English Edu: Journal of English Teaching and Learning

A Evaluating DeepL as A Translation Tool: Facilitating or Hindering for EFL Students’ Language Acquisition

2026-06-02T07:25:52+00:00

Second Language Acquisition (SLA) is influenced by various tools, including machine translation (MT). Theories such as Krashen's Input Hypothesis highlight the role of comprehensible input in language learning, with recent studies demonstrating mixed effects of MT tools. Although MT tools like DeepL show potential, their impact on EFL students' abilities remains underexplored, particularly in writing and grammar. This study aims to evaluate the effects of DeepL on EFL students' language acquisition, focusing on their perceptions of how the tool helps or hinders their learning. A qualitative case study approach was used, involving semi-structured interviews with three EFL students who have used DeepL in their academic activities. The results indicate that DeepL facilitates comprehension and vocabulary acquisition, but if used excessively and without creating self-reflection, it can become a dependency that hinders independent language production. While DeepL is beneficial for language learning, it should be used as a complementary tool to prevent over-reliance and encourage deeper engagement with language practice. This study contributes to the understanding of the dual impact of translation tools in language education.

Evaluating the Contents and Activities of a 6th Grade English Textbook in Bilingual School Context

2026-06-02T07:25:52+00:00

Textbooks play a crucial role in shaping language learning experiences, particularly in bilingual school contexts where learners engage with more than one language simultaneously. This study aims to evaluate the content structure and learning activities of a sixth-grade English textbook used in a bilingual school, with a specific focus on skill integration and communicative development. Employing a qualitative descriptive design, the study uses Critical Discourse Analysis to examine Unit 3 “Chocolate” of the Our World 6 textbook. The analysis focuses on learning objectives, activity sequencing, skill integration, grammar presentation, and the communicative demands placed on learners. The findings reveal that the textbook demonstrates a clear and systematic content structure, beginning with learning objectives and schema-activating questions, followed by contextualized input and progressively communicative tasks. The learning activities integrate listening, speaking, reading, and writing skills through songs, texts, pair and group work, grammar practice, and project-based tasks. Although some activities remain form-focused, they function as scaffolding for younger learners and are balanced by meaningful interaction and real-life contexts. Overall, the study concludes that the textbook effectively supports communicative competence and integrated skill development, making it appropriate for sixth-grade learners in a bilingual school setting. The findings contribute to textbook evaluation research and offer insights for teachers, curriculum designers, and policymakers in selecting and developing English textbooks for bilingual education.

Enhancing Student Participation in Intensive EFL Classrooms: The Role of Collaborative Learning Strategies

2026-06-06T12:32:23+00:00

Collaborative learning is an effective pedagogical approach that enhances student participation and engagement in language education. This study examines its impact on student motivation, participation, and language proficiency in an English as a Foreign Language (EFL) setting. The research employs a classroom action research design with structured observations, student surveys, and group assessments. Findings indicate that collaborative learning fosters a supportive environment, increasing student confidence in speaking and listening activities. Students demonstrated greater willingness to engage in discussions and improved comprehension skills. The teacher’s role shifts from a knowledge provider to a facilitator, promoting active participation. Despite challenges such as unequal participation and time constraints, structured implementation enhances engagement. These results highlight the importance of collaborative learning in language education, advocating for student-centered models. Future research should explore digital and blended learning tools to further optimize engagement.

Junior Cadets’ Perceptions on English as the Medium of Instruction in Maritime Education

2026-06-23T03:18:13+00:00

Considering the global nature of the maritime industry, English proficiency is essential for effective communication, safety, and operational performance. This research employs a qualitative method using a structured questionnaire distributed to cadets of maritime education institutions. The data were analysed using descriptive statistics to measure the level of agreement, frequency, and overall perception of the respondents toward English-based instruction. The results show that the majority of cadets have a positive perception of English as the medium of instruction, with more than 70% of respondents agreeing that it enhances their understanding of technical subjects and improves their communication skills. However, approximately 30% of cadets reported challenges, including limited vocabulary, lack of confidence in speaking, and difficulty in understanding technical terminology. The study concludes that English as the medium of instruction is effective in supporting cadets’ academic and professional readiness. Nevertheless, additional language support programs and practical communication training are recommended to improve comprehension and confidence among cadets.