Journal of English Education and Entrepreneurship (JEEP)

Metacognition and Digital Reading: How Medium Platform Enhances Self-Awareness and Comprehension in Learners

2026-07-20T20:24:33+07:00

This study explores how the Medium platform contributes to the development of metacognitive awareness and reading comprehension in digital learning environments. In the era of technology-based education, learners are increasingly required to become active and independent readers who can regulate their own learning processes. Metacognition plays a significant role in helping learners monitor, evaluate, and improve their understanding while reading. At the same time, reading comprehension remains a major challenge in many educational contexts, including Indonesia. Through its long-form articles, interactive features, and diverse academic content, Medium provides learners with opportunities to engage in reflective and critical reading practices. The platform encourages users to analyze information, identify comprehension gaps, and develop critical thinking skills through continuous interaction with meaningful texts. Furthermore, Medium supports both literacy development and higher-order thinking by creating a digital space that promotes deep cognitive engagement rather than passive content consumption. Therefore, this article argues that the Medium platform serves as an effective digital tool for enhancing learners’ metacognitive awareness, reading comprehension, and critical thinking abilities in contemporary education.

Evaluating Cognitive Level Appropriateness of English Textbook Assessment Tasks for First Grade Learners in a Bilingual Elementary School

2026-07-20T20:24:34+07:00

This review synthesises existing research on the cognitive levels represented in English textbook tasks, with particular attention to how these demands align with the developmental characteristics of first-grade learners in bilingual elementary settings. Drawing on studies conducted at senior high school, junior high school, and elementary school levels, the review applies Bloom's Revised Taxonomy alongside Piagetian and sociocultural perspectives on child development to examine how lower-order and higher-order thinking skills are distributed across instructional materials. The synthesis reveals a persistent dominance of lower-order cognitive processes across educational levels, with higher-order thinking skills present but inconsistently integrated, and shows that developmental appropriateness is rarely combined with cognitive-level classification as an evaluative criterion. The review further identifies methodological limitations in prior research, including an overreliance on single-framework content analysis and limited attention to task format, scaffolding, and the reliability of coding procedures. Based on these findings, the review argues that evaluating assessment tasks in bilingual first-grade English textbooks requires an integrative framework that combines cognitive classification with developmental and linguistic considerations. It concludes by outlining directions for future research, including classroom-based investigation of how cognitive demands are enacted in practice and closer attention to task design for emergent bilingual readers.

Beyond Linguistic Similarity: Conceptual-Linguistic Divergence in EFL Authorship Analysis

2026-07-20T20:24:34+07:00

Authorship consistency has taken center stage in academic writing today, especially with the rise of AI and digital writing tools. While traditional authorship studies mostly look at linguistic similarities between disputed and genuine texts, the role of conceptual continuity remains largely overlooked in educational settings. This study addresses this gap by examining authorship consistency in EFL academic writing. Using a qualitative forensic linguistic case study, we analyzed one undergraduate thesis abstract (the questioned document) alongside eight known texts written by the same student. The framework combined linguistic profiling—looking at lexical, grammatical, syntactic, and stylistic features—with a conceptual analysis driven by a handwritten abstract reproduction task. Interestingly, the findings revealed a sharp linguistic mismatch between the thesis abstract and the student's usual writing profile. However, the student displayed deep conceptual continuity, flawlessly rebuilding the study's topic, goals, methodology, findings, and conclusions. This striking contrast where language diverges but the core concept aligns is what we define as conceptual-linguistic divergence. Ultimately, this study suggests that educational authorship checks can no longer rely solely on language patterns; they must integrate conceptual evidence, particularly in EFL contexts.