JOLLT Journal of Languages and Language Teaching
Journal title JOLLT Journal of Languages and Language Teaching Initial jollt Grade SINTA 2, decree No. 79/E/KPT/2023 Citation Analysis Google Scholar Frequency 4 issues per year (January, April, July, and October) DOI Prefix 10.33394 by ISSN 2338-0810 (Print) | 2621-1378 (Online) Editor-in-chief Lalu Ari Irawan (laluariirawan@undikma.ac.id) Publisher Universitas Pendidikan Mandalika Indexed <a href="https://doaj.org/toc/2621-1378?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222338-0810%22%2C%222621-1378%22%5D%7D%7D%2C%7B%22term%22%3A%7B%22_type%22%3A%22article%22%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22_source%22%3A%7B%7D%7D" target="_blank" rel="noopener">DOAJ |GARUDA|SINTA |DIMENSIONS |BASE JOLLT is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in Journal of Languages and Language Teaching. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on languages and language teaching by encouraging enquiry into relationship between theoretical and practical studies. JOLLT welcomes contributions in such areas of current analysis, as follows: First, Second, and Foreign Language Teaching and Learning; Language Testing; Language Planning; Multilingualism and Multilingual Education; Classroom Discourse Analysis; Translation; Syntax; Semantics; Sociolinguistics; Morphology; Psycolinguistics; Second Language Acquisition; Literature in Teaching; Curriculum Design of Language Teaching; and Material Development in Language Teaching.
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Illocutionary Speech Acts and Kinesics: An Analysis of President BBM’s Selected Speeches
This study analyzes the illocutionary acts and nonverbal cues in President BBM's speeches, employing Illocutionary Speech Act Theory to categorize speech acts and Kinesics Theory to examine nonverbal communication. Three speeches are analyzed: Miting de Avance, the Inaugural Speech, and the State of the Nation Address (SONA). Expressive acts are most common in Miting de Avance, while representative acts dominate the Inaugural Speech and SONA. President BBM uses expressive acts to demonstrate affection for Filipinos and representative acts to assert facts or beliefs. Nonverbal analysis reveals that facial expressions are prominent in Miting de Avance, conveying a wide range of emotions, whereas head movements are more common in the Inaugural Speech and SONA, facilitating communication and social interaction. These findings highlight how the interplay between illocutionary acts and nonverbal cues shapes political communication, offering insights into how leaders strategically engage audiences and influence public speaking practices. However, the study is limited to three speeches, which may not fully capture the breadth of the president’s communicative repertoire. Future research could expand to comparative analyses across multiple political figures or contexts to deepen understanding of how speech acts and kinesics jointly affect audience perception and political discourse.
Copyright (c) 2026 Hans Bonotan, Lyka Dela Cerna, Ave Marie Dongallo, Mary Joy Galon, Joemar Minoza https://creativecommons.org/licenses/by-sa/4.0
Bridging Technology and Pedagogy: AI Integration in ESP Teaching and Lecturer Readiness in Higher Education Institutions
Although the integration of Artificial Intelligence (AI) in higher education is increasingly developing, research that simultaneously examines student perceptions, classroom practices, and lecturer readiness in the ESP context in developing countries remains limited. This study aims to analyze the effect of AI integration on ESP learning effectiveness, identify implementation challenges, and evaluate lecturers’ pedagogical and ethical readiness. Using an explanatory sequential mixed-method design, this study involved 57 non-English major students in the quantitative phase, followed by interviews with 6 ESP lecturers and learning observations. The results show a strong and significant positive correlation between perceptions of AI use and ESP learning effectiveness (r = 0.712; p < 0.01). AI has the most impact on reading comprehension (M = 4.00) and ease of access to materials (M = 3.98). Qualitative findings identified four main themes: low critical digital literacy among students, minimal ethical awareness, suboptimal pedagogical readiness of lecturers, and limitations in institutional policies and infrastructure. These findings confirm the importance of institutional AI policies, ethics-based lecturer training, and strengthening digital literacy to support effective and responsible AI integration in ESP learning.
Copyright (c) 2026 Fitria Nur Hamidah, Veri Hardinansyah Dja'far https://creativecommons.org/licenses/by-sa/4.0
Integrating Local Cultural Content to Enhance EFL Students’ Collaborative Writing: An Explanatory Sequential Mixed-Methods Study
In EFL learning, collaborative writing is the joint production of a text in which two or more learners actively contribute to planning, drafting, and revising a shared written product. In multicultural settings such as Indonesia, integrating local cultural content is assumed to enhance engagement and collaboration; however, its effect on learners’ collaborative writing performance within the Sasak cultural context remains underexplored. This study examined the impact of embedding local cultural content into writing instruction on EFL students’ collaborative writing performance. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 134 students in the Department of Computer Science at Bumigora University, and 20 students were purposively selected for semi-structured interviews to provide qualitative insights. Quantitative analyses indicated significant improvement in writing performance, with mean scores increasing from 66.62 to 72.01 (p < .05) and a strong positive correlation between pre- and post-test scores (r = .736, p < .05). The effect size, Cohen’s d = 0.84, confirmed a large improvement. Qualitative findings revealed that cultural familiarity strengthened group engagement, boosted identity-based confidence, and facilitated idea generation. Students reported that working with culturally familiar themes encouraged inclusive participation, reduced communication anxiety, and increased motivation. These findings suggest that integrating local cultural content enhances both language development and collaborative processes. Two key implications emerge: (1) Curriculum designers should incorporate localized cultural materials to increase contextual relevance, and (2) Teachers should design collaborative activities leveraging learners’ cultural knowledge to foster richer interaction, lower participation barriers, and improve overall learning outcomes.
Copyright (c) 2026 Dedi Aprianto, Sutarman Sutarman https://creativecommons.org/licenses/by-sa/4.0
Exploring the Impact of Assessment as Learning on EFL Learners' Writing Performance: A Study of Varying Levels of Writing Engagement
In English as a Foreign Language (EFL) higher education, writing ability requires effective assessment. This study investigates the effect of Assessment as Learning (AaL) on students' argumentative writing performance. While AaL has been recognized for improving writing, limited research has explored its effects in relation to students' writing engagement (WE). This study examines (a) whether students taught through AaL perform better in writing than those given teacher feedback, (b) whether different WE level lead to different performance outcomes, and (c) whether there is an interaction between assessment type and WE level. Using a quasi-experimental 2x2 factorial design, the study involved two fourth-semester classes at an Islamic university in Kediri, Indonesia. One class (15 students) received AaL, while the other (13 students) received teacher feedback over 12 sessions. The AaL group followed Lee’s (2016) framework, incorporating personal goals, writing criteria, descriptive feedback, self- and peer assessment, and learning logs. Writing performance was measured through pre- and post-tests assessed by two raters, and WE levels were determined using a 27-item Writing Engagement Scale. Results from a two-way ANOVA showed a significant effect of AaL on students' writing performance. However, WE level and their interaction with the assessment method did not significantly affect outcomes. The findings suggest that AaL, particularly when adapted through Lee’s principles, enhances writing performance regardless of WE level. While engagement may not be the primary determinant of the success of AaL, EFL instruction could utilize AaL to enhance students writing outcomes and engagement in the classroom.
Copyright (c) 2026 IMA FITRIYAH https://creativecommons.org/licenses/by-sa/4.0
Exploring Graduate Students’ Experiences of Cross-cultural Communication in the ELT Classroom
The importance of effective communication in education has been widely discussed; however, the communication obstacles in cross-cultural English language teaching and learning contexts from the learners’ perspectives need deeper exploration. This study explores students’ perceptions of the challenges they face in communication in cross-cultural ELT classrooms and the strategies they adopt to overcome them. Semi-structured interviews were conducted with purposively selected graduate students at Kathmandu University School of Education, Nepal. The data were analyzed using a thematic analysis approach. The findings revealed that students faced obstacles in both verbal and nonverbal communication in cross-cultural ELT classrooms. It also showed that non-verbal communication components, temporal and spatial differences, context, and ethnocentrism, particularly, posed problems in communication in a cross-cultural ELT classroom. Thus, developing intercultural communicative competence (ICC) is essential for effective cross-cultural communication in ELT classrooms. It helps learners understand others’ perspectives, interact respectfully, and adjust to different languages and cultures. ICC involves empathy, tolerance, and cultural sensitivity, which support learners in handling both verbal and non-verbal communication differences. Furthermore, the ELT curriculum should incorporate cross-cultural literary content, including non-verbal forms of communication, such as communication styles, non-verbal cues, cultural values, classroom expectations, everyday practices, language nuances, global issues, and country-specific cultural knowledge, to develop intercultural communicative competence at the university level. The paper recommends fostering harmonious interaction and understanding in ELT classrooms through cross-cultural communication.
Copyright (c) 2026 Kamala K. C, Laxman Prasad Bhandari, Alexis Arizabal- Enriquez https://creativecommons.org/licenses/by-sa/4.0
The Effects of Pair Collaboration and Self-Efficacy on EFL College Students’ Writing Quality
Pair collaboration might contribute to students’ writing quality, but that effect might differ across students with different levels of writing self-efficacy. This study aimed to explain how different kinds of writing self-efficacy-based pair formations affect the students’ writing quality in the aspect of content, organization, and language use. The participants in this study were college students majoring in English language teaching (N= 135). This experimental study consisted of three phases, where in each phase, different combinations of comparison were investigated through counter-balanced experimental design. The main inferential statistical analysis employed in this study were including Two-way repeated measure ANOVA, Friedman’s ANOVA and Wilcoxon Signed Rank Test to provide evidences on the simple effect of the comparisons. The findings showed that: first, students who write collaboratively in a homogeneous pair produce a significantly better writing quality than those who write individually regardless of their writing self-efficacy level. Second, high levels of self-efficacy students writing individually produce better writing quality than heterogeneous (high-low) pairs. Third, homogeneous pairs of high self-efficacy students outperformed heterogeneous pairs in terms of their writing quality. These findings implied that heterogeneous pairs are recommended for learning purposes. However, homogenous pairs are recommended for assessment to minimize evaluation errors. Consequently, these results advocate for a differentiated pedagogical approach where instructors strategically shift from heterogeneous "growth-oriented" scaffolding during writing instructions to homogeneous "performance-oriented" grouping for summative tasks, ensuring that individual accountability is preserved without stifling the social benefits of peer collaboration.
Copyright (c) 2026 I Dewa Gede Rat Dwiyana Putra, Ali Saukah, Yazid Basthomi, Utari Praba Astuti https://creativecommons.org/licenses/by-sa/4.0
Developing an E-Busy Big Book Based on the CIRC Model to Improve Elementary Students’ Understanding of New Vocabulary
This study aims to develop an E-Busy Big Book based on the Cooperative Integrated Reading and Composition (CIRC) model to improve the understanding of new vocabulary among second-grade elementary students. Using a Research and Development (R&D) approach with the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate), the study involved 6 students for a small-scale trial and 18 second-grade students for a large-scale trial selected through purposive sampling from SD Negeri Bentul and SD Negeri 1 Kebasen. Data were collected through expert validation questionnaires, pre-tests, post-tests, and teacher–student response forms. Quantitative data were analyzed descriptively to determine media feasibility and learning outcome improvements, while qualitative data captured user responses. The media achieved a feasibility score of 91%, categorized as “very feasible.” Learning outcome analysis showed a significant increase in vocabulary understanding, with the average score rising from 66.10 (pre-test) to 84.80 (post-test). Students demonstrated increased motivation and engagement, while teachers noted the practicality and effectiveness of the media. The study highlights the potential of integrating CIRC-based digital Big Book media to support vocabulary learning in early-grade elementary settings and offers practical implications for improving literacy instruction in Indonesian primary schools.
Copyright (c) 2026 Tazkia Fathia Zuhda, Panca Dewi Purwati https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence Tools in Personalized Language Learning: A Systematic Thematic Review
The integration of artificial intelligence (AI) technologies into language learning has become an essential field of research because it promises to adapt educational experiences to individual learners. With the rapid progress of automatic learning algorithms, adaptive learning systems can now immediately analyze learners' progress and adjust content and delivery methods accordingly. This adaptability improves the personalization of linguistic education, allowing students to engage more deeply with the material at their own pace and skill level. This study aims to explore how AI-driven technologies can improve personalized language learning experiences through autonomous learning. This study focuses on adaptive learning systems powered by AI tools such as ChatGPT, DeepSeek, and Duolingo, developing user engagement strategies, and exploring evolving implications for better results in language acquisition. This research uses a systematic thematic review methodology. Following the guidelines from Braun and Clarke (2006), systematically analyzed 59 peer-reviewed studies thematically. They were identified through academic databases (e.g., Scopus, Google Scholar, ERIC, JSTOR, Education Source) published during 2023-2025. Developed themes included AI for student autonomy, pocket teacher AI: feedback and learning apps, AI for diverse demographics and social inclusion, intelligent conversations: chatbots and language models, personalized learning, limitations, and access inequalities. The study shows that personalized learning helps students learn languages better. Students who use advanced AI tools remember more and manage their learning better than with traditional methods. In the end, the implications of this study highlight the potential of AI tools such as ChatGPT, DeepSeek, and Duolingo to enhance language education by facilitating personalized learning and helping learners achieve better language-learning outcomes.
Copyright (c) 2026 Kazi Bushra Orpy, Shakere Juyana, Antura Akter https://creativecommons.org/licenses/by-sa/4.0
Multilingual Practices in Higher Education: The Effectiveness of Ubuntu Translanguaging for Language Acquisition
Monolingual approaches to language learning proves inconsequential in teaching an African language to a cohort of students who have limited access to the language of teaching and learning. This study aims to examine the effectiveness of students’ repertoires in L2 classroom. The study further seeks to establish how students make use of non-target languages to support language learning. This study is underpinned by ubuntu translanguaging as a pedagogical approach which is applied in the classroom setting to enhance learning. This study employs a qualitative approach by applying a document analysis approach. The findings indicate that the use of non-target languages in the classroom is used as a resource for meaning making, provides ontological access to disciplinary content, and that this approach empowers students within the language learning context. Therefore, the use of non-target languages is an inescapable reality in a time sensitive learning environment. Moreover, it has been determined that the use of non-target language(s) are an important component in the process of meaning-making. This study promotes the use of ubuntu translanguaging as a decolonial pedagogy which enhances access, meaning making, and student empowerment in an African language classroom. The study actively advocates for pedagogical transformation and a curriculum design rethink in the teaching and learning of an African languages as an additional language.
Copyright (c) 2026 Soyiso Godsave Khetoa https://creativecommons.org/licenses/by-sa/4.0
From Challenges to Success: Supporting an Autism Spectrum Disorder Student's Final Project Journey in English Language Education
The study intends to explore the dynamics of a student with autism spectrum disorder in completing his product-based final project to graduate from an English education department and to identify the strategies that effectively facilitated this student to do so. It was conducted due to the scarcity of research studies reporting the step-by-step sucess journey of students with ASD in completing their degrees. It employed teacher action research using the final project advisor’s observation of the participant during all consultation sessions, her journal detailing her reflections on the participant's step-by-step progress and the participant's consultation log. The study was conducted from February 15 to February 2, 2024. Regarding the participant's dynamic in completing his final project, this study found that seventeen consultation meetings in one semester were needed to create the instructional video, while it took twenty consultation meetings in the next semester to guide him to write his final project report. The study found six strategies to help the participant complete his final project. These were allowing him to do one thing at a time, focusing on tasks within his competence, using repetition techniques for his comprehension, using oral feedback and tutorials instead of written ones, giving onsite consultation instead of online, and accompanying him in challenging tasks. Educators in other contexts may implement or adapt these strategies to facilitate the learning of students with ASD, taking into account both the similarities to and differences from the participant in the present study.
Copyright (c) 2026 Mega Wati, Adaninggar Septi Subekti https://creativecommons.org/licenses/by-sa/4.0
Syntactic Interference of the Indonesian Language in Intermediate-Level German Composition
This study examines the phenomenon of syntactic interference arising from the structural differences between Indonesian (L1) and German (L2) in compositions written by B1-level students. The primary objective was to systematically identify, categorize, and analyze the specific forms of negative transfer. Utilizing the error analysis framework established by Corder and James, the data comprising 21 student compositions, were rigorously classified into systematic errors and incidental mistakes. The analysis revealed 15 distinct types of syntactic interference, predominantly involving critical German structures such as verb conjugation, word order (in both main and subordinate clauses), and the use of prepositions. The most frequently occurring form of negative transfer was observed in German verb conjugation errors. The overwhelming classification of observed instances as errors confirms a deep-seated negative transfer from the mother tongue to the target language system. These findings possess significant educational value, as they precisely map the areas where Indonesian speakers require the most targeted linguistic intervention. The results strongly recommend the integration of a contrastive learning approach and emphasize the urgent need for reinforcement activities that specifically build syntactic awareness in German instruction. This research serves as an evidence-based tool for practitioners, guiding the refinement of curriculum and pedagogical strategies to effectively minimize recurrent interference and enhance the precision of L2 acquisition at the intermediate level.
Copyright (c) 2026 Rount Maulero, Hayatul Cholsy https://creativecommons.org/licenses/by-sa/4.0
Flipbook Poetry Goa Terawang Based on Cooperative Script: Development, Validation, and Effectiveness in Poetry Reading Skills
The ability to read poetry is an essential competency in literary literacy in elementary schools, but students' mastery of intonation, articulation, and interpretation of meaning is often hampered by the limitations of interactive and contextual learning media. Although previous literature has partially explored the use of digital media and cooperative learning models, the integration of poetry based on local wisdom, audio models, and collaborative interactions in a single platform is still very limited. This study aims to develop the Goa Terawang Poetry Flipbook based on the Cooperative Script Model and to test its validity and effectiveness in improving the poetry reading skills of fourth-grade students at SDN Kediren, Blora. This research is a Research and Development (R&D) study adapted from Sugiyono's model through eight stages: (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) product testing, (7) product revision, and (8) field testing. The developed media integrates poetry texts containing local songs, visual illustrations, and expressive audio models accessed through QR codes, combined with a cooperative script model that includes paired activities so that children can practice more confidently with their peers. Expert validation results showed a very high level of feasibility, namely 92.8% for the material aspect and 94.6% for the media aspect. Effectiveness tests showed a significant increase in students' poetry reading skills, as evidenced by the results of the Paired Sample t-test (P < 0.05) in the product test and the Wilcoxon Signed-Rank test (P < 0.05) in the usage test. The improvement in learning outcomes was categorized as moderate, with N-Gain scores of 61.3% and 60.16%, respectively. In conclusion, the Goa Terawang Poetry Flipbook is declared valid and effective as an alternative learning medium to improve elementary school students' poetry reading skills.
Copyright (c) 2026 Aulia Hasna Nur Syifa, Panca Dewi Purwati https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Application of Cohesion Theory to Develop Students’ Written Discourse Competence
This study investigated teachers’ instructional practices of applying the theory of cohesion in teaching writing skills to develop grade 11 Ethiopian students’ written discourse competence. The participants were selected using purposive sampling. The study employed a descriptive research design. Classroom observation was used to collect the data. The data was analyzed thematically based on the qualitative data analysis framework developed by Braun and Clarke (2021). The theme of the data was developed based on the elements of cohesion: conjunction, references, ellipsis, substitution, and lexical cohesion. The study revealed that the majority of teachers limited the students’ exposure to conjunctions. Additionally, it was found that nearly all of the teachers rarely use strategies that could help students comprehend and employ cohesive devices in their writing. Instead, they avoided the communicative activities and concentrated on distinct sentence-level tasks. Hence, it is essential that the teachers expose the students to cohesive devices fully. The teachers should also employ different techniques that facilitate the students’ ability to employ cohesion in their writing. Textbook writers should also expose the students to different types of cohesive devices. They should also employ various activities that enhance the students’ ability to use cohesive devices in their writing.
Copyright (c) 2026 Zelalem Burayou, Rufael Disasa https://creativecommons.org/licenses/by-sa/4.0
Investigating Students’ Perceptions of Project-Based Learning (PBL) in a TEFL Course: A Case Study in Indonesian Higher Education
This study explores the implementation of Project-Based Learning in a Teaching English as a Foreign Language (TEFL) course. Employing a qualitative case study methodology, the research aims to answer two primary research questions: (1) How is TEFL class instruction changed from individual-oriented project learning to group-oriented project learning? and (2) How is the PBL-infused TEFL class instruction perceived by the students? Data were collected through course documentation, classroom observation, and questionnaires distributed to 13 students enrolled in the TEFL course at a faculty of teacher education. Using ADDIE model, the one-semester TEFL course originally constructed with individual-oriented approach was reshaped to emphasize collaborative learning tasks and authentic project outputs. The findings suggest that integrating PBL into the TEFL course provided more diverse learning opportunities for the students to increase their engagement with real-world issues and foster their autonomy, creativity, and active participation. As the transformed course outline gives more time and opportunities for group work, iterative feedback, and authentic assignments, the students perceived collaboration more positively, improved problem-solving skills, and developed professional identity as future educators. Thus, PBL is seen as an alternative pedagogical framework that can support both cognitive and social aspects of the students’ learning. The future implementation of PBL is to be equipped with clear scaffolding strategies to maintain students’ comprehension of the learning processes and maximize the PBL-based instructions. Not only for pedagogical classes, other courses teaching English language skills and components can also implement PBL to give more authentic assignments for the students’ collaborative learning.
Copyright (c) 2026 Mina Siti Tamah, Jessica Febrina Haryanto, Razanawati Nordin https://creativecommons.org/licenses/by-sa/4.0
Task-Based Learning Reimagined: How Gemini AI Enhances EFL Students’ Speaking Fluency in Self-Directed Learning
In self-directed learning, EFL learners face persistent fluency challenges, particularly when access to native speakers or teachers is limited. Recent advancements in generative AI, such as Gemini AI, offer transformative potential by simulating human-like interactions and adapting to individual learner needs. This study investigates how Gemini AI uniquely facilitates speaking fluency through Task-Based Learning in self-directed learning and its impact on students’ speaking performance. This study involved 19 participants enrolled in an English Discussion class at the Universitas Teknologi Yogyakarta who engaged in a four-week intervention program. Utilizing a mixed-methods design, the study combined quantitative analysis of speaking fluency metrics with qualitative examination of student reflection reports. Participants completed weekly speaking tasks using Gemini AI as a conversational partner, documenting their experiences in a structured report. Quantitative results showed a 13% average improvement in speaking fluency, particularly in lexical diversity and reduced hesitation. Qualitative analysis revealed five key themes: increased confidence in spontaneous speech, appreciation for 24/7 accessible practice, effective feedback to improve students' speaking skills, enhancing vocabulary, and fostering a non-judgmental learning environment. The findings suggest that Gemini AI can effectively supplement classroom instruction for speaking skill development. However, the generalizability of findings is constrained by the small number of participants and the short intervention period. Future research should employ longitudinal designs with larger cohorts to substantiate the long-term efficacy of AI-assisted task-based language teaching. Subsequent studies should also systematically investigate strategies to mitigate Gemini shortcomings, including optimizing feedback relevance and turn-taking mechanics for educational dialogue.
Copyright (c) 2026 Anang Widodo, Vivianti Vivianti, Sayit Abdul Karim, Hidayat Polim https://creativecommons.org/licenses/by-sa/4.0
Exploring the Development of Teachers’ Competences in Technology-Based EMI Practices in an Indonesian Islamic School
This study aims to describe how technology-enhanced learning with an English as a Medium of Instruction (EMI) approach is implemented at an Islamis school and to explore how teachers respond to the program. In Indonesian Islamic schools, EMI is seen as a strategic effort to strengthen students’ global readiness; therefore, integrating EMI with technology supports modernization. Using a qualitative participatory design, the research involved around 50 teachers from various subjects and was carried out in three stages: training, classroom implementation, and reflection. Data were collected through observations, interviews, and documentation, then analyzed thematically using NVivo 14 with EMI, TPACK, and SWOT as analytical lenses. The findings show that technology-based EMI is progressing but still not fully effective; teachers use technology mainly for visual support and basic English exposure, but EMI practices remain limited because of frequent code-switching, technical problems, time constraints, and minimal use of interactive digital tools. Interviews reveal that teachers respond positively yet realistically: they appreciate the increased student engagement, modernized learning atmosphere, and growing professional confidence, but also acknowledge challenges such as low digital skills, limited English proficiency, and insufficient structured training. The SWOT mapping shows opportunities in institutional branding and global readiness, and threats in inadequate infrastructure, inconsistent policies, and low parental digital literacy. The study concludes that technology-based EMI in MTs Cijangkar has strong potential but is still in transition, requiring sustained professional development, better facilities, and consistent institutional support for EMI to become a stable and effective instructional practice.
Copyright (c) 2026 Anugrah Imani, Muhammad Aminuddin; Ega Nur Fadillah; ⁠Dedi Sulaeman, Tedi Rohadi https://creativecommons.org/licenses/by-sa/4.0
Examining Consonant Fossilization in EFL Teachers’ Pronunciation: Insights from a Case Study of a Private High School in Yogyakarta
Although fossilization is a well-studied aspect of interlanguage among learners and teachers, consonant fossilization in the context of EFL teachers’ classroom practices remains under-explored. Since, Existing literature has primarily focused on EFL students, while EFL teachers are often assumed to possess near-native pronunciation. Within in SLA, consonant fossilization is significant because the stabilization of non-target phonological patterns can shape learners’ interlanguage development. Moreover, in EFL contexts, where the EFL teachers serve as primary pronunciation models, fossilized consonant errors may affect comprehensibility and the quality of classroom input. This study drew on interlanguage theory, fossilization theory, and causal factors of fossilization theory, which provided a conceptual framework for analyzing the types of consonants fossilization and the causal factor. This qualitative case study aims to examine the types of consonant fossilization and the factors that cause these errors to persist. The collected data through classroom observation along with video recording and in-depth interview were analyzed using an interactive model by Miles et al., (2014) which includes data condensation, data display, and conclusion drawing & verification. The findings reveal that there are nine fossilized English consonants, namely /z/, /v/, /θ/, /ʒ/, /t/, /p/, /g/, /d/ and /b/. Environmental, cognitive, socio-cognitive, and habitual or automatized factors have contributed to the fossilization among EFL teachers. It suggests that by increasing their awareness of English pronunciation, particularly of fossilized consonant sounds, teachers improve their teaching effectiveness. It implies the importance of strengthening pronunciation competence through targeted training and ongoing professional development in EFL contexts.
Copyright (c) 2026 Alya Savira, Surono Surono, Azwar Abbas https://creativecommons.org/licenses/by-sa/4.0
Diphtong Monophtongization in Japanese Loanwoards: An Acoustic and Sociolinguistic Analysis of Language Contact Effects
This study explores the monophthongization of diphthongs in Japanese loanwords, with a particular focus on the role of foreign language contact. Previous studies have failed to integrate acoustic evidence with sociolinguistic perception in explaining phonological adaptation in Japanese loanwards. This study fills this gap by integrating acoustic phonetic analysis and sociolinguistic perspectives. The dataset consists of 50 Japanese loanwords containing diphthongs (/ai/, /ei/, /oi/, /au/, /ou/), produced by 50 native speakers from two age groups (18–35 and 36–70). A total of 2,500 audio tokens were collected and analyzed using Praat to observe vowel duration and formant transitions. In addition, a perception survey was conducted to assess speakers' attitudes toward monophthongization. The findings indicate a systematic shift from dynamic vowel sequences toward stable long vowel nuclei, suggesting that Japanese speakers are not merely simplifying articulation but restructuring diphthongal sequences into phonologically unified segments. These findings challenge the traditional assumption that Japanese preserves vowel sequences without significant restructuring, suggesting instead that loanward phonology actively reshapes vowel organization under contact pressure. Sociolinguistic results show diverse perceptions: some consider this process natural, while others see it as an impact of media and globalization. The generational differences observed in this stud suggest that monophthongization is not a completed change but a stratified variation, where competing phonetic norms coexist across age groups. This study contributes to the understanding of sound changes in Japanese, supports language education, and provides a curated phonetic dataset for future linguistic and speech technology research.
Copyright (c) 2026 Nursyifa Azzahro; Naelul Rohmah; Mauldina Permata Dewi, Alvyna Febrianti https://creativecommons.org/licenses/by-sa/4.0
Integrating World Englishes in English-Medium Instruction: A Systematic Literature Review for Inclusive Pedagogy
The speedy growth of English-Medium instruction (EMI) in higher education has brought more concern on language equity and inclusion. Following the situutation, some challenges concerning on persistent language standard ideology, native-speaker centering, internalization pressure, and and teachers’ lack preparation for multi language classroom existed. This study examined how WE is integrated within EMI and identified an insistent void between theory and classroom practice. While current studies progessively concentrate on inclusive and pluralistic approaches, a study on sustained pedagogical integration and its implication of integrating WE into EMI is lacking. Adopting Systemic Literature Review (SLR), 22 articles issued in the year between 2014-2025 were examined. The results indicate that incorporating World Englishes into English Medium Instruction faces challenges related to idelogogical, institutional, stemming mostly from native-speakerism impact and lack of training support for lecturer. Nonetheless, positive trend is emerging in the acceptance of english variation among teacher and students, especially within intercultural communication setting. The findings bring wider implications for educators and policy makers aiming to connect internationalization objectives with inclusive pedagogies within higher education level like the need for adopting translanguaging strategies, developing context-sensitive curricula, and improving teachers’ intercultural competence. This study underlines that incorporating World English into English Medium Instruction goes beyond language proficiency, fostering more comprehensive, fair, and adaptable learning context in higher education globally.
Copyright (c) 2026 Faiza Hawa, Rohmatillah, Basikin Basikin, Dyah Setyowati Ciptaningrum, Adjie Pradana Wibowo https://creativecommons.org/licenses/by-sa/4.0
BERT-Based Grammatical Error Analysis in Indonesia Senior High School Essays
In high-resource languages, automated grammatical error detection has rapidly evolved; however, there are still few technologies that are comparable for Bahasa Indonesia, especially in secondary school settings. Although spelling, morphology, syntax, and diction are common problems for Indonesian senior high school students, AI-assisted feedback systems specifically designed for Indonesian writing are still in their infancy. The use of IndoBERT-base for grammatical error analysis in 82 senior high school student essays totaling 10,911 words is examined in this work. Following two expert raters' hand annotation, 1,872 grammatical mistakes were found in four different categories. Prior to analysis utilizing a refined IndoBERT-base model, the essays underwent pre-processing procedures including as tokenization, normalization, and alignment with gold-standard annotations. F1-score, which is calculated by comparing predicted labels with teacher-validated error tags, accuracy, precision, and recall were used to assess the model's performance. The model demonstrated good agreement (80%) with human raters and correctly identified 1,594 mistakes, yielding a detection rate of 85.1%. Due to their contextual and semantic complexity, syntax and diction showed reduced accuracy, whereas spelling and morphology identification showed especially good performance. These results suggest that automated grammatical analysis of Indonesian student writing can be successfully supported by transformer-based models. Nonetheless, shortcomings in managing discourse-level interdependence underscore the ongoing significance of human assessment. The study supports the incorporation of hybrid human–AI feedback systems to improve writing teaching in the classroom and advances the development of AI-assisted grammar tools for Indonesian education.
Copyright (c) 2026 Syarifuddin Tundreng, Heri Alfian, Parsya Kartika, Azka Airin Nisa https://creativecommons.org/licenses/by-sa/4.0
Investigating EFL Students’ Learning Styles in English for Specific Purposes: A Vark-Based Study on the Fashion Education Context
English for Specific Purposes (ESP) instruction in vocational contexts—particularly in fields such as Fashion Education—has often overlooked students’ diverse learning style preferences, creating a gap between pedagogical approaches and learners’ needs. This study addresses that gap by investigating the learning styles of 40 Fashion Education students using the VARK (Visual, Aural, Read/Write, Kinesthetic) model to inform differentiated ESP pedagogy. Employing a descriptive quantitative method, the study utilized the VARK questionnaire to assess individual learning preferences. Results revealed that 65% of participants demonstrated kinesthetic learning tendencies, while 70% exhibited multimodal profiles. These findings indicate a predominant preference for experiential and blended learning approaches, underscoring the limitations of traditional, text-heavy ESP instruction in vocational settings. The novelty of this study lies in its focus on Fashion Education, a creative and practice-based discipline where learning style alignment is crucial yet underexplored in ESP research. Beyond the local context, the results contribute to international ESP discourse by offering evidence that differentiated and learner-responsive approaches can enhance both engagement and communicative competence. For educators, the study highlights the need to integrate more task-based, hands-on, and multimodal strategies into ESP classrooms to ensure instruction is both industry-relevant and inclusive, thereby improving learning outcomes across vocational education.
Copyright (c) 2026 Sita Nurmasitah, Pudji Astuti, Nabila Luthfionaura, Atika Atika, Joe-Bren L. Consuelo https://creativecommons.org/licenses/by-sa/4.0
Modality Acts as a Strategic Pedagogical Support: Exploring Face, Stance, and Participation In EFL Learners’ Classroom Interactions
The importance of understanding modality role as pedagogical support in helping EFL learners manage face, build stance, and regulate participation in higher education contexts. This study aims to explore how modalities function as pedagogical support in helping English as a Foreign Language (EFL) learners manage face, negotiate stance, and regulate participation in a higher education learning context. Using a qualitative phenomenological approach, data were collected through in-depth interviews with 13 fifth-semester students of the English Language Education Study Program at Muhammadiyah University of Bulukumba. The research findings indicate that modalities—presented through text messages, voice recordings, emojis, gestures, intonation, and digital communication features—play a significant role in reducing anxiety, increasing self-confidence, and providing more flexible access to participation for students. Participants viewed modalities as “safe communication spaces” that allowed EFL students to express ideas, refine language structures before use, and negotiate meaning without direct pressure. To support language production, modalities also shape learners’ identities, social positioning, and emotional engagement in academic interactions. This study concludes that modality acts as a strategic pedagogical support that helps EFL learners manage their identity, attitudes, and participation more confidently and adaptively in academic interactions. The implication is that lecturers need to consciously integrate multimodal strategies into learning design to support face management, stance strengthening, and increasing students' participation. This study contributes the language pedagogy and sociolinguistics by asserting that modality functions as an interactional resource that mediates face management, stance formation, and participation structures in EF contexts.
Copyright (c) 2026 Nur Ina Syam, Ahmad Arkam Ramadhani, Sri Wahyuni Thamrin, Fahmi Room, Andi Yurni Ulfa, Suraiya Chapakiya https://creativecommons.org/licenses/by-sa/4.0
Cultural Representation in Erlangga Arabic Textbooks (Phases D–F): A Multimodal Discourse Analysis for the Merdeka Curriculum
Despite the Merdeka Curriculum’s emphasis on intercultural competence, the limited number of multimodal analyses of cultural representation in Arabic-language textbooks in Indonesia remains a concern. This study investigates how local, Arab–Islamic, and global cultural elements are represented in three Erlangga Arabic textbooks for Phases D–F using Multimodal Discourse Analysis (MDA) and the Multimodal Content Analysis (MMCA) template proposed by Serafini and Reid (2023). A total of 32 multimodal units were analysed. The findings reveal a clear imbalance in cultural representation. Local culture dominates across phases (75% in Phase D; 69.23% in Phase E; 72.73% in Phase F), while Arab–Islamic and global cultures are minimally represented. Big C cultural elements account for the vast majority of representations (over 85% within local culture), whereas small c elements appear only sporadically and exclusively within local contexts. Furthermore, most cultural representations are presented implicitly through visual–verbal integration rather than through explicit cultural explanation. These findings suggest that current Arabic language textbooks underrepresent cultural diversity and offer limited support for the development of intercultural communicative competence. The study recommends more balanced inclusion of local, Arab–Islamic, and global cultures, greater integration of small c cultural practices, and more explicit cultural framing to support teachers’ pedagogical mediation.
Copyright (c) 2026 Shofwan Sholahudin, Mazin Abdelrazig Eljack Farag Alla, Mohamad Zaka Al Farisi https://creativecommons.org/licenses/by-sa/4.0
Traversing the Transcendent for Literary Exploration and Creative Translation of the Quran's First Revelatory Clot
Scholars and translators have a complicated and multi-faceted problem when attempting to translate the Quranic text, especially the opening lines of Surah Al-'Alaq (The Clot). With its foundation in the illustrious history of Islamic scholarship, this research delves into the methods used by three renowned translators, Marmaduke Pickthall, Yusuf Ali, and Mustafa Khattab, to bring these passages into English. This study explores the cultural, linguistic, and religious constraints involved in translating the Quran. It emphasizes the need of finding an equilibrium between literal and idiomatic translations, preserving the text's musicality and poetic qualities, and effectively conveying its profound spiritual and theological significance. The research examines the translators' strategies, drawing on theories of cultural and linguistic translation, to understand how they worked. These strategies included working with Islamic scholars, including multiple cultural viewpoints, and using explanatory notes. The results highlight the complex nature of translating the Quran and the constant attempts to improve translation methodologies via iterative review, technical developments, and multidisciplinary cooperation. The conclusion emphasizes the importance of maintaining the integrity of the Quranic text while making sure it's accessible and relevant to people all over the world.
Copyright (c) 2026 Baharuddin Baharuddin, Lalu Jaswadi Putera https://creativecommons.org/licenses/by-sa/4.0
Adaptive Interactive Features in the 'Listen To Me' Application to Support Independent Learning for Visually Impaired Children
Advancements in information and communication technology have created new opportunities for developing accessible and adaptive learning systems. One promising approach is the use of audio-based learning applications, which substitute visual information with structured auditory instructions. This research aims to develop adaptive interactive features in the ‘Listen to Me” application to enhance the independent learning skills of visually impaired children. The features are designed with three main characteristics: automatic adaptation of material difficulty levels; an audio-based interface that delivers clear instructions and feedback; and dynamic responses that adjust to users’ interaction patterns. The study employed a Research and Development (R&D) approach with a waterfall model, executed through the stages of needs analysis, design, implementation, testing, and evaluation. Expert evaluations of the developed features indicated a very high level of feasibility. Furthermore, the results of limited trials involving the target users (visually impaired children) demonstrated the features’ effectiveness in improving content comprehension, facilitating navigation, and fostering motivation for independent learning. The findings conclude that the adaptive interactive features within the Listen to Me application are feasible, effective, and accessible as a self-learning medium, offering strong potential to support the expansion of inclusive education for visually impaired children.
Copyright (c) 2026 Dian Pratiwi, Bambang Triraharjo, Aisyatul Vidyah Qori'ah, Ridho Pamungkas Ibnu Surya, Syifa Miftahunnajah https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students' Listening Skills Using Extensive Reading Central in an Extensive Listening Program
This study explores the effectiveness of an Extensive Listening (EL) program using ER Central in improving university students' TOEFL listening comprehension. The program was implemented for one semester with 61 English course students, who underwent pre- and post-tests using the TOEFL listening section. The EL program, inspired by Extensive Reading (ER), emphasized regular exposure to authentic audio materials supplemented with text support. ER Central facilitated material delivery, progress tracking, and quiz administration. Findings revealed a significant improvement in students' listening scores, with an average increase of 26.89 points from pre-test (378.52) to post-test (405.41). A paired t-test confirmed the statistical significance of this improvement (t = -5.085, p < 0.001). However, correlations between the number of quizzes completed, average quiz scores, and score improvements were weak and insignificant, suggesting that frequent quizzes alone may not directly enhance listening comprehension. Pedagogically, the findings suggest that technology-supported extensive listening can promote learner autonomy and consistent practice, especially when aligned with standardized test formats such as TOEFL. Despite its success, limitations include the absence of a control group and the restricted generalizability of results. The findings underscore the need for tailored materials aligned with TOEFL question formats and a holistic approach integrating diverse listening strategies. This research contributes to understanding how technology-enhanced EL programs can optimize language learning outcomes.
Copyright (c) 2026 Stella Prancisca, Cary Chappell https://creativecommons.org/licenses/by-sa/4.0
Impact of SGBs' Language Policy Decisions on Language of Instruction in Primary Schools in Hammanskraal
This study examines the consequences of School Governing Bodies’ (SGBs) decisions regarding the Language of Learning and Teaching (LoLT) in primary schools in Hammanskraal, a linguistically diverse context where most learners are not home-language speakers of English. Despite extensive evidence supporting mother-tongue-based education, SGBs continue to prioritise English as the medium of instruction. Anchored in a qualitative interpretive paradigm, the study draws on semi-structured interviews with SGB members, classroom observations, and document analysis of learners’ written work. Vygotsky’s sociocultural theory and Piaget’s cognitive development theory frame the analysis, highlighting the central role of language in cognitive development and meaning-making. The findings reveal that English-medium instruction, when introduced without sufficient linguistic scaffolding, leads to difficulties in comprehension, participation, and vocabulary acquisition, as well as subject-specific language, particularly in conceptually demanding subjects such as the Natural Sciences. Teachers often resort to code-switching, underscoring the continued relevance of the mother tongue. The study further demonstrates a misalignment between language policy, governance decisions, and classroom realities. Furthermore, it contributes to broader debates on English-medium instruction in multilingual contexts and provides evidence-based insights to inform language policy reform, including the implementation of the Basic Education Laws Amendment (BELA) Act. Finally, the study recommends an additive bilingual approach that balances mother-tongue instruction with the gradual development of English academic proficiency to promote equitable educational outcomes.
Copyright (c) 2026 Mmamoyahabo Constance Makgabo https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Students’ Perceptions and Learning Experiences in Utilizing Smalltalk2me Media in Enhancing Speaking Skills
This study investigates EFL students’ perceptions and learning experiences in using SmallTalk2Me, an AI powered speaking platform, to support speaking development. Employing a descriptive qualitative design, the study involved ten students from the English Education Study Program at the State Islamic University of Mataram, selected through purposive sampling. Data were collected through classroom observation during a mini workshop and semi structured interviews. The findings reveal that students generally perceived SmallTalk2Me positively because it provided immediate and useful feedback on fluency, pronunciation, grammar, and vocabulary. Contextualized prompts, interactive features, and CEFR based evaluations increased learners’ confidence, motivation, and willingness to speak more spontaneously. Participants also appreciated the platform’s natural conversational practice and its support for self directed learning. However, several challenges emerged, including limited access to free features, unstable internet connections, difficulty understanding some features, and a lack of topic variety, especially for beginners. Students suggested expanding conversation topics, providing more detailed corrective feedback, and making premium services more affordable. Overall, SmallTalk2Me shows strong potential as an adaptive medium for enhancing EFL speaking practice, although further development is needed to improve accessibility, inclusivity, and effectiveness in broader instructional contexts.
Copyright (c) 2026 Nur Hairunnisa Annuri, Jingga Sulistia Putri, Siti Muawanah, Rahmat Alfin, Ika Rama Suhandra, Dong Bae Lee, Hafizah Hajimia https://creativecommons.org/licenses/by-sa/4.0
Exploring Politeness Through Modality: A Corpus-Based Analysis of Modal Verbs in Indonesian EFL Textbooks
Politeness is a core aspect of language use and is frequently realized through modality, particularly modal verbs expressing permission and indirectness. In EFL contexts, textbooks play a crucial role in shaping learners’ pragmatic competence by modeling how modal verbs encode culturally appropriate politeness strategies. This study aims to explore modal verbs expressing politeness in English textbooks for grades 10, 11, and 12. A corpus-assisted approach was employed and the primary data consisted of reading and instructional texts from the three English textbooks constructed as a corpus. The texts were converted into txt format and processed using AntConc to analyze six modal verbs associated with politeness: may, might, can, could, will, and would. The analysis focused on frequency counts and contextual usage identification to determine how each modal conveyed politeness in different topics and tasks. The results showed an increasing frequency of modal verbs across grade levels, with 183 occurrences in Grade 10, 329 in Grade 11, and 343 in Grade 12. Across all grades, the modal verb can was the most frequently used, while modal verbs might and could were rarely used. Modal verbs like may, can, might, could, will, and would in the textbooks reflect Indonesian social norms of politeness. Among them, modal verbs can, will, and may are used most often, showing common expressions of permission and polite requests in formal and everyday contexts. The findings suggest that modal verb usage in the textbooks reflects Indonesian cultural values, particularly the preference for polite, indirect communication in formal and educational settings.
Copyright (c) 2026 Ikmi Nur Oktavianti, Enggar Bagas Dewantara, Noor Raha Mohd Radzuan, Wan Jumani Binti Fauzi https://creativecommons.org/licenses/by-sa/4.0
Team Games Tournament Implementation in Enhancing Students’ Arabic Vocabulary: A Lesson from Islamic High Schools
Mastery of Arabic vocabulary is a fundamental requirement that supports students’ abilities in listening, speaking, reading, and writing. However, many learners continue to struggle due to limited instructional variety and teacher-centered practices that reduce engagement and learning motivation. This issue is particularly evident among Grade XI students at MA PPM Tana Toraja, whose low vocabulary mastery negatively affects their ability to comprehend texts and use Arabic actively. While previous studies have emphasized the potential of cooperative learning strategies, limited empirical research focuses on the application of the Team Games Tournament (TGT) method in Arabic vocabulary instruction within boarding school contexts. To address this gap, the present study examines the effectiveness of the TGT method in enhancing students’ Arabic vocabulary mastery. Employing a pre-experimental one-group pre-test and post-test design, the study involved 17 students selected through purposive sampling. Data were collected using vocabulary tests, observation sheets, and student perception questionnaires, and analyzed through descriptive statistics, normality testing, and paired-samples t-test. The findings show a substantial improvement, with the mean score increasing from 47.06 on the pre-test to 84.41 on the post-test, and the t-test indicating a statistically significant difference (p < 0.001). These results demonstrate that the collaborative, game-oriented, and competitive elements of TGT effectively increase students’ motivation, participation, and vocabulary retention. Overall, the study concludes that the TGT method is an effective, engaging, and practical approach for improving students’ Arabic vocabulary mastery.
Copyright (c) 2026 Winda Sari, Haeruddin Haeruddin; Muhammad Ridwan; Haeriyyah https://creativecommons.org/licenses/by-sa/4.0