Integrating technology as a teaching media in language learning has been widely promoted by teaching practitioners. Mobile Assisted Language Learning (MALL) is among the most popular approaches used in EFL classrooms and has been reported in some studies to be beneficial in supporting students’ language learning process. This study aimed to determine whether employing MALL through the Hello English (HE) application as a teaching media could significantly affect the mastery of vocabulary of eighth grade students in an English as a Foreign Language (EFL) Junior High School ( JHS) classroom. Using a quantitative approach with a quasi-experimental design, this study presented the numerical data collected through a multiple-choice test. In analyzing the data, t-tests were employed with a 5% (0.05) significance level using the SPSS statistical test tools v.20. According to the results, the HE application had a significant effect on the students’ mastery of the vocabulary, and so it is recommended that the HE application be used as a tool in the English language teaching and learning process. Keywords: Hello English appl MALL, vocabulary mastery, junior high school, EFL

A plethora of studies have investigated the effects of peer evaluation (PE) and automated writing evaluation (AWE) on the writing products and perspectives of English as a foreign language (EFL) students. However, few studies compare students' preferences regarding its utilization to evaluate their essays. This study aimed to determine which method EFL college students prefer for evaluating the quality of their English academic writing. For data collection, a questionnaire was distributed to determine the frequency with which students utilize feedback. Twenty students enrolled in English Education completed the questionnaire. The open-ended interview was then administered to three students in order to gain a deeper understanding of their perspectives on these two modes of evaluation. Frequency count and thematic analysis were utilized to analyze the data. The results indicate that students favor using peer feedback over Grammarly, the AWE software used in this study, for two reasons. First, they view their peers as their real audience, and second, they value their peers' comments more than Grammarly's. However, Grammarly also received positive point as the students enjoys writing with this tool. Therefore, it is believed that the combination of these two s will result in the most essay writing progress.

In line with the increasing institutionalization of scholarly publication as a graduation requirement for graduate students around the world, the use of a community of writing practice to support students navigate their publication endeavour has begun to receive attention from academic supervisors and graduate researchers. Despite the burgeoning interest in this topic, there has been little empirical evidence on master’s students’ experiences and perspectives of working within such writing groups at an Indonesian university. This phenomenological case study intends to fill this lacuna by elaborating on the process of a writing group's establishment and development for master's students of English education and exploring their perceptions of participating in such a community of practice (COP). Findings indicate that the writing group served as a flexible and participatory COP that produced critical and enduring alterations in identity as scholarly writers amongst participants. Specifically, their perceived transition into academic writers involves three aspects: knowledge of the values of scholarly publication, construction of a scholarly identity, and demystification of the publishing endeavour. This study's findings can be utilized to inform other master's and doctorate programs, as well as academic professionals seeking interventions to assist their students' productive writing.