INTENS (International Journal of English Education and Linguistics)

Bilingualism and Cognition: An Annotated Bibliography on the Impact of Bilingualism on Brain Function and Cognitive Abilities

Azzawiyatul Annajiyah — 2026-01-30

Bilingualism has received increasing attention in cognitive science and applied linguistics due to its potential influence on brain function and cognitive abilities across the lifespan. This study aims to examine how bilingualism is conceptualized and discussed in relation to cognition, executive control, and neural adaptation through a structured annotated bibliography. Employing a qualitative descriptive approach, this study reviews and critically evaluates ten selected scholarly sources, including journal articles, book chapters, and review studies, using document analysis to identify their objectives, theoretical frameworks, methods, key findings, and scholarly contributions. The results indicate that bilingualism is consistently portrayed as a cognitively demanding experience that engages executive control and attentional systems, leading to adaptive changes in cognitive and neural functioning rather than simple transfer effects. However, the reviewed literature also reveals considerable variability in cognitive outcomes, influenced by factors such as age of acquisition, language proficiency balance, and patterns of language use. In conclusion, this annotated bibliography demonstrates that the cognitive effects of bilingualism are complex, context-dependent, and shaped by individual bilingual experiences. The originality of this study lies in its systematic organization and critical evaluation of influential works on bilingualism and cognition, providing a coherent overview that clarifies ongoing debates and offers implications for future research in cognitive science, linguistics, and educational contexts.

The Effectiveness of Listen-Read-Discuss Method in Improving Student Learning Outcomes: A Quasi-Experimental Study at MA Tahfidz Qur’an Habibana

KHOIRUR ROHMAH — 2026-01-30

Abstract

This study examines how effectively the Listen-Read-Discuss (LRD) method improves student learning outcomes when compared with conventional teaching approaches. We conducted a quasi-experimental study at MA Tahfidz Qur’an Habibana, involving 20 students splitted between an experimental group and a control group (n=10 each). We collected data through pre-tests, post-tests, and calculated gain scores, then analyzed these using the Mann-Whitney U test and Wilcoxon Signed Ranks Test. Our findings reveal a big difference in learning improvement between the two groups (Asymp. Sig. = 0.000 < 0.05). The experimental group achieved a Mean Rank of 15.50, three times higher than the control group's 5.50. Students taught with LRD showed significant improvement (Sig. = 0.005 < 0.05), while those receiving conventional instruction showed no meaningful gains (Sig. = 0.286 > 0.05). These results clearly demonstrate that the LRD method outperforms conventional teaching in enhancing student learning outcomes.

Keywords: Listen-Read-Discuss, learning outcomes, quasi-experimental, active learning

The impact of Duolingo as a learning tool to improve English vocabulary for EFL learners

Nanin Putri — 2026-01-30

The use of Duolingo as a mobile-assisted language learning tool has gained prominence for enhancing vocabulary acquisition among English as a Foreign Language (EFL) learners. Despite existing research on its short-term effectiveness, questions remain about its long-term impact and the cognitive mechanisms involved. This study investigates the role of Duolingo in improving vocabulary retention through a quantitative experimental design involving 60 EFL learners aged 16–22 years. Participants, selected through purposive sampling, engaged with Duolingo for at least one month. Data were analyzed using linear regression analysis and Pearson correlation analysis via SPSS to determine the tool’s efficacy. The findings reveal a statistically significant improvement in vocabulary retention, highlighting Duolingo's potential as a gamified, interactive, and accessible platform for self-paced learning. These results underscore its value in addressing gaps in traditional classroom methods, offering educators practical insights into integrating technology into curriculum design. This research contributes to the understanding of mobile-assisted tools, promoting their scalability for diverse educational context.

Investigating the Effectiveness of Digital Game-Based Learning in Lowering Speaking Anxiety in Elementary EFL Classrooms

Adib Muhammad Fadlol — 2026-01-30

“This study examines the efficacy of Duolingo, a Digital Game-Based Learning (DGBL) platform, in alleviating speaking anxiety among young EFL learners. The study was carried out at SDN Sumodikaran 1 in Bojonegoro, East Java, with a sample of 30 fifth-grade students. Data were obtained utilizing a one-group pre-test/post-test approach with the Foreign Language Classroom Anxiety Scale (FLCAS). The pre-test was conducted at 07:30, succeeded by a two-hour Duolingo-based intervention, and concluded with a post-test at 09:30. Reliability analysis indicated satisfactory internal consistency (Cronbach’s α = 0.671 pre-test; 0.719 post-test). The normality tests validated the parametric assumptions (Shapiro–Wilk p = 0.578). The paired sample t-test results indicated a substantial decrease in speaking anxiety (p < 0.001), with the mean score declining from 122.06 to 103.50. The results indicate that Duolingo can significantly reduce speaking anxiety in young EFL learners. The study enhances the existing literature on DGBL by emphasizing its capacity to foster supportive and engaging environments for language acquisition”.

IMPROVING STUDENTS’ PRONUNCIATION THROUGH SHADOWING TECHNIQUE USING ELSA

Fatimatus Zahro' — 2026-01-30

English speaking ability is an essential skill for students; however, pronunciation errors are still commonly found in English learning. To address this issue, the use of technology-based learning applications such as ELSA Speak combined with the Shadowing Technique can be an effective solution. This study was conducted at SMA Negeri 1 Balen involving 29 eleven-grade students. The research employed a quantitative approach using pre-tests, post-tests, and questionnaires as research instruments.The pre-test was administered to measure students’ initial pronunciation ability. Afterward, students received pronunciation practice using the ELSA Speak application through the Shadowing Technique. At the end of the treatment, a post-test was conducted to measure students’

improvement. The results showed a significant increase in students’ pronunciation scores, with the mean score improving from 66.62 in the pre-test to 83.72 in the post-test. These findings indicate that the Shadowing Technique using the ELSA Speak application is effective in improving students’ pronunciation mastery.In addition, the questionnaire results revealed that students had positive perceptions of the learning process. Most students stated that they enjoyed using the application and felt more confident in practicing pronunciation. Therefore, this study suggests that the combination of ELSA Speak and the Shadowing Technique can be a useful tool for teaching pronunciation in English learning.