SEAQIL Journal of Language Education

The The Promises and Challenges of Online Extensive Reading in Second or Foreign Language Learning: A Systematic Review

2026-01-15T13:49:08+07:00

This study is devoted to investigating the benefits and challenges of online extensive reading (OER) in foreign or second language learning. We applied the four steps of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), such as identification, screening, eligibility, and inclusion. We reviewed relevant studies published between 2009 and 2025 that we identified through major academic international databases (e.g., WoS, Copernicus, and Google Scholar) and Indonesian database, Sinta (Rank 1-2). After screening, we found 25 eligible articles to be reviewed. This study unveils that, to a large extent, online extensive reading can enhance both readers’ affective and cognitive development as well as the possible challenges of OER. In the affective domain, online extensive reading can foster participants’ reading attitude, self-efficacy, and motivation, all of which are central to language learning. Meanwhile, in the cognitive area, online extensive reading significantly contributes to reading comprehension development and vocabulary mastery. However, some studies report that online extensive reading is unable to improve participants’ affective aspects, including reading attitude, self-efficacy, and motivation, as well as cognitive aspects such as reading comprehension and vocabulary mastery, which is partly because of their inability to make use of online features, online reading fatigue, and poor internet connection. This further calls for improvement in those aspects to achieve better online extensive reading promises in language learning.

Enhancing Adolescent Narrative Writing through AI Intervention: A Pre-Post Quasi-Experimental Study of Sudowrite in Indonesian Secondary Education

2026-01-19T09:54:40+07:00

This quasi-experimental study examined the potential contribution of Sudowrite, a generative artificial intelligence (AI) writing assistant, to the enhancement of adolescent narrative writing in Indonesian English as a Foreign Language (EFL) classrooms. Thirty-six Grade 11 students with CEFR A2–B1 proficiency from a private high school in Surabaya, Indonesia completed folklore-based narrative tasks ranging from 300 to 500 words before and after a six-week intervention. This intervention included phases of orientation, guided practice, independent application, and metacognitive reflection. The intervention employed Sudowrite to facilitate idea generation, plot development, vocabulary enhancement, and grammatical accuracy, with educators ensuring ethical implementation while maintaining student creativity. The narrative quality was evaluated through a validated five-criterion analytic rubric that assessed structure, idea development, characterization, language use, and mechanics, resulting in an inter-rater reliability exceeding 0.85. Paired-sample t-tests suggested statistically significant improvements in all criteria (p < .001), accompanied by large effect sizes (d = 0.82–1.34). Significant improvements were observed in idea development and language use, suggesting that AI-mediated feedback may help address linguistic limitations and support more advanced storytelling. Qualitative data revealed enhanced writing confidence while highlighting the necessity for explicit instruction to avoid stylistic uniformity. The single-group design restricts causal inferences and generalizability; however, the findings offer preliminary evidence that well-integrated AI tools may improve narrative competence while preserving cultural authenticity. This research supports a hybrid teaching method that integrates AI-driven micro-feedback with human facilitation to enhance technical skills and creative expression in secondary EFL settings. Recommendations involve ensuring equitable access to AI, providing comprehensive training for teachers, and conducting longitudinal multi-site research to investigate knowledge transfer, retention, and demographic variations within an Indonesian educational context.

Development and Evaluation of Communicative English Competency Program for First Year University Students

2026-02-27T14:12:44+07:00

This research addresses the development, implementation, and evaluation of an English Proficiency Program that is tailored for first year university students. During the implementation phase, a positive shift in competency test scores is observed (pre-test mean of 92.00 to post-test mean of 102.40), indicating overall improvement. The significant difference between pre- and post-test scores (p-value= 0.00) underscores the program's positive impact on general competency. The perceived effectiveness, with a grand mean of 4.64, attests to the program's efficacy in enhancing various language proficiency aspects. Participants express consensus that the program is well-executed, meeting its objectives, and significantly contributing to improved English language proficiency. It is therefore recommended that educators should address language deficiencies through targeted interventions particularly in grammar and writing competencies of students, incorporate technology, implement long-term impact assessments, extend program duration, and integrate successful elements into broader educational activities. These recommendations collectively form a comprehensive and effective approach for enhancing English language proficiency among students.

The Effectiveness of Quizlet in Improving Vocabulary Mastery of Junior High School Students

2026-03-04T16:36:31+07:00

This study investigates the effectiveness of Quizlet, a digital flashcard-based learning platform, in improving the vocabulary mastery of junior high school students, particularly in learning collocations within descriptive texts. Using a quantitative quasi-experimental design, two seventh-grade classes from a public junior high school were selected as the control and experimental groups. The experimental group received vocabulary instruction through Quizlet, while the control group used conventional methods. Data were collected using Pre-Test and Post-Test instruments that included multiple-choice and matching questions designed to assess students’ understanding of collocations. Although the independent samples t-test result showed no statistically significant difference between the two groups (p > 0.05), gain score analysis revealed a higher mean improvement in the experimental group. The findings suggest that Quizlet positively influenced vocabulary acquisition, particularly in enhancing engagement and retention through its interactive features. The study contributes to the integration of technology in English language teaching, offering insights into how digital tools like Quizlet can enrich vocabulary instruction, support the Merdeka Curriculum, and address learners' digital tendencies in today’s classrooms.