Jul 2026· Journal of Educational Management Research· 0 citations
TL;DR
It is concluded that gamified MALL fosters meaningful cognitive engagement when supported by teacher scaffolding and peer interaction, and English teachers should integrate gamified mobile learning with reflective and collaborative instructional practices to promote deeper grammar learning and higher-order thinking.
Abstract
This study aimed to explore students' cognitive engagement during the learning of Passive Voice through Educaplay's Froggy Jump feature within a Mobile-Assisted Language Learning (MALL) environment. A qualitative case study design was employed involving five Grade XI students and one English teacher at a senior high school in Cirebon, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings revealed four interconnected dimensions of cognitive engagement: deep learning strategies, self-regulation, mental effort and persistence, and strategic problem solving. Students actively analyzed grammatical structures, monitored their understanding, sustained cognitive effort despite learning difficulties, and developed strategies to solve Passive Voice tasks collaboratively. The study concludes that gamified MALL fosters meaningful cognitive engagement when supported by teacher scaffolding and peer interaction. These findings imply that English teachers should integrate gamified mobile learning with reflective and collaborative instructional practices to promote deeper grammar learning and higher-order thinking.
Artificial intelligence (AI) is increasingly used in English as a foreign language (EFL) classrooms to provide immediate feedback, personalized assistance, and interactive learning. However, evidence of its impact on students’ engagement, particularly in Indonesian senior high schools, remains limited. This qualitative case study explored students’ behavioral, emotional, and cognitive engagement during AI-mediated English learning in Palopo City. The study provides practical insights into integrating AI into classroom instruction while maintaining the teacher’s pedagogical role. Data were collected through four classroom observations involving 30 eleventh-grade students, semi-structured interviews with one English teacher and eight purposively selected students, and supporting documentation. The data were analyzed using thematic analysis. The findings indicate that AI supported engagement across three interrelated dimensions. Behavioral engagement was most evident, as students paid greater attention, responded more quickly, and participated more actively in classroom activities. Emotional engagement was reflected in students’ enjoyment, confidence, excitement, and pride as they received feedback and recognized their learning progress. Cognitive engagement emerged when students compared responses, reflected on mistakes, reconsidered their understanding, and discussed alternative answers with peers. Nevertheless, AI implementation also presented challenges, including pressure from task pace, overreliance on AI-generated responses, unstable internet access, and unequal device availability. The study concludes that AI can strengthen behavioral, emotional, and cognitive engagement in EFL learning when used as a pedagogical tool supported by clear instructional objectives and active teacher guidance. Effective integration requires structured reflection, responsible AI use, and classroom practices that encourage students to think critically beyond AI-generated responses.
Andi Mangnguntungi Sudirman, Sri Rahayu, Hermini Hermini· Jurnal Riset dan Inovasi Pem...· 0 citations
The integration of digital learning technologies has become increasingly important in English language education to improve students' reading comprehension and classroom engagement. However, many elementary school students continue to experience difficulties in maintaining attention and actively participating in reading activities, particularly when conventional instructional methods are applied. This study aimed to investigate the potential of Kahoot!-based learning in encouraging close reading and enhancing student engagement during descriptive text learning among sixth-grade elementary school students. A qualitative descriptive approach was employed involving 24 sixth-grade students at Elementary School. Data were collected through classroom observations, semi-structured interviews, and vocabulary reflection sheets. The data were analyzed using the interactive qualitative analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing through triangulation. The findings revealed that Kahoot!-based learning increased students' behavioral, emotional, and cognitive engagement during reading activities. Students actively reread descriptive texts, identified textual evidence before answering questions, and participated enthusiastically throughout the learning process. Furthermore, vocabulary reflection activities enabled students to identify unfamiliar words independently and strengthened their vocabulary development. The study concludes that integrating Kahoot!-based close reading with vocabulary reflection creates a more engaging, interactive, and student-centered learning environment that supports reading comprehension, vocabulary acquisition, and digital literacy development in elementary English classrooms..
Investigation of Moodle's role in supporting undergraduate students' self-regulation and English language proficiency in Omani higher education, to examine how students' self-regulation, Moodle engagement, and English language proficiency are related, and to identify how AI can be integrated into Moodle to improve students' self-regulation and English language proficiency.
Saleh Al Himali, Mohd Haniff Mohd Tahir, Ahmed Al Rahbi et al.· International journal of res...· 0 citations
This study explored the instructional strategies employed by pre-service English as a Foreign Language (EFL) teachers during their online teaching practicum and examined their implications for student learning and teacher development. Adopting a narrative qualitative approach, data were collected through semi-structured interviews and field notes involving four pre-service EFL teachers and analyzed thematically. The findings revealed that participants implemented a range of instructional strategies, including discovery learning, expository learning, inquiry learning, contextual teaching and learning (CTL), cooperative learning, brainstorming, and thinking skills-based learning. Strategy selection was influenced by instructional objectives, students’ learning needs, and the demands of online teaching. Participants perceived that these strategies promoted students’ cognitive engagement, critical thinking, collaboration, participation, and comprehension by encouraging active interaction and connecting learning to authentic contexts. The findings also indicated positive implications for pre-service teachers, including enhanced pedagogical competence, classroom management, instructional organization, reflective practice, and confidence in online teaching. Furthermore, the practicum enabled participants to integrate theoretical knowledge with authentic teaching experience under mentor guidance. These findings underscore the importance of strengthening teacher education programs by integrating diverse pedagogical approaches and digital competencies to prepare future teachers for effective technology-mediated instruction.
Supiani Supiani, Aulia Fatmawati, Fitra Ramadani· Jurnal Pendidikan dan Sastra...· 0 citations
Students’ language production abilities following their interaction with Duolingo are analyzed, indicating that students were able to produce simple and understandable sentences however, their production remained limited and predominantly reproductive, as reflected in grammatical inaccuracies, restricted vocabulary, and reliance on patterns.
Rendi Nurhidayat, Lusiana Suciati Dewi²· Teaching English and Languag...· 0 citations
Academic and professional writing remains a significant challenge for English Language Teaching (ELT) students, particularly in managing grammatical accuracy and organizing ideas effectively. Recent discussions in language education emphasize the importance of deeper learning approaches that support students’ cognitive and emotional engagement during writing tasks. This study draws on the framework of deep learning, particularly the concepts of meaningful learning, mindful learning, and joyful learning, to examine ELT students’ writing experiences in academic and professional contexts. Using a qualitative case study design, the research involved five ELT students who had experience completing academic writing assignments. Data were collected through semi-structured interviews and analyzed using the qualitative analysis framework proposed by Miles and Huberman. The findings revealed that students employed several writing strategies, including planning, revising drafts, and using external resources to address grammar-related challenges. These strategies were closely connected to meaningful learning through task relevance, mindful learning through awareness of writing processes, and joyful learning through positive engagement during writing activities. The study suggests that integrating meaningful, mindful, and joyful learning into writing instruction can enhance students’ engagement, self-regulation, and writing development in ELT contexts
