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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Research on English and Language Learning (J-REaLL) e-Journal of ELTS (English Language Teaching Society)
Ernitasari Mulyadi
Universitas Muhammadiyah Palu
Education Languange, Linguistic, Communication & Media Social Sciences Other

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PRIVATE SPEECH IN ADULT FOREIGN LANGUAGE ACQUISITION: MECHANISMS, IMPLICATIONS, AND PATTERNS AMONG TERTIARY LEARNERS Rahayu Prasetyaningsih; Ernitasari Mulyadi; Dewi Rara Amiati; Hasriana
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6144

Abstract

This research investigates the mechanisms of private speech in adult foreign language acquisition, particularly English language, focusing on how tertiary learners utilize self-directed talk to manage cognitive load during motor-language tasks. The study aims to identify the specific triggers, behavioral patterns, and self-regulatory functions of private speech when learners are required to coordinate physical actions with real-time English narration. Employing a qualitative phenomenological design, the study involved five sophomore students at Universitas Muhammadiyah Palu who participated in an Action-Sequence Protocol followed by Video-Stimulated Recall Interviews (SRI). Data were analyzed through observation of behavioral markers and thematic condensation of interview reflections. Results indicate that private speech acts as a vital cognitive bridge, manifesting through three primary functions: iterative planning for task management, affective self-soothing to mitigate frustration, and spontaneous error monitoring. Findings reveal a dichotomy in strategies, where some learners externalize cognitive load through audible whispering while others internalize it through prolonged pausing. These results prove that hesitation and mumbling in adult learners are sophisticated self-regulatory strategies rather than linguistic deficiencies. The study implies a necessary paradigm shift in tertiary pedagogy, suggesting that educators should recognize and encourage private speech as a legitimate scaffolding tool to reduce speaking anxiety and foster learner autonomy in English language context. These insights establish a foundation for future exploration into culturally integrated speaking tasks and longitudinal pedagogical interventions. Keywords: Private Speech; Action-Sequence; Foreign Language Acquisition; Tertiary Learners; Self-Regulation
The Profile of 21st Century Skills on Students with Diverse Learning Preferences in EFL Classroom Ismail Manangkari; Ernitasari Mulyadi; Abdah Abdah; Dewi Rara Amiati; Nurul Khasanah
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6387

Abstract

This study aimed to investigate the profile of 21st-century skills among students with diverse learning preferences in an EFL classroom and to identify learning patterns associated with different learning preference groups. This study employed a qualitative descriptive design involving 17 students enrolled. Data were collected through classroom observations and semi-structured interviews conducted over the course of the study. Classroom observations focused on students’ participation, interactions, problem-solving behaviors, communication practices, and creative contributions during learning activities. The interviews were conducted to gain deeper insights into students’ learning experiences, preferred learning strategies, and perceptions of their own skill development. To ensure the credibility and trustworthiness of the findings, data were analyzed using triangulation techniques by comparing and cross-checking information obtained from observations and interview responses. The findings revealed that all participants demonstrated evidence of the four dimensions of 21st-century skills; however, the degree and manner in which these skills were expressed varied according to students’ learning preferences. Visual learners predominantly demonstrated creativity through visual representation, innovative project development, and the use of diagrams, images, and multimedia tools to convey ideas. Auditory learners exhibited stronger communication skills, characterized by active participation in classroom discussions, effective verbal interactions, and confidence in expressing opinions and responding to peers. Read/write learners showed higher levels of critical thinking through analytical reading, reflective writing, information synthesis, and the evaluation of arguments and evidence. Meanwhile, kinesthetic learners displayed stronger collaboration skills through active engagement in experiential learning tasks, group projects, and hands-on activities that required teamwork and collective problem-solving.
Exploring MALL and AI integration in EFL: Impacts on speaking skills and learners’ motivation Andi Mappewali; Fikriani A. Omolu; Ernitasari Mulyadi; Ismail Manangkari; Raga Driyan Pratama
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24221

Abstract

While mobile-assisted language learning (MALL) and artificial intelligence (AI) are known to enhance EFL learning, there exists a deficiency in comprehending their exact influence on discrete speaking sub-skills. This study addresses this gap by providing a granular analysis of how the AI-powered application ELSA Speak affects specific aspects of speaking proficiency and motivation. Employing a quasi-experimental, pretest-posttest design over six weeks, 20 Indonesian EFL learners were divided into an experimental group (n=10) using ELSA Speak and a control group (n=10) receiving conventional instruction. The results showed a notable enhancement in the speaking abilities of the experimental group, with statistical significance (t(9) = 6.025, p < .001), whereas the control group showed no significant improvement. The mean score for the experimental group increased from 58.6 to 68.7, with fluency showing the most substantial gain (+18.3 points), followed by intonation (+16.8) and pronunciation (+8.1). Furthermore, questionnaire data indicated very high motivation (M=4.49/5.00). A significant limitation of this study is its limited sample size, which impacts the generalizability of the results. The primary practical implication is that AI tools like ELSA Speak are highly effective as supplementary resources for building learner fluency and confidence. More extensive studies with broader demographics and longer time frames are required to validate the results.
EXPLORING COGNITIVE PROCESSES IN ENGLISH WRITING AMONG GRADE XI STUDENTS Ikharisti Ikharisti; Ernitasari Mulyadi; Andi Naniwarsih
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6913

Abstract

Writing is a complex cognitive and self-regulatory process that requires learners to generate and organize ideas, solve problems, monitor their writing, evaluate their texts, and regulate their writing activities. This study aimed to explore the cognitive challenges experienced by Grade XI students during the English writing process at SMK SPP Muhammadiyah Siney. A qualitative case study design involving 15 students (n=15) was employed to obtain an in-depth understanding of students’ writing processes in their actual learning context. Data were collected through interviews, observations, and documentation of students’ writing activities, and analyzed using thematic analysis following the interactive model of data condensation, data display, and conclusion drawing. The findings revealed that students experienced interconnected difficulties across the writing process. The most prominent challenge was problem-solving (73.3%), particularly when students encountered difficulties with vocabulary and grammar and relied on dictionaries, translation tools, peers, or teachers. Planning and evaluation were the next most prominent difficulties (66.7% each), as many students began writing without systematic pre-writing activities and demonstrated limited systematic revision. Self-monitoring was also problematic (60%), with students rarely checking their writing while composing. In addition, 60% of students experienced difficulties in time management. Overall, the findings indicate that students tended to prioritize completing the written product rather than engaging consistently in the recursive processes of planning, monitoring, and revision. These findings highlight the need for process-oriented and self-regulated English writing instruction that explicitly supports planning, strategic problem-solving, self-monitoring, time allocation, and systematic revision.
Speaking Courage Challenges among First-Semester Non-English Majors through an MSME Promotional Video Project Alya Sakinah Aqsha Dewi; Andi Naniwarsih; Ernitasari Mulyadi; Laila Kurniawaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.12894

Abstract

This qualitative descriptive study explores the speaking-related challenges reported by first-semester students in non-English study programs during a project to create English-language promotional videos for micro, small, and medium-sized enterprises (MSMEs). The dataset consists of 35 written responses to five open-ended questions distributed in class, with seven responses per question. We identified five initial themes: diverse emotional responses and perceptions of the task; low linguistic confidence and fear of negative evaluation; peer support and uneven participation; reliance on scripts and preparation strategies; and managing performance demands during video production. Students reported employing various strategies, such as practising, memorising, recording themselves, utilising online pronunciation resources, and simplifying sentences.
Vowel and Inflected-Form Realisation in the Recorded Read-Aloud Performance of Indonesian First-Year English Education Students Andi Naniwarsih; Mustika Aprilia; Ernitasari Mulyadi; Laila Kurniawaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.13065

Abstract

This qualitative descriptive study examined how first-year English Education students at an Indonesian university realised vowels and inflected word forms in recorded read-aloud submissions, and how these realisations related to their reading fluency. The question matters because pre-service teachers' read-aloud performance will serve as a pronunciation model for their future pupils, and errors produced fluently may go unnoticed by both reader and listener. Twelve recordings of a 109-word narrative passage, submitted through Google Classroom, were analysed using error analysis and descriptive fluency profiling. Fluency tended to run ahead of accuracy: six readers were placed higher on fluency than on accuracy, none showed the reverse, and most deviations were produced smoothly without self-correction. Deviations clustered in two areas: word endings carrying inflectional meaning, which were deleted (months → month) or replaced by the base form (left → leave), and vowels in high-frequency words, which were pronounced according to spelling (came → cam, seems → sems). Only the two weakest readers combined low accuracy with word-by-word reading. Teacher education programmes should teach inflected forms and spelling-to-sound vowel patterns explicitly, and assess accuracy and fluency separately so that fluent errors are not overlooked.
THE EFFECT OF WORDWALL ON STUDENTS’ ENGLISH VOCABULARY MASTERY: A WEB-BASED LEARNING APPROACH Risa Rahmawati; Ernitasari Mulyadi; Rahayu Prasetyaningsih; Dewi Rara Amiati
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6917

Abstract

This study aimed to investigate the effect of WordWall on students’ English vocabulary mastery through a web-based learning approach. The study employed a pre-experimental design using a one-group pre-test and post-test design. The participants were 30 Grade XI students from one intact class of the Computer and Network Engineering department at SMK Muhammadiyah 1 Palu. Data were collected through a vocabulary test administered before and after the treatment and an observation checklist to support the description of the learning process. The treatment was conducted in six meetings using WordWall-based vocabulary activities focusing particularly on nouns and adjectives. The results showed a substantial improvement in students’ vocabulary mastery following the implementation of WordWall. The mean score increased from 42.33 on the pre-test to 80.67 on the post-test, representing a mean improvement of 38.33 points. A paired-samples t-test revealed a statistically significant difference between the pre-test and post-test scores, t(29) = 26.81, p < .001, with a very large standardized effect. The observation results further indicated active participation and positive engagement during the learning activities. These findings suggest that WordWall can serve as an interactive web-based learning approach to support English vocabulary learning, particularly in learning nouns and adjectives. However, because the study employed a one-group design without a control group, the findings should be interpreted as evidence of improvement following the intervention rather than definitive evidence of a causal effect attributable exclusively to WordWall.
Co-Authors A. Mappewali Abdah Abdah Alya Sakinah Aqsha Dewi Andi Naniwarsih Dewi Rara Amiati Fikriani A. Omolu Hasriana Ikharisti Ikharisti Laila Kurniawaty Manangkari, Ismail Mustika Aprilia Nurul Khasanah Raga Driyan Pratama Rahayu Prasetyaningsih Risa Rahmawati