Proceedings of the Conference on the Future of English Language Education
Field Details Proceeding Title : Proceedings of the Conference on the Future of English Language Education Initial : cfele Frequency : 1 Issues per year ISSN Printed : xxxx-xxxx online / xxxx-xxxx Print Scope : English Language Institution : Collaboration between Universitas Islam Ogan Komering Ilir Kayuagung with CV. Doki Course and Training Citation Analysis : Google Scholar | Proceedings of the Conference on the Future of English Language Education is a collection of scientific papers presented at academic conferences on the future of English language education. This publication provides a forum for academics, researchers, practitioners, and students to share ideas, research findings, and innovations in English teaching and learning in the era of globalization and digital transformation.
Exploring the Role of Artificial Intelligence in English Teaching
This study explores the role of Artificial Intelligence (AI), specifically ChatGPT, in English language teaching by employing a library research method. The purpose of the research is to examine how ChatGPT supports English as a Second or Foreign Language (ESL/EFL) learners in developing skills such as reading, writing, and autonomous learning. Data were collected from academic journals and research articles published between 2020 and 2025. The findings indicate that ChatGPT contributes significantly to personalized learning, enhances student motivation, and fosters learner autonomy. Moreover, ChatGPT facilitates dynamic and interactive learning experiences in ESL/EFL contexts. However, several challenges were also identified, including ethical concerns, over-reliance on AI tools, and potential misuse in academic tasks. Despite its limitations, ChatGPT shows strong potential as a supplementary tool in modern English classrooms. This research provides valuable insights into the pedagogical implications of AI integration and encourages educators to adopt adaptive strategies that balance technological support with critical human guidance.
Copyright (c) 2025 Rifqi Febriandalas Putera, Mariyati, Intan, Husnul Khotimah (Author) https://creativecommons.org/licenses/by-sa/4.0
Students’ Perspective of Zoom Application in Enhancing Collaborative Learning
This study aims to explore students’ perspectives on the use of the Zoom application in enhancing collaborative learning in the context of English as a Foreign Language (EFL) learning. A qualitative research approach was employed, using a questionnaire as the research instrument, which was distributed to 47 students of the English Language Education Study Program at Universitas Islam Ogan Komering Ilir, Kayuagung. The findings indicate that most students hold positive perceptions of Zoom, particularly regarding its ease of access, effectiveness, and features that support interaction and collaboration in online learning. Features such as session recording, screen sharing, and breakout rooms were perceived as highly beneficial in improving understanding of learning materials and facilitating group discussions. Although challenges related to stable internet connections and data consumption were identified, Zoom is generally regarded as an effective platform for supporting collaborative online learning. Overall, the study concludes that Zoom enhances flexibility, interactivity, and productivity in EFL learning, especially during periods of fully online instruction.
Copyright (c) 2025 Resta Astri Royani, Karima, Jefry Herlanda, Riky Ariansyah (Author) https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Using Quizizz in Online English Learning
This study aims to explore students’ perceptions of the use of the Quizizz platform in vocabulary learning during online English classes. The participants were 25 senior high school students in the Ogan Komering Ilir District, and a quantitative survey research design was employed. Data were collected through a closed-ended questionnaire distributed via Google Forms to investigate students’ views on the effectiveness, advantages, and challenges of using Quizizz as an online assessment tool. The results indicate that students have positive perceptions of Quizizz, as it is considered engaging, easy to use, and effective in reducing boredom, increasing motivation and confidence, and supporting vocabulary comprehension through immediate feedback. Overall, the findings suggest that Quizizz is a beneficial and practical tool for online vocabulary learning, supporting both the cognitive and affective aspects of students’ learning experiences.
Copyright (c) 2025 Ayu Wandira, Putri Amrina Rosyada, Raden Ismail Effendi (Author) https://creativecommons.org/licenses/by-sa/4.0
Unpacking the Lyrics: An Analysis of Meaning and Message in Prom Queen by Beach Bunny
This study provides a semantic analysis of Prom Queen by Beach Bunny, examining the meaning and message conveyed through its lyrics, metaphors, and symbolism. The song explores themes of self-worth, body image, and societal pressure, particularly the unrealistic beauty standards imposed on individuals. The protagonist’s internal struggle with not fitting into the idealized "prom queen" image serves as a critique of societal expectations, while also emphasizing the importance of self-acceptance. By unpacking the lyrics and analyzing the symbolism of "prom" and "queen," this research sheds light on how the song addresses the emotional impact of societal beauty standards and the pursuit of personal empowerment. The study fills a gap in the existing literature by providing a deeper understanding of how contemporary pop songs, like Prom Queen, use narrative and metaphor to address social issues and offer empowering messages to listeners.
Copyright (c) 2025 Peni Julianti, Zumkasri, Nurminta Silaban (Author) https://creativecommons.org/licenses/by-sa/4.0
Judy Hopps and the Power of Motivation: A Semantic Analysis in Zootopia
This study examines the role of motivation in the character development of Judy Hopps in Zootopia (2016), utilizing a semantic analysis approach to explore how her intrinsic motivation is conveyed through both verbal and non-verbal communication. By focusing on Judy’s dialogue, body language, and interactions with other characters, the research investigates how her drive to break societal stereotypes and achieve personal growth serves as the central force driving the narrative. The study highlights how Judy’s repeated mantra "Anyone can be anything" reflects her internal desires for justice, fairness, and equality, while also addressing broader themes of overcoming prejudice and societal expectations. Using semantic and semiotic theories, the research uncovers the significance of language and visual cues in expressing motivation, contributing to a deeper understanding of character portrayal in animated films. The findings also address a gap in existing literature by offering a nuanced analysis of motivation through both verbal and symbolic elements in animated narratives, showcasing how Zootopia uses motivation to explore themes of social change and moral growth.
Copyright (c) 2025 Muhamad Alif Firdaus, Fevi Wira Citra, Eka Nurdianty Anwar (Author) https://creativecommons.org/licenses/by-sa/4.0
Exploring Connotation in 'Scars to Your Beautiful' by Alessia Cara: A Semantic Perspective
This study analyzes the connotative meanings in the lyrics of Scars to Your Beautiful by Alessia Cara, exploring how the song communicates messages of self-acceptance, empowerment, and resistance against societal beauty standards through connotative language. Using a semantic analysis approach, the study identifies three primary themes: self-worth and empowerment, the rejection of societal beauty ideals, and the symbolism of scars as a representation of personal growth and resilience. The analysis reveals how the song’s lyrics encourage listeners to embrace their inherent beauty, reject narrow societal standards, and view scars as symbols of strength rather than imperfection. The findings highlight the role of song lyrics as a powerful tool for social commentary, promoting body positivity and challenging traditional beauty norms. This research contributes to the understanding of how connotation in song lyrics shapes listeners' emotional and social perceptions, and underscores the importance of self-acceptance in contemporary cultural discourse.
Copyright (c) 2025 Lesi Lestari, Ellya Revolina, Nila Kencana (Author) https://creativecommons.org/licenses/by-sa/4.0
Unpacking the Relationship between Social Media and Social Anxiety in Millennials
This study investigates the relationship between social media use and social anxiety among millennials. Using a correlational research design, the study explores how different types of social media engagement—passive use, active use, social comparison, and self-presentation—relate to levels of social anxiety. A total of 500 millennials participated in the study, with data collected through an online survey that included the Social Interaction Anxiety Scale (SIAS) and questions about social media usage patterns. The results revealed a strong positive correlation between passive social media use and social anxiety, while active use showed a weak negative correlation with social anxiety. Social comparison and self-presentation were significant predictors of social anxiety. The findings highlight the complex relationship between social media engagement and mental health, suggesting that passive social media use exacerbates social anxiety, while active engagement may mitigate its effects. This study provides valuable insights for mental health professionals and social media platforms, offering recommendations for promoting healthier online behaviors to reduce the negative psychological impacts of social media.
Copyright (c) 2025 Abil Mudim Lasmana, Elva Utami, Nila Kencana (Author) https://creativecommons.org/licenses/by-sa/4.0
From Lyrics to Understanding: The Role of Songs in Improving Students' Listening Abilities
This study explores the impact of using songs on improving students' listening comprehension skills in an English language learning context. The research employed a mixed-methods design, combining both quantitative and qualitative approaches to evaluate the effectiveness of songs in enhancing listening abilities. A total of 50 secondary school students participated, divided into an experimental group and a control group. The experimental group was exposed to song-based listening exercises, while the control group engaged in traditional listening activities. Pre-tests and post-tests were administered to assess improvements in listening comprehension, and interviews and classroom observations were conducted to gather qualitative insights. The results showed a significant improvement in the listening comprehension scores of the experimental group, with a marked increase in their ability to identify key information, understand context, and recognize spoken words and phrases. The control group, on the other hand, showed limited improvement. Qualitative data revealed that students in the experimental group found the song-based exercises engaging and enjoyable, which contributed to higher motivation and better retention of language concepts. Songs, particularly with varying tempos and genres, provided students with authentic language input and exposed them to different speech patterns, further enhancing their listening skills. This study highlights the effectiveness of songs in improving listening comprehension and suggests that incorporating songs into language teaching can foster a more engaging and motivating learning environment. The findings also emphasize the need for careful song selection to align with students’ language proficiency and interests. Further research is recommended to examine the long-term effects of song-based listening exercises and explore the influence of song characteristics on different aspects of listening comprehension.
Copyright (c) 2025 Siska Ayu Pramudia, Elva Utami, Ellya Revolina (Author) https://creativecommons.org/licenses/by-sa/4.0
Metaphors, Similes, and Symbols: A Semantic Exploration of Blank Space by Taylor Swift
This study conducts a semantic exploration of the figurative language used in Taylor Swift's Blank Space, focusing on metaphors, similes, and symbols to uncover the deeper meanings embedded in the song's lyrics. Through a detailed analysis, the study reveals how these figurative devices contribute to the song’s emotional depth, narrative complexity, and social commentary. The metaphor of the "blank space" symbolizes both the emptiness left by failed relationships and the possibility of reinvention, while similes such as "Love’s a game, wanna play?" portray the unpredictability and emotional tension of love. The symbolism of the "prom queen" critiques societal expectations surrounding beauty and romantic success. This research highlights how Swift uses figurative language not only to express personal emotions but also to challenge cultural norms, offering a nuanced reflection on love, identity, and media perceptions. The findings of this study contribute to the understanding of figurative language in popular music, particularly in the context of Taylor Swift’s work, and open avenues for further research on the role of metaphor, symbolism, and simile in contemporary music.
Copyright (c) 2025 Vivianzhu, Nurmintan Silaban, Fevi Wira Citra (Author) https://creativecommons.org/licenses/by-sa/4.0
Impact and Effectiveness of Online Learning Methods Duringthe COVID-19 Pandemic
This study examines the impact and effectiveness of online learning methods during the COVID-19 pandemic. By analyzing both quantitative and qualitative data, the research evaluates changes in student academic performance and engagement levels, as well as the challenges and opportunities presented by the transition to online education. The findings indicate that while online learning posed significant challenges, such as technical difficulties, feelings of isolation, and a lack of interaction, it also offered notable benefits, including flexibility, personalized pacing, and improved long-term retention of course material. Students who engaged with online learning methods showed a statistically significant improvement in their academic performance, with higher retention rates compared to traditional learning. Educators reported mixed experiences, with those who received adequate training and support able to implement more effective online teaching strategies. This study contributes to understanding the long-term impact of online learning and offers recommendations for optimizing online education for future use.
Copyright (c) 2025 Meli Agustin, Yosi Marita, Zumkasri (Author) https://creativecommons.org/licenses/by-sa/4.0
Melodic Learning: The Role of English Songs in Enhancing Vocabulary Skills
This study investigates the impact of using English songs on improving students' vocabulary skills. A quantitative approach was employed with an experimental design, comparing vocabulary acquisition in two groups: an experimental group that learned vocabulary through English songs and a control group that learned through traditional methods. The results show that the experimental group demonstrated significantly greater improvement in vocabulary recall, retention, and application, suggesting that songs, with their repetitive nature, rhythm, and emotional engagement, are effective tools for vocabulary enhancement. Additionally, the long-term retention data revealed that the vocabulary learned through songs was retained over time and applied in various contexts, highlighting the lasting impact of music-based learning. This research contributes to the growing body of literature on innovative language teaching methods and emphasizes the effectiveness of music in promoting vocabulary acquisition in a dynamic and engaging way.
Copyright (c) 2025 Meliani, Yuneva, Yosi Marita (Author) https://creativecommons.org/licenses/by-sa/4.0
Students’ Challenges in Learning Listening Skills Using the Edpuzzle Application
Listening is an important component of language acquisition since it helps to hear spoken language, expand vocabulary, and improve pronunciation and grammar comprehension. As a receptive skill, listening serves as the foundation of effective communication and is crucial in supporting learners’ overall English proficiency. However, many students keep having difficulties in developing this ability, including focus issues, strange accents, and a lack of confidence. To overcome these issues, technology–based learning solutions such as Edpuzzle have been developed. This study investigates students’ challenges in developing listening skills using the Edpuzzle application. Utilizing a descriptive quantitative method with a questionnaire as the primary instrument, data were collected from 30 eleventh-grade students at SMA Negeri 1 Tanjung Raja. The findings indicate that most students did not face significant technical or cognitive difficulties; affective challenges and issues related to application features were more prominent. Notably, many students lacked confidence in their listening abilities despite finding Edpuzzle engaging and motivating.
Copyright (c) 2025 Putri Ayu Lestari, Dewi Sartika (Author) https://creativecommons.org/licenses/by-sa/4.0
Netizen Narratives of Hate: A Pragmatic Analysis of Insulting Comments in Putri Padang’s TikTok
This study examines the pragmatic features of insults in the comment sections of TikTok videos posted by Putri Padang, a popular Indonesian content creator. Using a qualitative approach, the research analyzes the types of insults, the pragmatic strategies used by netizens, and the social functions of these insults. Drawing on speech act theory, politeness theory, and impoliteness theory, the study categorizes insults as direct or indirect and identifies strategies such as sarcasm, hyperbole, and face-threatening acts (FTAs). The findings reveal that insults on TikTok serve not only as expressions of hostility but also as tools for social bonding and status assertion within the comment section. TikTok's platform features, such as viral content promotion and easy commenting, contribute to the heightened prevalence of aggressive language. The study concludes that digital platforms like TikTok create unique environments where insults function as complex social acts, involving both individual expression and group dynamics. This research highlights the importance of understanding online communication in shaping public discourse and suggests avenues for future studies on digital aggression across various platforms.
Copyright (c) 2025 Nafisah Nuha Mufidah, Nila Kencana, Elva Utami (Author) https://creativecommons.org/licenses/by-sa/4.0
Exploring Students’ Perceptions of Using Grammarly in Writing Analytical Exposition Texts at Eleventh Grade of SMAN 1 Kandis
This study explores the perceptions of eleventh-grade students at SMAN 1 Kandis regarding the use of Grammarly in writing analytical exposition texts. Writing skills are essential for academic success, and digital tools like Grammarly are increasingly utilized to support students’ writing development. Employing a qualitative descriptive approach, data were collected from 28 students of class XI F1 through a structured Likert-scale questionnaire. The results reveal that students generally perceive Grammarly as a helpful tool for enhancing grammar, vocabulary, sentence structure, and overall writing quality. Grammarly also contributes to increased motivation and confidence in producing structured arguments and revising texts independently. However, some students expressed limited understanding of plagiarism alerts and concerns about overreliance on the tool. Overall, the study indicates that Grammarly serves as a valuable aid in supporting students’ writing performance and autonomy in an English as a Foreign Language (EFL) context. These findings suggest that integrating Grammarly into writing instruction can foster better writing habits and learner engagement.
Copyright (c) 2025 Ilham Aditya, Fhiqram Gunawan, Ceysa Putri (Author) https://creativecommons.org/licenses/by-sa/4.0
The Power of Words and Silence: A Language Style Analysis of John Wick
This study analyzes the language style in the action film John Wick (2014), focusing on the use of minimalist dialogue, silence, and non-verbal communication as key narrative tools. By examining the film through linguistic, semiotic, and narrative lenses, the research explores how the restrained use of language contributes to character development, emotional engagement, and thematic exploration, particularly the themes of vengeance, justice, and sacrifice. The results highlight how the film’s sparse dialogue and strategic silences enhance the portrayal of the protagonist’s emotional isolation and internal conflict. Additionally, the study emphasizes the role of non-verbal communication in conveying the protagonist’s psychological state and moral dilemmas. This research fills a gap in existing literature by examining the underexplored area of minimalist language use in action cinema and contributes to a deeper understanding of how language, silence, and non-verbal cues can work together to enhance the cinematic experience.
Copyright (c) 2025 Rendra Fadly Septiansyah, Eka Nurdianti Anwar, Yuneva (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effects of Affective and Emotional Consideration in Learning Outcomes
This systematic literature review explores the influence of affective and emotional factors on learning outcomes in various educational contexts. Drawing from 20 peer-reviewed articles published between 2014 and 2024, the review highlights the significance of emotional engagement, motivation, emotional intelligence, anxiety regulation, and self-efficacy in enhancing academic performance. The synthesis indicates that positive emotional experiences and affective support can significantly boost students' learning achievement by facilitating better cognitive processing, classroom engagement, and self-regulation. Implications for integrating emotional strategies in pedagogy are discussed to foster more inclusive and effective learning environments.
Copyright (c) 2025 Wildhan Ramadani Yudistira, Insani Aisa Fitri, Arnita Tamaro Sihombing (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Teacher Feedback on Student Motivation in English Language
Teacher feedback is a vital component of the learning process, particularly in language education where learners frequently face challenges in mastering new skills. This study aims to explore the influence of teacher feedback on student motivation in English language classes. The primary objectives are to identify the types of feedback commonly used, examine how feedback affects students’ motivation, and analyze whether positive or negative feedback has a more significant impact on learners. A systematic literature review was conducted using inclusion criteria focused on studies from the past decade (2015–2024), written in English, and related to the context of English language learning. A total of 20 peer-reviewed journal articles and conference papers were selected from reputable databases. The findings suggest that teacher feedback, particularly constructive and formative types, significantly enhances students’ motivation. Moreover, positive feedback tends to foster student confidence and persistence, while well-delivered corrective feedback also contributes to academic improvement. This study concludes that feedback not only guides students in correcting errors but also acts as a motivational driver, shaping students’ engagement and performance in English language learning.
Copyright (c) 2025 Aisha Zhamasar, Alifa Rahmauli Siregar, Khewin Exando (Author) https://creativecommons.org/licenses/by-sa/4.0
Student Demotivation In Speaking Classes: A Systematic Literature Review Study
This systematic literature review investigates key factors contributing to the decline of student motivation in English as a Foreign Language (EFL) speaking classes. Based on 30 peer-reviewed studies from 2015 to 2024, the review identifies four recurring themes: psychological barriers, teaching strategies, social dynamics, and institutional or technological challenges. Guided by Self-Determination Theory (SDT), it explores how unmet needs for autonomy, competence, and relatedness negatively impact learners' willingness to speak in class. The review also addresses recent developments, such as the influence of online learning environments in the post-pandemic era. These digital shifts have introduced both opportunities and obstacles for student engagement. Despite offering useful insights, many of the reviewed studies have limitations, including small participant numbers and a lack of longitudinal data. The review concludes with practical implications for educators, administrators, and researchers, emphasizing the importance of fostering supportive classroom environments that meet students’ psychological needs and encourage active participation in speaking activities.
Copyright (c) 2025 Adhitya Saifulloh Sandre, Tantri Niwanda, Kiki Octavianti Ginting (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Learner Engagement: A Systematic Literature Review on Motivation in Language Learning and Teaching
Learner motivation is a critical factor in the success of language learning, directly influencing engagement, persistence, and achievement. This study presents a systematic literature review (SLR) on motivation in language learning and teaching, focusing on identifying key motivational theories, strategies, and their effectiveness across various educational contexts. Following a systematic protocol, 20 peer-reviewed journal articles published between 2015 and 2024 were analyzed. Findings indicate that both intrinsic and extrinsic motivational strategies, when aligned with learners' cultural and contextual needs, significantly enhance engagement. Technology integration, task-based learning, and teacher feedback emerged as prominent factors. This review provides a comprehensive synthesis of recent research and offers insights for educators and curriculum designers.
Copyright (c) 2025 Nisrina, Nurul Izza Istiqomah (Author) https://creativecommons.org/licenses/by-sa/4.0
A Systematic Literature Review: The Impact Of E-Learning On Students’ Mental Health
In an era where technology is rapidly advancing in education, the use of E-Learning has become an integral part of the education system globally. However, over time, the use of E-Learning has had a significant impact on students' mental health. This study uses a Systematic Literature Review (SLR) to identify and analyzing the impacts (both positive and negative) of E Learning on students’ mental health. The first step is to determine the research question (RQ) and then to search on several kinds of literature published in popular journal databases from 2011 - 2025. As a result of a review of 48 selected articles, there are seven positive impacts of E Learning on students’ mental health, such as flexibility, development of self discipline and time management, increased technology proficiency, reduced stress factors, good sleep quality, personalized learning, and enhanced self-directed learning. Meanwhile, there are five negative impacts of E Learning on students’ mental health, such as Anxienty, disturbed sleep patterns, social isolation and loneliness, difficulty in concentration, reduced motivation.
Copyright (c) 2025 Septiani Indah Pratiwi, Nur Ramidah Sari, Deswita Aulia Maharani (Author) https://creativecommons.org/licenses/by-sa/4.0
Student Anxiety Factors In Speaking Courses
This study explores speaking anxiety as one of the most significant affective factors influencing EFL learners' performance in English-speaking classrooms. Guided by the Foreign Language Anxiety (FLA) framework developed by Horwitz et al. (1986), this research investigates students' emotional reactions to speaking tasks. Using a Likert-scale questionnaire containing ten items, the study analyzed students' responses to various speaking scenarios. Findings show that learners experience the greatest anxiety before class begins and during spontaneous speaking situations. These results confirm the importance of recognizing speaking anxiety in designing emotionally responsive language instruction. The paper concludes by emphasizing that teaching strategies must address emotional well-being alongside linguistic proficiency to improve classroom engagement and communication performance.
Copyright (c) 2025 Barento Mory, Suci Pratama, Safnidar Siahaan (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence Of Cultural Differences On Students’ Learning Styles
This study uses a Systematic Literature Review (SLR) technique to investigate how cultural diversity affects students' learning styles in a multicultural university setting. The study emphasizes how cultural backgrounds—including early school experiences, norms, beliefs, and traditions—affect kids' preferences for different learning modes. Finding trends across cultural contexts and offering insights into culturally sensitive teaching methods are the goals of the study. According to PRISMA standards, a total of 20 peer-reviewed articles from 2015 to 2024 were chosen. The publications used a range of methodologies, including mixed methods, qualitative, quantitative, and theoretical approaches, and they covered a number of nations, including the US, China, Turkey, Mongolia, and Indonesia. According to the review, students from individualist cultures—like the US—tend to favor independent and exploratory learning styles, whereas students from collectivist cultures—like China and Indonesia—tend to choose collaborative and structured learning environments. Additionally, the survey found that different ethnic groups, including Papuan and Flores students, had different preferences for learning styles within Indonesia. These results highlight the value of culturally sensitive teaching strategies for a range of student demographics. By proposing suggestions for future inclusive teaching methods and a thorough map of cultural influences on learning, this work advances the disciplines of educational psychology and multicultural pedagogy.
Copyright (c) 2025 Nursyahida Suci Ramadhani, Annisa Melfida Chairiah, Dhiya Veeza Aqilla Asmoro (Author) https://creativecommons.org/licenses/by-sa/4.0
A Systematic Literature Review Of Efl Students’ Positive Self-Concept In Digital Reading Comprehension
This study aims to synthesize the main characteristics of EFL students with a positive self-concept in digital reading comprehension. Previous studies have not addressed these characteristics in a focused and systematic way, especially in the context of digital media. Using the Systematic Literature Review (SLR) method, this study analyzed the selected articles through the PRISMA framework and CIMO logic. The findings revealed four main characteristics of EFL students with a positive self-concept: confidence in their own abilities, high motivation, emotional stability, and use of strategies in learning and reading. These characteristics are considered important to support students' success in comprehending digital texts. Moreover, the presence of a positive self-concept seems to affect not only cognitive but also emotional engagement with reading materials. The study concludes that understanding these key characteristics can help educators design more effective digital reading instruction that can foster students' self-concept, increase motivation, and improve their overall reading comprehension outcomes.
Copyright (c) 2025 Nadia Putri Yudani , Melanie Putri Yuri, Nurul Hidayatulloh (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Games-Based Learning Digital In English Learning: Approach to Increase Student Motivation
Game-based learning (GBL) is a highly innovative approach to increasing student engagement and motivation in the educational environment during class. There are many types of game-based learning, including Kahoot! Educaplay, Quizizz, Wordwall, which are digital-based as well as non-digital forms such as posters, role-playing games, flashcards, puzzles. This study aims to investigate the effectiveness of game-based learning to improve students' skills and motivation in learning English. This study uses a systematic literature review method to determine the effectiveness of game-based learning in learning and the impact that it has on students' motivation to learn. The findings are based on common patterns in GBL research. Game-based learning (GBL) is effective in increasing students' motivation in learning English, with an average effect size of 0.75 (meta-analysis). GBL increased student engagement by 25-30% and vocabulary/grammar test scores by 10-20%. Duration and frequency of GBL use were positively correlated with motivation (r=0.68), but challenges such as teacher training and technology access need to be addressed.
Copyright (c) 2025 Jusmita Sitepu, Maria Anjelica Kemba (Author) https://creativecommons.org/licenses/by-sa/4.0
A Systematic Literature Review: The Impact Of Inclusive Schools On Mental Health
Nowadays, it is common to find children with special needs who are educated in the same school as other children. There are already several inclusive schools that can accept early childhood children with special needs without separating them from their peers. However, the learning process in inclusive schools has had a significant impact on students' mental health. This study used a systematic literature review (SLR) to identify and analyze the positive and negative impacts of inclusive schools on students' mental health.The first step was to define the research question (RQ) and then search several types of sources published in popular journal databases from 2013-2025.As a result of the review of selected articles, there are positive impacts of inclusive schools on students' mental health, such as increasing self-confidence and independence, reducing stigma and social isolation, improving social skills and empathy, and promoting tolerance and acceptance. Meanwhile, there are also negative impacts of inclusive schools such as discomfort and feelings of inadequacy, adjustment difficulties, as well as disruptive behavior and classroom disruption.
Copyright (c) 2025 Geofani Kristina, Naomi Mars Novelita, Angels Dermika Panjaitan (Author) https://creativecommons.org/licenses/by-sa/4.0
A Systematic Literature Review on Influence of Social and Cultural Identity on EFL Reading Comprehension
This systematic literature review explores the influence of social and cultural identity on EFL (English as a Foreign Language) reading comprehension. The review synthesizes findings from ten peer-reviewed journal articles published between 2015 and 2025, selected through a structured search process and analyzed using inductive content analysis. The results indicate that learners’ cultural identity significantly impacts their reading comprehension, particularly when reading materials align with their own cultural backgrounds. Culturally familiar texts enhance motivation, engagement, and comprehension by activating prior knowledge and validating learners' experiences. Conversely, texts that are culturally unfamiliar or misaligned may hinder understanding and reduce motivation. The review also emphasizes the importance of social identity and self-perception, such as self-esteem and a sense of belonging, in shaping learners' reading development. This study highlights the need for culturally responsive teaching approaches that recognize the diverse identities of EFL learners, promoting both language proficiency and intercultural awareness.
Copyright (c) 2025 Hilda Wiryanti Manurung, Elisma Sembiring, Nadya ramadhani (Author) https://creativecommons.org/licenses/by-sa/4.0