  topic: keywords
subject: English Culture
  topic: keywords
subject: Linguistic Connotations
  topic: keywords
subject: Proverbs
  topic: keywords
creator: Ali Shimal Kzar
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-06-21
publication date: 2025-06-21
starting page: 47
ending page: 60
doi: 10.63324/lec.2v.1i.82

Types and Functions of English Code-Mixing in Maudy Ayunda’s YouTube Channel
type: item
description: Sociolinguistics is a branch of linguistics that examines the relationship between society and language. When elements of one language are combined with another, the phenomenon is referred to as code-mixing. Maudy Ayunda, a well-known Indonesian artist, frequently employs code-mixing in several of her videos on her official YouTube Music channel. This study aimed to analyze the types of code-mixing used in her content. A descriptive qualitative method was employed, with data collected through documentation and note-taking. Hoffman’s framework was applied to categorize the types of code-mixing, while Sudijono’s formula was used to calculate their frequency. The findings revealed twenty-three instances of code-mixing. The most dominant type was intra-sentential code-mixing, with 15 occurrences (65.2%), followed by intra-lexical code-mixing with 6 occurrences (26.1%), and code-mixing involving a change in pronunciation with 2 occurrences (8.7%). These results indicate that intra-sentential code-mixing is the most prevalent strategy in Maudy Ayunda’s YouTube videos, while phonological code-mixing appears less frequently. The implications of this study suggest that digital platforms, such as YouTube, play a significant role in promoting linguistic hybridity in Indonesia. The frequent use of English code-mixing by a popular public figure not only demonstrates her bilingual competence but also influences audience perceptions of global identity and language prestige. This highlights how code-mixing in online popular culture may contribute to shaping linguistic practices among younger generations and provides meaningful insights for further sociolinguistic research on language use in digital media.
subject: Articles
  topic: section
subject: Code Mixing
  topic: keywords
subject: Digital Media
  topic: keywords
subject: Indonesian Popular Culture
  topic: keywords
subject: Sociolinguistics
  topic: keywords
subject: YouTube
  topic: keywords
creator: Adinda Meisya
creator: Diandra Mutiara Hanif
creator: Intan Rahmadiah
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-09-01
publication date: 2025-09-01
starting page: 61
ending page: 70
doi: 10.63324/lec.2v.2i.76

Unlocking Vocabulary: The Role of Card Sort Learning in Junior High School
type: item
description: In acquiring English, vocabulary is the fundamental element of language mastery. Competence and expertise in English are defined by knowledge of language. Consequently, vocabulary acquisition is crucial for enhancing students' English language proficiency as both a foreign and second language. Implementing instructional strategies that resonate with students' learning preferences is a means to enhance their English language acquisition. One effective technique is the card sort learning approach. This study aimed to determine the substantial impact of the Card Sort learning method on the vocabulary of seventh-grade students’ at MTs Nurul Hidayah Al-amin. This study used a quasi-experimental design. The research population comprised the seventh-grade students of MTs Nurul Hidayah Al-amin, totaling 185 individuals. The sample comprised 62 students selected from two classes: VII A as the experimental group and VII B as the control group. The data collection method employed pre-test and post-test assessments. The instrument employed a test concentrating on verbs, pronouns, and nouns. The data analysis employed content validity, construct validity, item validity, and instrument reliability. Following the hypothetical test, the data analysis conducted via SPSS revealed that the significance (P-value) was less than 0.001, indicating that the significance (P-value) was lower than the significance level α = 0.05. The study concluded that the card sort learning approach significantly influenced vocabulary mastering among seventh-grade students at Mts Nurul Hidayah Al-Amin.
subject: Articles
  topic: section
subject: Card Sort Learning Method
  topic: keywords
subject: ELT
  topic: keywords
subject: Quasi-Experimental
  topic: keywords
subject: Vocabulary Mastery
  topic: keywords
creator: Nur Ainiyah Al-afRondi
creator: Dian Reftyawati
creator: M. Nawawi
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-06-09
publication date: 2025-06-09
starting page: 37
ending page: 46
doi: 10.63324/lec.2v.1i.75

The Art of Expression: Evaluating Speaking Skills Among MTs Riydah El-Ilmi's Eighth Graders
type: item
description: This study provides a descriptive qualitative analysis of the English speaking performance challenges encountered by eighth-grade students at MTs Riyadh El Ilmi. Utilizing a multi-method approach, data were gathered through observation, semi-structured interviews, and video documentation. Student speaking proficiency was evaluated across five key components: grammar, vocabulary, pronunciation, fluency, and comprehension, using a standardized rubric. To ensure data credibility, a dual-rater approach and interrater validation were employed for assessing speaking performances and interview responses, respectively. Findings indicate prevalent issues such as limited vocabulary, mispronunciations, grammatical errors, and disfluency among students. Interview data further revealed significant contributing factors, including inhibition, lack of ideas, low participation, and reliance on the mother tongue. These insights align with existing literature on EFL learning challenges, highlighting the need for pedagogical strategies that address both linguistic deficiencies and affective barriers to enhance students' communicative competence
subject: Articles
  topic: section
subject: Competence
  topic: keywords
subject: EFL learning
  topic: keywords
subject: Performance
  topic: keywords
subject: Speaking skills
  topic: keywords
subject: Students
  topic: keywords
creator: M. Fikri Nugraha Kholid
creator: Indana Salsabila
creator: Septa Aryanika
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-06-08
publication date: 2025-06-08
starting page: 29
ending page: 36
doi: 10.63324/lec.2v.1i.66

Investigating the Efficacy of the Papago AI Application in Enhancing Vocabulary Proficiency Among Secondary School Students
type: item
description: This quasi-experimental study investigated the efficacy of the AI-powered Papago application in enhancing vocabulary acquisition among tenth-grade students at SMAN 7 Bandar Lampung. The research aimed to address common student difficulties in vocabulary retention and application by leveraging AI's potential for personalized, contextually accurate, and interactive learning. Focusing on five key vocabulary categories—nouns, adjectives, adverbs, verbs, and conjunctions, particularly within the context of descriptive texts—the study employed a quantitative research design to assess Papago's impact. Data were collected via pre-tests and post-tests, supplemented by qualitative feedback from students and teachers regarding the application's usability. Statistical analysis using SPSS 27 revealed a significant difference (p=0.004<0.05) in vocabulary mastery among students who utilized Papago. This outcome supports the alternative hypothesis, indicating that the intervention effectively improved students' vocabulary mastery. The findings suggest that AI applications such as Papago hold considerable promise in surmounting prevalent vocabulary-learning challenges and fostering greater student engagement.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Language Learning
  topic: keywords
subject: Papago
  topic: keywords
subject: Vocabulary Mastery
  topic: keywords
creator: M. Fikri Nugraha Kholid
creator: Anisa Adillia
creator: Sri Suci Suryawati
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-06-07
publication date: 2025-06-07
starting page: 11
ending page: 18
doi: 10.63324/lec.2v.1i.64

The Role of Generative AI in Automating English Writing Assessment: Benefits and Challenges
type: item
description: The integration of generative Artificial Intelligence (AI) in English writing assessment has gained considerable attention for its potential to enhance the efficiency and accuracy of evaluations. However, while AI tools like Grammarly and GPT-based platforms have been employed for basic writing assessments, their effectiveness in evaluating more complex writing aspects remains underexplored. This study aims to fill this gap by examining the role of generative AI in automating English writing assessment, focusing on its benefits, challenges, and implications for both students and educators. The research design is a mixed-methods approach, incorporating both quantitative and qualitative data through surveys and semi-structured interviews. The study involved 100 students and 10 educators from the Faculty of Sharia at UIN Raden Intan Lampung, who had experience using AI-based writing tools. Data was collected through structured surveys and in-depth interviews, as well as by comparing AI-generated writing assessments with human grading. The findings revealed that while AI tools are highly effective in evaluating grammar and structure, they struggle to assess higher-order writing skills, such as content coherence and critical thinking. Both students and educators acknowledged the time-saving benefits of AI tools, but also highlighted the limitations of AI in understanding nuanced writing aspects. The study implies that AI tools can complement traditional assessment methods but should not fully replace human judgment, especially in complex writing tasks. Future research should focus on enhancing AI algorithms to better assess the depth of writing and address ethical concerns regarding data privacy and biases in AI models.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Education Technology
  topic: keywords
subject: English Writing
  topic: keywords
subject: Generative AI
  topic: keywords
subject: Writing Feedback
  topic: keywords
creator: Kartika S
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-05-29
publication date: 2025-05-29
starting page: 1
ending page: 10
doi: 10.63324/lec.2v.1i.63

The Intersection of Generative AI and Applied Linguistics in Modern Marketing & Advertising Practices
type: item
description: This study explores the intersection of generative AI and applied linguistics in modern marketing and advertising. Generative AI has revolutionized content creation by enabling hyper-personalization, optimizing audience engagement, and improving linguistic adaptability. Using a qualitative research methodology, this study employs content analysis and case studies to examine AI-driven marketing strategies, their implications on consumer behavior, and the ethical considerations surrounding automated content generation. While AI offers efficiency and innovation, challenges such as linguistic biases and ethical transparency persist. The study highlights advancements in natural language processing, the role of AI in shaping persuasive messaging, and the necessity for responsible AI implementation. Through an in-depth analysis, the research underscores the need for continued development in AI-human linguistic collaboration, ensuring inclusivity and authenticity in AI-generated marketing. Future prospects include the integration of multimodal AI, creating more immersive and interactive marketing experiences. The findings contribute to a deeper understanding of AI’s role in marketing, offering insights into its evolving impact on advertising communication and consumer interaction.
subject: Articles
  topic: section
subject: Advertising Practice
  topic: keywords
subject: Applied Linguistic
  topic: keywords
subject: Generative AI
  topic: keywords
subject: Modern Marketing
  topic: keywords
creator: Asep Koswara
rights: Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
date: 2025-06-08
publication date: 2025-06-08
starting page: 19
ending page: 28
doi: 10.63324/3vbkft90

Enhancing Writing Proficiency through AI-Powered Feedback: A Quasi-Experimental Study Using Google Gemini
type: item
description: The use of Artificial Intelligence (AI) in education has gained attention for its potential to enhance student learning, yet limited research has focused on AI-powered tools for providing comprehensive feedback on writing. Most existing studies have concentrated on grammar correction, leaving a gap in understanding how AI can support broader writing development. This study aimed to examine the effect of Google Gemini, an AI-powered chatbot, on writing proficiency in a higher education setting, focusing on grammar, vocabulary, coherence, and task achievement. A quasi-experimental design was used with two groups of 40 students from the Sharia Faculty at UIN Raden Intan Lampung. The experimental group used Google Gemini for writing feedback, while the control group received traditional instruction. Both groups completed pre- and post-test writing tasks, assessed using a standardized rubric. Data were analyzed with paired-sample t-tests to compare improvements between groups. The results showed that the experimental group made significantly greater gains in writing proficiency than the control group, especially in grammar, vocabulary, and coherence. Students in the experimental group also reported higher satisfaction with the immediate, personalized feedback from the AI chatbot. The control group showed modest improvements with traditional feedback, but these were less pronounced. This study suggests that AI tools like Google Gemini can effectively improve writing skills by offering real-time, personalized feedback. It highlights the potential for AI to complement traditional teaching methods, though future research with larger and more diverse samples is needed to explore its impact on higher-order writing skills and across various educational contexts
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Chatbot
  topic: keywords
subject: Google Gemini
  topic: keywords
subject: Writing Proficiency
  topic: keywords
creator: Kartika S
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-11-26
publication date: 2024-11-26
starting page: 83
ending page: 96
doi: 10.63324/h6q1ak58

Improving Vocabulary Mastery with English Kids' Songs: A Study in Primary Education
type: item
description: This study explores the impact of English kids' songs on vocabulary mastery among fifth-grade students at SD Islam Assalam. Utilizing a quasi-experimental design, the study compares an experimental group, taught vocabulary through English kids' songs, with a control group that followed traditional textbook-based instruction. Both groups completed pre- and post-tests to measure vocabulary acquisition. Results indicated a significant improvement in the experimental group, with an average post-test score increase of 42.9%, compared to a 10.3% improvement in the control group. The experimental group showed gains across different vocabulary categories—nouns, verbs, and adjectives—suggesting that songs enhance vocabulary retention through repetition, rhythm, and emotional engagement. These findings support the use of songs as a viable instructional tool for vocabulary learning, particularly for young learners who benefit from multisensory and associative learning techniques. While promising, the study's limitations, such as a small sample size and short intervention period, suggest the need for further research to validate these findings across diverse educational settings. Future studies should consider expanding sample sizes, extending the duration, and comparing song-based learning with other multimedia approaches. This research offers valuable insights for educators and curriculum developers, underscoring the potential of integrating songs to make vocabulary learning both engaging and effective.
subject: Articles
  topic: section
subject: English kids' songs
  topic: keywords
subject: multisensory learning
  topic: keywords
subject: primary education
  topic: keywords
subject: vocabulary acquisition
  topic: keywords
creator: M. Fikri Kholid
creator: Yulan Puspita Rini
creator: Bening Tyas Winasari
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-11-26
publication date: 2024-11-26
starting page: 71
ending page: 82
doi: 10.63324/lec.1v.2i.16

A Conceptual Analysis of Utilizing English Songs in Teaching Speaking Skills
type: item
description: This study investigates the effectiveness of using English songs to enhance speaking skills among seventh-grade students at SMPN 26 Bandar Lampung. A quasi-experimental design was employed, with 30 students in the experimental group, who received instruction incorporating English songs, and 30 students in the control group, who were taught using traditional methods. Data were collected through pretests and posttests assessing speaking skills across five criteria: fluency, pronunciation, vocabulary usage, grammar, and confidence. Additionally, a student motivation questionnaire was administered to gauge engagement and attitudes toward learning. The results indicated that the experimental group showed significant improvement in all areas, with notable gains in fluency and confidence, compared to the control group. Students in the experimental group also reported higher motivation and enjoyment in learning English through songs. The study concludes that English songs can be a valuable tool in improving speaking skills, fostering student engagement, and reducing anxiety. However, the study also highlights the need for teacher training and addressing logistical challenges to fully integrate songs into language instruction. Future research should explore larger, more diverse samples and examine the long-term effects of song-based learning.
subject: Articles
  topic: section
subject: English song
  topic: keywords
subject: Experimental research
  topic: keywords
subject: Speaking skills
  topic: keywords
creator: Isnaini Amanda Safitri
creator: Siti Najwa
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-11-26
publication date: 2024-11-26
starting page: 97
ending page: 106
doi: 10.63324/lec.1v.2i.13

Students' Perception of Learning English Vocabulary Via @Kampunginggrism Instagram Account
type: item
description: This research seeks to explore students' perceptions of learning English vocabulary through the @kampunginggrism Instagram account and to detail how the platform enhances their vocabulary. The study uses a descriptive qualitative approach, focusing on six eighth-semester students from the English Education Department at Salatiga State Islamic University (UIN Salatiga). Data was gathered via observation, interviews, and documentation.The findings reveal that the @kampunginggrism Instagram account is a highly effective tool for improving students' English vocabulary. It provides an engaging and accessible way to learn, making the experience enjoyable and easy for students. The account is recommended as a valuable resource for other students looking to enhance their English vocabulary. Through features such as quizzes, the platform encourages active participation, helping students to look up unfamiliar words and apply new vocabulary. Overall, the account offers a range of tools that make vocabulary learning fun, efficient, and impactful.
subject: Articles
  topic: section
subject: e-learning
  topic: keywords
subject: English vocabulary
  topic: keywords
subject: Instagram
  topic: keywords
subject: students’ perceptions
  topic: keywords
creator: Muhamad Hasbi
creator: Apriliana Dwi Cahyaningsih
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-11-14
publication date: 2024-11-14
starting page: 61
ending page: 70
doi: 10.63324/lec.1v.2i.12

Fostering English Language Skills’ Literacy Through Debate: Students' Views
type: item
description: Education greatly influences the outcome of the students' learning process. One obstacle in education today concerns the literacy of students’ English language skills, namely listening, speaking, reading, and writing skills. Most students possess a low interest in enhancing the literacy of those four skills. The researchers believe that the strategy that can be adopted to enhance students’ literacy skills is the use of debate. So, the purpose of this research is to identify the students’ views of debate as a strategy to enhance English language skills’ literacy. Since the research used qualitative design, the researchers conducted semi-structured interviews, and used primary data and secondary data for data collection. The participants involved are debaters from different public and private universities in South Kalimantan. The result of the research showed that all participants agree that their literacy skills are influenced positively by debate and most participants view that debate can be used as a strategy to enhance the four skills’ literacy.
subject: Articles
  topic: section
subject: debate
  topic: keywords
subject: literacy skills
  topic: keywords
subject: strategy
  topic: keywords
subject: students’ views
  topic: keywords
creator: Neneng Islamiah
creator: Nur Ahyana Fadila
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-11-27
publication date: 2024-11-27
starting page: 117
ending page: 128
doi: 10.63324/lec.1v.2i.11

Enhancing Students' Reading Comprehension through Reciprocal Questioning
type: item
description: Reading has been very challenging for students especially when its position is as a foreign language. During the researchers’ observation, it was found that students’ reading scores at SMA Muhammadiyah Pagaralam are still below the standard passing score. The students expressed that it was hard for them to comprehend the reading due to their lack of vocabulary and the text was a bit difficult to understand. This study offered a method called reciprocal questioning (REQUEST) to solve that problem. This study aimed at finding out whether there was a significant difference in reading comprehension of the narrative text between the 10th-grade students of SMA Muhammadiyah Pagaralam who were taught by using the REQUEST strategy and those who were not. The method of this study is quantitative with a quasi-experiment design. Two classes were used out of six for experiment and control classes. Pre-test and post-test were used as data collection and distributed to the students in both experiment and control classes. The sample was chosen purposely non-random. Paired sample t-test and independent t-test were used to analyze the data through SPSS 22. The result of this study indicated that there was a significant difference in students’ reading comprehension.
subject: Articles
  topic: section
subject: experimental research
  topic: keywords
subject: narrative text
  topic: keywords
subject: Reciprocal Questioning
  topic: keywords
subject: reading comprehension
  topic: keywords
creator: Andini Septama Sari
creator: Lipta
creator: Sherly Marlinda
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-11-27
publication date: 2024-11-27
starting page: 107
ending page: 116
doi: 10.63324/lec.1v.2i.10

Reflection of English Language Teaching for High School Students Using E-LISDA E-Learning Platform
type: item
description: This study aims to describe the implementation of E-LISDA e-learning platform in English language teaching and the teachers’ challenges in using it in English language teaching at SMA Islam Sudirman Ambarawa. Two English teachers from SMA Islam Sudirman Ambarawa served as the study's subjects. Researchers used a descriptive qualitative approach to gather data through observation, documentation, and interviews. The results showed that teachers used E-LISDA to manage online learning sessions such as in the forms of sharing English materials, conducting distant classroom activities, exchanging information, and motivating students, where they have followed four out of Salmon’s five required e-learning stages, namely access and motivation, information exchange, knowledge construction, and development; the online socializing stage was absent. In using E-LISDA, teachers faced several challenges, such as unstable internet networks, electricity cuts, students’ low academic performances, and students’ practice of cheating.
subject: Articles
  topic: section
subject: e-learning
  topic: keywords
subject: E-LISDA
  topic: keywords
subject: English
  topic: keywords
subject: high school students
  topic: keywords
subject: Learning Management System (LMS)
  topic: keywords
creator: Muhamad Hasbi
creator: Restu Purnama
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-06-14
publication date: 2024-06-14
starting page: 51
ending page: 60
doi: 10.63324/lec.1v.1i.6

Awareness and Familiarity with AI Writing Tools Among Media Students
type: item
description: This study investigates the level of awareness and familiarity with AI writing tools among students in the Department of Media at Maharishi University of Information Technology. A mixed-methods approach, combining a descriptive survey and semi-structured interviews, was used to gather quantitative and qualitative data from 200 students. The survey results revealed that 72% of students were aware of AI writing tools like Grammarly, Quillbot, and ChatGPT, but their familiarity and usage varied. While 61% of students had used these tools at least once, only 15% reported frequent use, and 39% had never used them. Most students perceived AI writing tools as beneficial for improving writing skills and saving time, yet 42% expressed concerns about over-reliance, potentially hindering independent learning. Qualitative insights from interviews highlighted that peer influence and coursework were primary sources of awareness, and while students valued these tools for enhancing grammar and clarity, they also raised ethical concerns about excessive dependency. The findings suggest a need for educational institutions to provide clear guidelines and training on the ethical use of AI writing tools to enhance digital literacy without compromising academic integrity. The study's limitations include its focus on a single department, which may affect generalizability. Future research could explore the impact of AI writing tools across various disciplines and assess the long-term effects on students' writing proficiency and critical thinking. This research underscores the importance of a balanced approach to integrating AI tools in education, promoting both technological engagement and foundational skills development.
subject: Articles
  topic: section
subject: academic integrity
  topic: keywords
subject: AI writing tools
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: Grammarly
  topic: keywords
subject: Quillbot
  topic: keywords
creator: Satya Narayan
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-06-14
publication date: 2024-06-14
starting page: 39
ending page: 50
doi: 10.63324/lec.1v.1i.5

Exploring Deixis in Taylor Swift's Song 'Cardigan': A Descriptive Qualitative Analysis
type: item
description: This study explores the use of deixis—a pragmatic linguistic concept of context-dependent expressions—in Taylor Swift's song "Cardigan." Utilizing a descriptive qualitative research design, the analysis categorizes deictic expressions in the lyrics into five types: personal, spatial, temporal, social, and discourse deixis. Personal deixis, represented by pronouns like "I," "you," and "we," establishes a sense of intimacy and emotional engagement by drawing listeners into the narrative. Spatial deixis, such as "back when you could touch me," evokes vivid imagery that enhances the song's nostalgic and intimate feel. Temporal deixis anchors the narrative in time, emphasizing themes of growth, reflection, and the lasting impact of past experiences, as seen in phrases like "when you are young." Social deixis reflects the complexities of relational dynamics, while discourse deixis helps maintain narrative cohesion by connecting different parts of the song. The findings highlight deixis as a powerful tool in songwriting, enabling artists to create emotionally compelling and relatable lyrics. This research underscores the importance of deixis in enhancing lyrical storytelling and emotional impact in music, offering insights for songwriters and language educators. However, the study's focus on a single song limits its generalizability across genres and languages. Future research should explore a wider range of songs and cultural contexts to gain a more comprehensive understanding of deixis in music. Comparative studies across languages and genres could further illuminate the universality and variability of this linguistic phenomenon in artistic expressions.
subject: Articles
  topic: section
subject: deixis
  topic: keywords
subject: pragmatics
  topic: keywords
subject: song lyrics
  topic: keywords
subject: qualitative research
  topic: keywords
subject: Taylor Swift
  topic: keywords
creator: Kartika S
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-06-14
publication date: 2024-06-14
starting page: 29
ending page: 38
doi: 10.63324/lec.1.1.4

Effect of Zoom on English Speaking for EFL Students
type: item
description: This study investigates the impact of using Zoom as a learning platform on the English-speaking proficiency of undergraduate students. A quasi-experimental research design was employed, comparing an experimental group that attended English-speaking classes via Zoom with a control group that participated in traditional face-to-face instruction. The participants were 60 undergraduate students from Institut Bakti Nusantara in Lampung, Indonesia, selected using a purposive sampling technique to ensure similar baseline English proficiency levels. The primary instrument for assessing speaking proficiency was a standardized oral examination administered as both a pre-test and post-test. Data collection included these tests and supplementary surveys and semi-structured interviews to capture students' experiences and perceptions. Quantitative data were analyzed using paired sample t-tests, independent sample t-tests, and Analysis of Covariance (ANCOVA) to evaluate improvements within and between groups. Qualitative data were analyzed thematically. The results revealed significant improvements in speaking proficiency for both groups, with the Zoom-based group showing a significantly higher improvement than the control group. These findings suggest that Zoom's interactive features and flexibility can effectively enhance English-speaking skills. The study implies that digital platforms like Zoom can be integrated into English language teaching to create more engaging and supportive learning environments, promoting speaking proficiency. Future research could explore the impact of such platforms on other language skills and across diverse educational contexts.
subject: Articles
  topic: section
subject: English-speaking proficiency
  topic: keywords
subject: learning platform
  topic: keywords
subject: Zoom
  topic: keywords
creator: Widi Andewi
creator: Diyah Trinovita
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-06-14
publication date: 2024-06-14
starting page: 17
ending page: 28
doi: 10.63324/lec.1.1.3

Digital Tools in Language Education: Boosting Listening Skills with Edpuzzle for High School Students
type: item
description: This research investigated the impact of the Edpuzzle application on the listening skills of eleventh-grade students at SMAN 1 Sekincau, Lampung Barat. The study aimed to assess whether using Edpuzzle as a digital tool could significantly enhance students' listening comprehension compared to traditional methods. A quasi-experimental design with a pre-test and post-test approach was employed. Two groups were involved: an experimental group that used Edpuzzle for listening practice and a control group that received conventional listening instruction. Pre-tests and post-tests were conducted over six weeks to measure improvements in listening skills, focusing on understanding the main idea, identifying details, and making inferences. Data were analyzed using SPSS version 26, with an independent samples t-test comparing the scores of both groups. Results showed a significant improvement in the experimental group’s listening skills, confirming Edpuzzle's effectiveness in enhancing comprehension. The findings suggest that digital tools like Edpuzzle provide an interactive learning experience, allowing students to learn at their own pace and receive immediate feedback, crucial for developing listening skills. The study implies that educators should integrate digital tools like Edpuzzle into teaching strategies to promote active learning and improve listening skills. It highlights the benefits of combining traditional methods with digital innovations to create more engaging and effective language learning environments. Future research should examine the long-term effects of digital tools in language education and their impact on other language skills.
subject: Articles
  topic: section
subject: digital tools
  topic: keywords
subject: Edpuzzle
  topic: keywords
subject: experimental research
  topic: keywords
subject: listening skills
  topic: keywords
creator: M. Fikri Nugraha Kholid
creator: Dewi Kurniawati
creator: Aulia Ulva Devi Nadila
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-06-14
publication date: 2024-06-14
starting page: 9
ending page: 16
doi: 10.63324/h6q1ak79

Podcast towards Students’ Listening Comprehension: A Literature Review
type: item
description: Listening comprehension remains a challenging skill for many English learners. This research investigates the effectiveness of podcasts as a tool for developing listening skills in students. Using a SLR (Systematic Literature Review), this article analyzed three studies from 2018-2023 exploring the impact of podcasts on student listening comprehension. Findings reveal a significant improvement in listening skills across all studies, regardless of student levels or contexts. The researchers attributed this success to several factors: (1) authentic material, (2) diverse content, (3) active listening activities. Based on these findings, this article conclude that podcasts offer a valuable and engaging tool for improving listening comprehension in English language learning.
subject: Articles
  topic: section
subject: active listening
  topic: keywords
subject: authentic materials
  topic: keywords
subject: English language learning
  topic: keywords
subject: listening comprehension
  topic: keywords
subject: podcasts
  topic: keywords
creator: Isnaini Amanda Safitri
creator: Siti Najwa
rights: Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
date: 2024-06-14
publication date: 2024-06-14
starting page: 1
ending page: 8
doi: 10.63324/lec.1v.1i.1