Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Abjadia, International Journal of Education Journal of Research on English and Language Learning (J-REaLL)
Andina Silvi Amalia
Universitas Islam Malang
Education Languange, Linguistic, Communication & Media Social Sciences Other

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From accuracy to fluency: Exploring EFL teachers’ perceptions of speaking assessment in pesantren-based school context Andina Silvi Amalia; Junaidi Mistar
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.v7i1.24461

Abstract

This study was motivated by the gap between the ideal framework of speaking assessment, which emphasizes grammatical accuracy as a primary indicator, and classroom practice in Islamic boarding schools (pesantren), where fluency and confidence are often prioritized over linguistic accuracy. Accordingly, this study explores EFL teachers’ perceptions of grammatical accuracy in speaking assessment and how these perceptions influence the design and implementation of assessment rubrics. Employing a descriptive qualitative approach, data were collected through semi-structured interviews with three EFL teachers teaching at the elementary, intermediate, and advanced levels. The findings reveal that although grammatical accuracy is acknowledged as important, teachers tend to prioritize effective communication, fluency, and speaking confidence. The assessment rubrics applied are flexible and adapted to students’ backgrounds, proficiency levels, and learning needs. The study also confirms that teachers’ prior learning experiences, professional training, and personal beliefs significantly shape their assessment practices. However, the limited number of participants and the specific institutional context restrict the generalizability of the findings. The study highlights the importance of teacher training that promotes a holistic and contextual approach to speaking assessment, as such an approach may enhance learners’ communicative confidence, reduce speaking anxiety, and foster more active participation in English use within the pesantren environment. Future research is recommended to examine the long-term effects of improved speaking assessment practices on graduates’ social engagement and future opportunities.
EFL Students’ Grammatical Errors in Online Chat Groups as Indicators of Interlanguage Development Dewi Ulil Fakhirah; Andina Silvi Amalia; Alfan Zuhairi
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.43139

Abstract

Grammatical errors are a natural part of second language acquisition and provide valuable insights into learners' language development. Based on Selinker's Interlanguage Theory (2015), grammatical errors are viewed as indicators of interlanguage development rather than evidence of language failure. This study aimed to analyze the grammatical errors produced by postgraduate EFL students in academic WhatsApp group interactions and to examine how these errors reflect interlanguage development. A descriptive qualitative design was employed using naturally occurring WhatsApp chat messages collected from two academic WhatsApp groups of students enrolled in the Master of English Language Teaching Study Program. The data were analyzed using thematic analysis and classified according to Selinker’s Interlanguage Theory (2015) into three interlanguage processes: language transfer, overgeneralization of target language rules, and second language communication strategies. The findings revealed that the grammatical errors were systematic rather than random and reflected the learners’ ongoing interlanguage development through these three processes. The findings also suggest that academic WhatsApp interactions provide an authentic context for observing how postgraduate EFL students construct and refine their interlanguage in natural communication. This study concludes that grammatical errors should be viewed as a natural part of second language development rather than as evidence of language failure. Future research is encouraged to involve participants from different educational contexts and digital communication platforms to provide a broader understanding of interlanguage development in online learning environments.
Co-Authors Alfan Zuhairi Dewi Ulil Fakhirah