ELITE JOURNAL

Students’ Perception of Mobile Assisted Language Learning in ESP classroom at Higher Education

Zakaria Bintang Pamungkas — 2026-03-13

Digital learning has become a potential learning tool since the COVID-19 pandemic that has caused the use of new technologies including mobile assisted language learning (MALL). Meanwhile, the implementation of MALL in English language learning particularly ESP still has different challenges due to technical, instructional and financial barriers. Several previous research suggest exploring more teaching experiences related to the use of mobile assisted language learning for the next contribution. This research aimed to find out the students’ perception on the use of Mobile Assisted Language Learning at ESP class. It employed a descriptive qualitative method. It was conducted at ESP class in Islamic Religious Education (PAI) Study Program of Faculty of Tarbiyah at IAI Riyadlotul Mujahidin Ponorogo with enclose 15 students as a sample of this research. This research used the purposive sampling technique to take the sample. The data were collected through questionnaire and interview. To collect the data, the study employed the questionnaire with 10 items given to 15 students. The responses from the interview were concluded to answer the research questions. As a result of the study, it is shown that most of the students agree of using mobile assisted language learning for learning English in ESP class. By using MALL as medium of learning ESP in the class, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak and to write in English, help them to comprehend English textbook or article, and assist them to understand the international standardized text.

Politeness Strategies Used by Students to Teachers in Their Communication at Pesantren Salaf Al Quran Sholahul Huda Al-Mujahidin Malang

Bahrudin Nur Aziz Zakaria — 2026-03-13

This study on politeness strategies used by students to their teacher in their communication at Pondok Pesantren Salaf Al-Quran Sholahul Huda Al-Mujahidin Malang was conducted to examine the types of politeness strategies employed by both students and teachers in their daily communication. Four teachers or ustadz of Pesantren Salaf Al-Quran Sholahul Huda Al-Mujahidin and 13 students or santri were chosen as the participants. Further more, a case study qualitative approach by doing observation and interview was employed as the method of the study. To figure out the phenomenon, Brown and Levinson’s (1987) theory of politeness strategies was applied in analyzing the data. From the analysis, it was figured out that all types of politeness strategies were realized in teachers’ utterances. In contrast, only three politeness strategies were performed bt students. It was identified that the three social factors of power, social distance and ranking of imposition triggered the students and teachers to perform such strategies. However, another influential factor that was found to encourage the participants to employ those strategies was that Pesantren Salaf Al-Quran Sholahul Huda Al-Mujahidin’s culture that encompasses several values which are based upon the Islamic values declared in Al Quran and Al Hadith.

Keywords: Pesantren, culture, politeness strategies, santri, ustadz

Students' Voices: Navigating Written Corrective Feedback in English Language Learning

Citra Prasiska Puspita Tohamba — 2026-03-13

Written Corrective Feedback (WCF) remains a widely practiced instructional strategy in English as a Foreign Language (EFL) classrooms, particularly for improving students’ writing accuracy, yet debates continue regarding its pedagogical value and the ways learners actually respond to it. While existing studies have examined the technical aspects of WCF, fewer have investigated how students perceive its usefulness and how their emotional reactions shape engagement with feedback. This study seeks to explore these dimensions by analyzing students’ preferences for different feedback types, their evaluations of WCF’s effectiveness, and the affective responses that accompany the process. Adopting a qualitative design, data were collected through surveys and semi-structured interviews with EFL learners from diverse academic backgrounds. The results suggest that although students generally recognize WCF as an essential tool for language development, their preferences vary: some favor direct feedback for its clarity, others prefer indirect or metalinguistic feedback for encouraging self-correction. Emotional responses were equally diverse, ranging from motivation, reassurance, and appreciation to frustration, anxiety, and even discouragement when feedback was perceived as overly critical. These emotional factors proved influential in determining the extent to which learners engaged with and acted upon the corrections provided. The study concludes that effective feedback practices require a balance between corrective and supportive elements, enabling learners to benefit cognitively while also maintaining confidence and resilience in the face of error correction. The findings hold significant implications for language teachers, emphasizing the importance of adopting feedback strategies that attend simultaneously to students’ linguistic needs and their affective well-being in order to cultivate sustainable writing development.

The Relationship Between Teaching Style and Students’ Learning Motivation in English Subject

Samsul Anam — 2026-03-13

The thesis discusses a correlation between teaching style and students’ learning motivation in English. This research seeks to identify the teacher style applied and its relationship with student learning motivation at MTs N Assalam. The research question will be discussed about (1) the teaching style applied in the learning process, (2) What relationship occurs between the two variables. (3) And how significant the two variables are. This study uses the correlation method with a quantitative type. The population was 60 students in class 9A and B of MTs N Assalam Bangilan, Tuban. Data collection techniques using closed questionnaires. Descriptive analysis is used to provide an overview of each variable. Test requirements analysis in this study includes validation and reliability. The hypothesis test consists of a correlation test and coefficients together (F test). The results of this study indicate that (1) the teaching style applied by the teacher in the class is the facilitator style of 65.5%. (2) There is a positive and significant value between the teaching style and student learning motivation which is equal to 0.521. (3) While the significance value of the two variables is 0,000. As for how strong the impact of teaching style on student motivation is 64.4%.

Keyword: learning motivation, teaching style.

Students’ and Teachers’ Perceptions of Diagnostic Tests in English Language Learning: A Case Study at Vocational High School 1 Limboto

Sintiya Daud — 2026-03-13

This study explores students’ and teachers’ perceptions of diagnostic tests in English language learning at Vocational High School 1 Limboto, aiming to understand their roles, benefits, and implementation challenges within the Merdeka Curriculum context. Using a qualitative case study design, data were collected through in-depth interviews, classroom observations, and document analysis conducted between March–May 2025. Findings reveal that teachers routinely administer diagnostic tests at the beginning of each semester to map students’ initial abilities—particularly in grammar, vocabulary, and reading—and possess a strong conceptual understanding of diagnostic assessments as tools for identifying strengths and weaknesses, grouping learners, and designing differentiated instruction. Students perceive these tests as valuable reflective tools that enhance awareness of their learning needs and support focused skill development. Implementation is effective in preparation and administration stages but suboptimal in follow-up, as grouping and remedial actions remain informal. Supporting factors include teachers’ experience, clear planning, and positive classroom environments, while constraints involve limited time and institutional support. The study contributes to the literature by contextualizing diagnostic assessment in vocational education, highlighting the gap between understanding and practice, and emphasizing the need for systematic follow-up strategies to fully leverage assessment results in improving learning outcomes.

Teaching Syntax through Stories: Integrating Digital Storytelling to Enhance English Language Skills

Ni Putu Cahyani Putri Utami — 2026-03-13

Traditional methods of teaching English syntax are often criticized for being decontextualized and failing to engage students, leading to a gap between grammatical knowledge and practical application. Digital storytelling presents a promising, narrative-based alternative, yet empirical evidence of its effectiveness specifically for syntax instruction remains scarce. This study aimed to investigate the effectiveness of integrating digital storytelling on students' syntactic competence compared to conventional methods and to explore students' perceptions of this pedagogical approach. A mixed-methods study with a quasi-experimental, pre-test-post-test design was conducted with 50 intermediate-level university students. The experimental group (n=26) received instruction via digital storytelling, while the control group (n=24) used conventional methods. Data were collected through a syntax test and a perception questionnaire and were analyzed using an Independent Samples t-test on gain scores and Thematic Analysis. The quantitative findings revealed that the experimental group achieved significantly higher learning gains in syntactic competence compared to the control group (p < .001). Qualitatively, the thematic analysis indicated that students perceived the digital storytelling method as highly effective for enhancing comprehension through context and for significantly increasing their motivation and engagement in learning grammar. The study concludes that digital storytelling is a highly effective and engaging pedagogical tool for teaching English syntax. It provides a validated framework for educators seeking alternatives to traditional drills and contributes important empirical evidence to the field of Technology-Enhanced Language Learning (TELL).

Communicative Language Teaching-Based Microteaching

Sri Minda — 2026-03-13

This study explores the effectiveness of Communicative Language Teaching (CLT)-based microteaching in improving students' communication skills in English. The purpose of this study was to analyze the effect of Communicative Language Teaching-based microteaching on students' speaking skills. Using an experimental design with a quantitative approach, this study involved a population of 7th semester students of the English Language Education Study Program at UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan, with a sample of 60 students selected randomly. The instruments used included a questionnaire, a speaking skills assessment rubric, and observations during the microteaching session. The data were analyzed using descriptive statistics and a T-test to compare the pre-test and post-test results between the experimental and control groups. The results of the analysis showed that the experimental group experienced a significant increase in speaking skills, while the control group only experienced minimal improvement. Observations also showed that this method increased students' active participation and created a more interactive learning environment. Thus, Communicative Language Teaching-based microteaching is proven to be effective in improving students' communication skills and building their confidence in speaking English.

Exploring the Role of Self-Regulated Learning and Technology Acceptance in Shaping EFL Student Teachers’ TPACK during Teaching Practicum

Nita Sari Narulita Dewi — 2026-03-13

The growth of Technological Pedagogical Content Knowledge (TPACK) among EFL student teachers during their teaching practicum is examined in this study in relation to self-regulated learning (SRL) and technology acceptance (TA). Three student teachers' semi-structured interviews, reflective journals, and lesson plans were all examined using a qualitative case study design. According to thematic analysis (Braun & Clarke, 2006), it is revealed that their lesson preparation, decision-making, and reflective practices were influenced by SRL processes like planning, monitoring, and reflection. Simultaneously, TA beliefs, which emphasize usefulness and ease of use, increased self-assurance, motivation, and digital tool experimentation. The findings show that both SRL and TA contributed to the development of TPACK by providing the necessary metacognitive support and motivation, respectively. Therefore, to support technology-enhanced pedagogy, teacher education programs ought to promote reflective SRL practices and constructive TA beliefs

Exploring ChatGPT as an AI-Powered Feedback Tool in EFL Writing: A Systematic Literature Review

Ahmed Sardi — 2026-03-13

EFL writing presents challenges not only for students but also for teachers who must provide constructive feedback to promote student improvement. Given the substantial workload that teachers often face, there is a growing need for tools that can support the feedback process. The rise of Artificial Intelligence (AI), particularly tools like ChatGPT, has introduced new opportunities in the field of education. Its potential to assist in providing feedback has garnered significant attention. Several studies have explored students’ perceptions of receiving feedback through ChatGPT in EFL writing, with findings that vary in scope and sentiment. This study aims to explore students’ general perceptions of ChatGPT as a feedback tool, examining both its benefits and drawbacks as reported in the existing literature. Using the PRISMA Systematic Literature Review model, this research analyzes five out of 29 articles that met the inclusion criteria established for the review. The findings suggest that, in general, students have a positive perception of ChatGPT as a feedback provider. However, the data also indicate that ChatGPT cannot fully replace human feedback, such as that provided by teachers, due to the various advantages and limitations of the tool. These insights can serve as valuable guidance for teachers who are considering incorporating ChatGPT into their feedback practices for EFL writing. By understanding both the potential and the challenges of AI-driven feedback, teachers can make informed decisions on how best to support their students' writing development.

Students’ Experiences with Discord-Supported Critical Listening Instruction

Harir Mubarok — 2026-03-13

The increasing popularity of the internet has prompted people to embrace digital platforms for language acquisition. Language environments currently exist in both classrooms and virtual spaces. Therefore, listening skills, which are an important feature of language proficiency, especially in higher education, can be taught through a medium called Discord as a new and useful digital learning tool. The primary aim is to dig further the students’ voices to enhance listening proficiency skills. To gather this meaningful data, descriptive qualitative design involves the instruments of classroom observation checklist, field notes, and Focus Group Discussion (FGD). Additionally, this study focused on the 20 students enrolled in the International Class Program at Maulana Malik Ibrahim Islamic State University Malang. The findings revealed that Discord facilities the systematic materials, allow features for supporting offline and online class, design the new interactive educational agendas, and immediate response in Discord facilitates dynamic discussions.