LinguaEducare: Journal of English and Linguistic Studies
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.
Artificial Intelligence Awareness and Readiness among Undergraduate Students in Islamic Higher Education
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.
Copyright (c) 2025 LinguaEducare: Journal of English and Linguistic Studies
Street-connected Children Counselling and Guiding Them: A Critical Literature Review
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.
The Effect of the Mere Exposure Effect on Language Teaching and Learning
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.
A Study on Literary Reading of University Readers: Temporal, Spatial, Interest Factors and the Moderation of Renewal Intention
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.
Communicating the bond between Law and Literature: Human Rights Issues in Select English Poems
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.
Gender Formulation in the Daily English Proverbs: A Discourse Analysis Study
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.
Types and Functions of English Code-Mixing in Maudy Ayunda’s YouTube Channel
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.
Unlocking Vocabulary: The Role of Card Sort Learning in Junior High School
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.
The Art of Expression: Evaluating Speaking Skills Among MTs Riydah El-Ilmi's Eighth Graders
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
Investigating the Efficacy of the Papago AI Application in Enhancing Vocabulary Proficiency Among Secondary School Students
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.
The Role of Generative AI in Automating English Writing Assessment: Benefits and Challenges
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.
The Intersection of Generative AI and Applied Linguistics in Modern Marketing & Advertising Practices
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.
Enhancing Writing Proficiency through AI-Powered Feedback: A Quasi-Experimental Study Using Google Gemini
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
Copyright (c) 2024 LinguaEducare: Journal of English and Linguistic Studies
Improving Vocabulary Mastery with English Kids' Songs: A Study in Primary Education
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.
A Conceptual Analysis of Utilizing English Songs in Teaching Speaking Skills
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.
Students' Perception of Learning English Vocabulary Via @Kampunginggrism Instagram Account
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.
Fostering English Language Skills’ Literacy Through Debate: Students' Views
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.
Enhancing Students' Reading Comprehension through Reciprocal Questioning
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.
Reflection of English Language Teaching for High School Students Using E-LISDA E-Learning Platform
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.
Awareness and Familiarity with AI Writing Tools Among Media Students
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.
Exploring Deixis in Taylor Swift's Song 'Cardigan': A Descriptive Qualitative Analysis
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.
Effect of Zoom on English Speaking for EFL Students
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.
Digital Tools in Language Education: Boosting Listening Skills with Edpuzzle for High School Students
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.
Podcast towards Students’ Listening Comprehension: A Literature Review
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.