EduLite: Journal of English Education, Literature and Culture
Not a member yet
195 research outputs found
Sort by
Culturally responsive teaching pedagogy as a form of knowledge ecology: A systematic literature review of EFL classrooms
Full text linkThe pursuit of equity and social justice in higher education demands pedagogical approaches that transcend Western-centric traditions and legitimise diverse cultural epistemologies. This study examines Culturally Responsive Teaching (CRT) specifically in the Indonesian EFL context and intends to examine CRT as a pedagogical strategy and a way to problematise epistemological assumptions. Guided by the PRISMA 2020 framework and analysed through Critical Discourse Analysis (CDA) combined with document analysis), this research critically examines 22 documents. The findings indicate that, although CRT is recognised in national initiatives such as the Emancipated Curriculum and Emancipated Learning, its practical implementation remains uneven and largely superficial. At the classroom level, educators attempt to integrate indigenous knowledge, cultural identities, and local wisdom into English language teaching; however, these efforts are constrained by rigid, exam-driven curricula, limited professional support, and the pervasive influence of global English standards. The tension between internationalisation and localisation illustrates both the challenges and opportunities for CRT in reshaping Indonesian EFL education. Theoretically, CRT is positioned as a decolonial stance that resists epistemic hegemony while advancing epistemic justice by legitimising the ecology of knowledge. Practically, the study emphasises the urgency of aligning policies with CRT principles, expanding teacher training, and developing culturally sustaining instructional resources. By situating CRT at the nexus of social justice, decolonization, and global competence, this study contributes to global debates on inclusive and transformative education, highlighting its significance for the Global South and beyond
Automated feedback for speaking and writing skills: Deep learning in English language assessment
Full text linkThe incorporation of Artificial Intelligence (AI) into language evaluation has revolutionized how learners receive feedback on their speaking and writing abilities. Nevertheless, empirical information about the precision and educational efficacy of AI-generated feedback—especially in advanced language competencies—continues to be scarce. This study seeks to evaluate the efficacy of deep learning–driven automated feedback systems in enhancing English learners' speaking and writing skills. The study utilized a mixed-methods research approach and included 100 undergraduate students participating in an English for Academic Purposes course, focusing on English as a Foreign Language (EFL). Quantitative data were gathered via pre-test and post-test writing and speaking activities evaluated using AI tools (Grammarly, ETS e-rater, and Google Automatic Speech Recognition), whilst qualitative data were derived from surveys and interviews to capture learners' impressions. The findings demonstrate statistically significant enhancements in grammatical accuracy, lexical diversity, coherence, fluency, pronunciation, and intelligibility following exposure to AI-generated feedback. However, inconsistencies were identified between AI and human assessments regarding speech coherence and contextual relevance. The results indicate that AI-generated feedback serves as an excellent additional evaluation instrument, especially for form-focused linguistic elements, however it is constrained in its ability to measure higher-order communication competencies. This study underscores the significance of amalgamating AI-driven feedback with human discernment to establish a more holistic and pedagogically robust language assessment framework
Reading comprehensively using an interactive-reflective writing technique: From theory to implementation
Full text linkReading and reflecting on an English literacy book with hundreds of pages, advanced vocabulary, and complex literacy theories might be daunting tasks for English as a Foreign Language (EFL) students. In response, this basic qualitative study aims to illustrate the implementation of the Interactive-Reflective Writing (IRW) technique for reading and reflecting on the textbook entitled Remixing Multiliteracies: Theory and Practice from New London to New Times, edited by Frank Serafini and Elisabeth Gee in 2017. To achieve that goal, the author collected supporting data, including the author’s reflection submitted to a literacy content course, the transcripts of his asynchronous written interactions with three graduate students, and the course instructor’s written feedback. The author then analyzed the data qualitatively and presented them to illustrate better how the IRW technique was implemented. In the results section, the author presented his reflections under five main themes: redefining teachers’ roles, using his blog to spread optimism, communicating in the real world, understanding the meaning of digital touch, and connecting classroom learning to students’ real life. With that, this paper provided some evidence on how the technique might help the author grasp and make personal connections to the ideas conveyed in the literacy book, explain the meanings of literacy in the twenty-first century, and identify areas for his future improvement as a person and an English teacher. It is hoped that the IRW technique will interest EFL lecturers worldwide seeking novel and creative ways to help their students comprehend a textbook with characteristics similar to those discussed in this study. In the end, the author acknowledged the study’s limitations and outlined directions for further research
Integrating AR/VR into 21st-century flipped classrooms: Enhancing engagement, HOTS, and English vocabulary mastery in young learners
Full text linkThe growing demand for 21st-century learning highlights the need for instructional approaches that actively engage young learners while supporting higher-order thinking and language development. Although flipped classrooms and AR/VR technologies have independently demonstrated educational benefits, limited research has examined their combined effects in early English learning contexts. This study investigated the impact of integrating AR/VR tools into a flipped classroom on young learners’ engagement, higher-order thinking skills (HOTS), and vocabulary mastery. A mixed-methods quasi-experimental design was employed involving 60 elementary school students assigned to an experimental group and a control group. Quantitative data were collected through pre- and post-tests and analyzed using ANCOVA and regression analyses. Qualitative data were gathered through semi-structured interviews and analyzed thematically using MAXQDA 2024 to explore learners’ experiences and perceptions. The quantitative findings indicated that students in the experimental group achieved significantly higher outcomes than those in the control group in HOTS (F (1,57) = 15.401, p < .001, η² = .270), English vocabulary mastery (F (1,57) = 22.865, p < .001, η² = .290), and learner engagement (F (1,57) = 32.085, p < .001, η² = .334). The qualitative results supported these findings by revealing strong learning interest, active participation, and increased speaking comfort among learners. Students also demonstrated engagement in sentence construction and self-correction processes, reflecting emerging higher-order thinking skills. Furthermore, the visual and interactive features of AR/VR flashcards were perceived as helpful for vocabulary learning, although some learners reported occasional difficulties requiring assistance. Overall, the integration of AR/VR tools in a flipped classroom created an engaging and supportive learning environment that enhanced young learners’ engagement, thinking skills, and English vocabulary mastery. These findings highlight the pedagogical potential of AR/VR-supported instruction for elementary-level EFL learning
A review of Grammarly studies in the EFL context in Indonesia
Full text linkGrammarly has been a popular automated writing evaluation (AWE) tool incorporated in English as a Foreign Language (EFL) writing instruction. Grammarly studies have also proliferated. However, the trends of Grammarly studies in this context have not been captured sufficiently. To fill this gap, this study reviews the trends of Grammarly studies in Indonesia, classifying published studies from 2014 to 2024 (the search occurred in March 2024). To this end, Grammarly studies were retrieved from the Sinta database and Google Scholar via Publish or Perish 8. The inclusion criteria determined that 11 studies were to be included. Using content analysis, research types, topics, instruments, methods, and key findings are classified and reported. The analysis showed that qualitative research was the most widely used method, followed by quantitative research. Meanwhile, research and development (R&D) and classroom action research (CAR) are extremely scant. Additionally, most studies have focused more on students’ perception of Grammarly than its actual performance. These findings suggest that further CAR-based, experimental, and correlational studies on the use of Grammarly in Indonesia are needed to address the research gaps identified. The study provides useful insights that can serve as a basis for future research on the use of Grammarly in language teaching and applied linguistics, especially in Indonesia
Impacts of gamifying English learning in higher education on EFL learners’ achievement and aptitude: A mixed-methods study
Full text linkEnglish proficiency and learner aptitude remain central outcomes in higher education, yet motivating sustained engagement among EFL students is an ongoing pedagogical challenge. This mixed-methods quasi-experimental study examined whether gamified English instruction enhances undergraduate EFL students’ achievement and aptitude. Eighty-three intermediate-level students (N = 83; 41 experimental, 42 control; 35 female, 48 male) participated in a six-week (12-session) intervention in which the experimental group experienced a gamified learning environment (points, levels, badges, leaderboards) integrated with course content, while the control group received equivalent conventional instruction. The quantitative measures comprised a 42-item achievement test (vocabulary, grammar, reading, writing) and an adapted 15-item aptitude questionnaire (motivation, enjoyment, self-efficacy, gendered preferences, technology/usability) and were analysed using descriptive statistics and paired-sample t-tests, while the qualitative data were collected via weekly reflections and focus-group interviews and were analysed thematically. Results indicate a statistically significant improvement in achievement for the gamified cohort: pretest M = 67.85 (SD = 7.63) to posttest M = 81.49 (SD = 6.72), t(82) = −10.42, p < .001, Cohen’s d = 1.32. Aptitude scores were strongly positive overall (M = 4.32, SD = 0.53), with enjoyment and motivation scoring highest. Gender analyses revealed negligible differences in gains between males and females. Thematic analysis highlighted increased motivation and reduced anxiety, enhanced peer collaboration, and greater learner autonomy and self-monitoring. Findings suggest that well-designed gamification can simultaneously foster affective engagement and measurable language gains in tertiary EFL contexts; implications include adopting gamified elements to support blended curricula and further research on sustainability and cultural moderation
Macrostructure, spontaneity, and interactivity: an analysis of casual talk
No full textThis study provides a qualitative analysis of a casual talk between two male postgraduate EFL students, who are Indonesian, Javanese, and English-speaking close friends. The conversation, conducted spontaneously without prior planning, consists of 203 turns and forms 23 conversational story sequences. The findings highlight key aspects of casual conversation, including structural, interactive, and interpersonal features. Structurally, the dialogue follows adjacency pairs and the IRF (Initiate-Respond-Follow-up) pattern. Spontaneity is evident in filled pauses, repetitions, false starts, backtracking, incomplete utterances, and frequent use of conjunctions and fixed expressions. Interactivity is demonstrated through turn-taking, respectful silence, occasional interruptions, and discourse markers, with communication strategies employed to prevent breakdowns. Interpersonal engagement is reflected in the use of laughter and chuckles, fostering group solidarity. Coherence emerges through cooperative exchanges, where speakers provide relevant responses and comments. Additionally, negotiation occurs in both interpersonal exchanges and logical-semantic adjustments to maintain clarity and understanding. These findings suggest that the conversation builds engagement through laughter, coherence through cooperation, and clarity through negotiation, maintaining structured storytelling despite its casual tone. However, a key limitation of this study is its reliance on audio recordings, which excludes the analysis of gestures and facial expressions. Further investigation into diverse conversational contexts, participant relationships, and cultural influences could provide deeper insights into the dynamics of casual interaction
Dealing with journal review results: How successful and productive authors avoid and respond to manuscript rejections
Full text linkBoth early-career writers and authors with more experience may get rejected when they submit a manuscript to a distinguished or high impact journal; however, different authors may respond to rejections differently and this will determine whether or not an author is successful and publish a lot of articles in good journals. This study is aimed at investigating how productive authors react to article rejections they obtain from journal editors. This study used a qualitative approach and inductive coding data analysis techniques and processes were used to examine the data from semi-structured interview. Ten productive authors in the field of education from Malaysia and Indonesia were interviewed using a semi-structured interview to get the data. The results show that: 1) when responding to a rejection, most authors revised their manuscripts following editor or reviewers’ comments and corrections before submitting it to another journal with a lower ranking or Quartile value, 2) the major factor causing a rejection according to the respondents is a manuscript which is very similar or a duplicate of an already published one, and 3) the major factor causing a rejection according to the respondents is a manuscript which is very similar or a duplicate of an already published one.. Thus, productive authors keep writing although their manuscripts often got rejected by journals because authors learn from comments and corrections from editors and/or reviewers. Novice authors should not give up writing and revising their manuscripts although they often experience rejections from journals’ reviewers and/or editors.
Mystery and magic realism in The Distance Between Us and the Perfect World of Miwako Sumida: A comparative literary analysis
No full textThis study scrutinizes the magical realism in Reyna Grande's The Distance Between Us and Clarissa Goenawan's The Perfect World of Miwako Sumida through the four characteristics of Wendy B. Faris: the irreducible element, the phenomenal world, the unsettling doubt, and the merged nature. This study was under a descriptive qualitative research design to explore the presence and function of magical realism and mystery. The qualitative approach was designated to allow a deeper understanding of how narrative elements contribute to emotional resonance and ambiguity in literary texts. The primary data sources were the two novels under study. Selected narrative passages and dialogues that exhibit characteristics of magical realism and mystery were identified for analysis. The study used content analysis with a thematic analytical framework supported by a comparative literary analysis. Data were scrutinized using Wendy B. Faris’s four characteristics of magical realism. Findings show that in Goenawan's novel, ghost sightings and surreal events build a mysterious atmosphere which challenges the boundaries of reality. While in Grande's work, El Otro Lado is present as an invisible force that is full of mystery, creating doubt and emotional tension. Both works display how magical realism and mystery work together to discover complex inner experiences and jiggle the boundaries between reality and unconscious. Future scholars are encouraged to figure on these findings by discovering how magical realism encounters with trauma theory, identity formation, or diasporic narratives across diverse cultural contexts
Anchoring task-based learning to foster cadets’ sustainable English-speaking skills
No full textThis descriptive quantitative study demonstrates that Task-Based Learning (TBL) significantly enhances the English-speaking proficiency of maritime cadets at Semarang Merchant Marine Polytechnic (SMMP). Through authentic shipboard training experiences, 30 final-year cadets showed a remarkable 16% improvement in English communication skills compared to the previous academic year. Assessment using Brown's techniques revealed robust performance in grammar (81, very good) and comprehension (79, good), with notable development in fluency (80, very good). While vocabulary (79, good) and pronunciation (78, good) showed positive results, these areas require additional focus. The instruments used in this study included recorded speaking tasks conducted during shipboard training, which were transcribed and scored using Brown’s (2004) speaking assessment rubric. Quantitative data were then analyzed using descriptive statistics to determine performance levels and identify skill-specific strengths and weaknesses. These findings highlight that integrating real-world maritime tasks with language learning creates sustainable English-speaking skills that directly enhance cadets' professional readiness. The study demonstrates that TBL effectively bridges the gap between classroom learning and industry requirements, making graduates more confident and competitive in global maritime employment