Journal of English Culture, Language, Literature and Education

Exploring English Reading Challenges in Southwest Papua EFL Classrooms: The Role of Virtual Learning

2024-08-12T01:05:00+00:00

This research explores the obstacles students encounter during English reading instruction through virtual learning in Southwest Papua's English as a Foreign Language (EFL) classrooms. The study was conducted at UNIMUDA Sorong, utilizing both offline and online methods for data collection. The researcher recruited 20 participants through convenient sampling. Qualitative data was collected and analysed thematically, revealing that students perceive virtual learning as highly beneficial for improving their English reading skills. They find it user-friendly and hold a positive attitude towards its integration into learning. Consequently, it is asserted that students' favorable perceptions of virtual learning's value in enhancing EFL classrooms in Papua correspond to their adeptness in utilizing virtual learning for reading comprehension. The findings suggest that virtual learning can effectively support EFL instruction, highlighting its potential to overcome traditional learning barriers in this context. Additionally, the study emphasizes the need for adequate technological infrastructure and continuous training for both students and teachers to maximize the benefits of virtual learning.

The Interplay Among AI, Language Research, and Academic Publishing: A Systematic Review of Trends and Future Directions

2024-12-20T23:39:31+00:00

The transformative role of Artificial Intelligence (AI) in language research and academic publishing has garnered significant attention in recent years. This systematic review explores the interplay among AI, language research, and academic publishing, focusing on trends, challenges, opportunities, and future directions. A total of 30 peer-reviewed articles published between 2020 to 2024 were analyzed using PRISMA guidelines to ensure comprehensive coverage. Findings reveal that AI technologies such as Natural Language Processing (NLP), machine translation, and automated peer-review systems are revolutionizing methodologies in linguistic studies and scholarly dissemination. While the adoption of AI presents numerous opportunities such as enhanced accessibility, increased efficiency, and advanced linguistic analysis it also raises challenges. Key concerns include ethical issues, data privacy, biases in AI algorithms, and resistance to adoption due to fears of over-reliance on automation. Additionally, the future of AI in these domains points to exciting possibilities, including ethical AI development, generative AI’s role in redefining authorship, and the integration of AI literacy into academic training. This review contributes to the growing discourse by mapping current trends and identifying gaps in research, offering actionable recommendations for stakeholders. It underscores the need for responsible and inclusive AI practices to harness its potential fully, ensuring sustainable advancements in language research and academic publishing.

Integrating Digital Games-Based Language Learning for EFL Speaking Skills Development: A Case Study in an Indonesian University

2024-12-20T23:55:48+00:00

Digital learning has become a potential learning tool since the COVID pandemic which causes the use of new technologies including digital games-based language learning. However, the implementation still has challenges due to technical, instructional, and financial barriers. Previous studies suggest exploring more teaching experiences related to the use of digital games-based language learning for future contributions. This study aims to explore the implementation of digital games-based language learning in higher education. To achieve this goal, this study was conducted in an Indonesian higher education, the State University of Makassar by applying a qualitative case study to collect data. The researcher collected the data from 2 lecturers recruited using a convenient sampling technique. The thematic analysis was used to analyze the collected data. This study explores teacher experiences in using digital games-based language learning in a speaking classroom. This study found that the lecturers plan, implement, and evaluate digital games-based language learning in three categories namely well, moderate, and low implemented. From this result, it is claimed academically that digital games-based language learning (DGBLL) can be planned, implemented, and evaluated strategically in speaking classrooms based on learning objectives, learning outcomes, and students' learning needs. Combining technology with game-based learning, education can be more dynamic and relevant, accommodating a variety of learning styles and motivating students to be more actively involved in the learning process.

Does it Work?: Applying English Translation Shift to Achieve Students’ Ability

2024-12-28T03:22:57+00:00

This study investigates the translation abilities of English Education students, specifically the 2022 cohort at the English Education Department, Faculty of Teacher Training and Education, University of Papua. Conducted in March 2024, this research adopts a quantitative method, utilizing a translation shift approach to analyze the collected data. The study's sample consisted of 20 purposively selected students from the 2022 batch (Arikunto, 1993). A translation test was employed as the primary data collection instrument, focusing on simple phrases and sentences. The collected quantitative data were analyzed to evaluate students' translation skills and determine the frequency of applied translation shifts. The findings reveal that students predominantly utilized translation shifts in their translations, with the most frequent being structure shifts and unit shifts. These shifts highlight the students' preference for adapting grammatical structures and linguistic units to achieve equivalence between the source and target languages. Moreover, out of six recognized types of translation shifts, the students successfully demonstrated competence in four, reflecting their ability to handle a range of translation challenges based on the provided test items.