Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal IJoLE: International Journal of Language Education EDUVELOP (Journal of English Education and Development)
Dzul Rachman
Universitas Muhammadiyah Kalimantan Timur, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Critical Reading Skill Development through Mobile-Assisted Language Learning (MALL) Collaboration: A Needs Analysis Dedi Rahman Nur; Dzul Rachman; Arbain Arbain
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5807

Abstract

This study investigates the integration of collaborative learning within mobile-assisted language learning (MALL) environments to enhance critical reading skills among English Department students in East Kalimantan. The research aims to identify learners’ and lecturers’ needs, wants, and challenges related to critical reading instruction through mobile-based collaboration. Employing a mixed-methods approach, data were collected from 55 students and 5 lecturers using a 50-item Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative responses were coded thematically using ATLAS.ti. The findings reveal that both students and lecturers highly value the incorporation of technology and collaborative activities in fostering critical reading abilities. Over 90% of respondents agreed that MALL enhances engagement, autonomy, and comprehension when combined with peer interaction and authentic materials. However, challenges such as diverse proficiency levels, limited digital resources, and insufficient professional training for lecturers were also identified. The study concludes that designing collaborative MALL frameworks—integrating discussion forums, peer feedback, and adaptive learning tools—can significantly support the development of students’ critical literacy. The results provide a foundation for developing context-specific MALL applications and contribute to the advancement of critical reading pedagogy in higher education
Request Strategies in Academic Contexts: Exploring Intercultural Pragmatic Strategies among Indonesian, Kazakhstani, and Uzbek EFL Students Arbain Arbain; Dzul Rachman; Saltanat A. Meiramova; Fahmi Gunawan; Dedi Rahman Nur; Muhammad Aswad
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90048

Abstract

Studies on request strategies in academic settings have mostly focused on East Asian or single-national contexts, leaving comparative perspectives from Southeast and Central Asia limited. In particular, little is known about how age, gender, and pragmatic awareness shape students’ communicative behavior across diverse cultural backgrounds. This study addresses the gap by examining how Indonesian, Kazakhstani, and Uzbek EFL students formulate academic requests and how socio-demographic and cognitive-affective factors influence their choices. The research draws on Brown and Levinson’s politeness theory, Hofstede’s cultural dimensions, and relational approaches such as rapport management. A sequential explanatory mixed-methods design was employed: quantitative data were gathered from 347 students using a Discourse Completion Test (DCT) and demographic surveys, analyzed with chi-square tests, and enriched through semi-structured interviews. Findings revealed strong cultural variation: Indonesians preferred conventional indirectness to preserve harmony, Kazakhstani students favored directness reflecting explicitness and efficiency, while Uzbeks adopted a hybrid pattern. Age and gender significantly influenced strategies, with older and female learners tending toward indirect forms. Thematic analysis highlighted pragmatic awareness through monitoring language, cultural expectations, anxiety regulation, and growing confidence. The study extends politeness theory by showing that clarity can function as a pragmatic value, and it offers pedagogical implications, recommending explicit intercultural pragmatics instruction via case studies, role-plays, and email simulations.
Co-Authors arbain arbain Dedi Rahman Nur Dedi Rahman Nur Fahmi Gunawan Muhammad Aswad Saltanat A. Meiramova