Vol. 1 No. 1 (2024): Journal of English Language Proficiency (JELAP)

Editorial Notes

This inaugural volume showcases varied perspectives on English language education, highlighting feedback, academic writing, vocabulary instruction, and learner cognition across Indonesian and international contexts.

Moh. Arsyad Arrafii and Kasyfurrahman investigate secondary English teachers’ feedback practices, revealing limited theoretical understanding and predominantly general, normative feedback that constrains students’ opportunities for meaningful improvement.

Muhammad Reza Pahlevi presents an autoethnographic narrative illustrating how dialogic feedback supports doctoral students’ research writing by fostering critical thinking, motivation, and interactive engagement throughout the article development process.

Christian Totti, Tri Kurniawati, Ageung Darajat, and Hamzani Wathoni report classroom action research demonstrating that Finding Word Games significantly improve students’ vocabulary learning through engaging, student-centered activities.

Aldi Prabowo, Ahmad Munawir, Amrang, and Mohamed Shaheen examine the Flip Words Game, finding it more effective than conventional methods in enhancing eighth-grade students’ English vocabulary mastery.

Annisa Luthfiana, Dedi Irwan, Muhammad Iqbal Ripo Putra, and Masrokhin explore metacognitive awareness among English education students, identifying high awareness levels alongside specific cognitive strategies needing further development.