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p-Index From 2021 - 2026
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All Journal Tarling : Journal of Language Education Technology and Society Perspectives (TACIT)
Yulian Purnama
UIN Prof. K.H. Saifuddin Zuhri Purwokerto
Computer Science & IT Economics, Econometrics & Finance Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Challenging Native-Speakerism in Academic Discourse: A Cor-pusBased Critical Discourse Analysis of Language Education Research Yulian Purnama; I Nyoman Sudiana
Technology and Society Perspectives (TACIT) Vol 4 No 2 (2026): Research Article
Publisher : PT. LITERASI SAINS NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61100/tacit.v4i2.365

Abstract

This study examines the representation of NS/NNS terminology in language education research using a corpus-based critical discourse analysis. The corpus consisted of 94 English-language journal articles published between 1994 and 2026. Quantitative corpus techniques, including frequency, collocation, concordance, and semantic prosody analyses, were integrated with Fairclough's three-dimensional critical discourse analysis framework. The findings reveal four major patterns. First, over 70% of native speaker occurrences are used descriptively without conceptual clarification, indicating their naturalization within academic writing. Second, only 3.1% of the occurrences explicitly challenge the traditional NS/NNS dichotomy. Third, a clear contradiction exists between researchers' critical perspectives on native-speakerism and their continued use of conventional terminology in empirical reporting. Finally, only around 10% of the analyzed articles adopt alternative conceptual frameworks, demonstrating that conceptual transformation remains limited. These findings indicate that academic discourse functions not only as a site of critical reflection but also as a mechanism for reproducing native-speakerist ideology. The study highlights the need for greater critical language awareness, more inclusive terminology, and institutional support to advance the decolonization of English language education.
Memberdayakan ELSA SPEAK: Pendekatan Modern untuk Menguasai Berbicara dan Pelafalan Bahasa Inggris dengan Teknologi AI untuk Siswa Bahasa Inggris sebagai Bahasa Asing Naura Ariesta; Shifa Mantika Nur Aulia; Yulian Purnama
Tarling : Journal of Language Education Vol. 9 No. 2 (2025): Juli 2025
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i2.14811

Abstract

This study critically analyses the ELSA Speak application and its multifaceted impacts on the development of speaking and pronunciation skills among English as a Foreign Language (EFL) learners. EFL students often encounter persistent challenges such as limited exposure to authentic native-speaking environments, anxiety related to fear of negative evaluation, and predominantly passive learning processes that hinder oral proficiency. The ELSA Speak app effectively addresses these barriers by providing immediate, personalized, and detailed feedback on various critical components of spoken English, including pronunciation accuracy, intonation patterns, speech rhythm, word stress, grammatical correctness, lexical choice, and overall fluency. Employing a comprehensive literature review methodology, this study synthesizes findings from 14 peer-reviewed academic articles published between 2019 and 2024, which investigate the app’s speaking modules designed to simulate real-life communicative contexts and its autonomous learning features enhanced by gamified progress tracking systems. The evidence indicates that ELSA Speak significantly enhances learners’ pronunciation precision and oral fluency, while concurrently boosting their self-confidence and intrinsic motivation to engage in language practice. Furthermore, the application mitigates chronic speaking difficulties commonly faced by EFL learners and facilitates improved performance in authentic communicative interactions. By integrating well-established pedagogical frameworks with cutting-edge artificial intelligence technology, ELSA Speak offers an innovative, efficient, and scalable solution to address existing gaps in EFL instruction. This study contributes valuable insights into the potential of AI-driven language learning tools to transform traditional language pedagogy and foster more effective, learner-centered approaches in the digital age.
Co-Authors M.Pd Prof. Dr. I Nyoman Sudiana . Naura Ariesta Shifa Mantika Nur Aulia