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All Journal International Journal of Electrical and Computer Engineering DIKSI Jurnal Pendidikan Bahasa Inggris Jurnal Riset Pendidikan Matematika Journal of English and Education REiD (Research and Evaluation in Education) Indonesian Journal on Learning and Advanced Education (IJOLAE) JOLLT Journal of Languages and Language Teaching International Journal of Robotics and Control Systems JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies BAHASTRA ANUFA Journal on Mathematics Education
Sotlikova, Rimajon
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Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context Rachmawati, Umi; Pradita, Linda Eka; Ulyan, Mohammad; Sotlikova, Rimajon
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8976

Abstract

The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.
Students’ Perceptions Towards the Use of Podcasts in EFL Classroom: A Case Study at a University of Uzbekistan Sotlikova, Rimajon; Haerazi, Haerazi
Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8172

Abstract

Integration of Information and Communication Technology (ICT) has emerged as a significant factor in the realm of language education, yielding notable impacts. To shed light on this phenomenon, a case study was conducted to delve into the perceptions of students and attitudes of teachers regarding the utilization of podcasts in the teaching-learning process. The research problem addressed in this study aimed to explore students' perceptions toward the incorporation of podcasts in the English as a Foreign Language (EFL) classroom, as well as their understanding of the limitations and impact of podcasts on their language skill development. The study recruited 40 students and 2 teachers from the National University of Uzbekistan as participants. Data collection involved the distribution of questionnaires to students and conducting interviews with teachers. The questionnaires comprised 17 statements to gauge the participants' viewpoints. The findings revealed that a majority of respondents expressed their fondness for podcasts (80.2%), strongly agreeing that the use of podcasts is enjoyable (69.9%). Moreover, the researcher observed positive attitudes from both students and teachers toward the integration of podcasts in the EFL classroom. Students believed that podcasts had the potential to enhance their listening and speaking skills. Teachers, on the other hand, perceived podcasts as an effective tool for fostering students' collaborative and cooperative work skills, as well as their creative thinking strategies. However, challenges associated with the effective utilization of podcasts in the classroom also surfaced, prompting further exploration into optimal implementation strategies.
The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context Rachmawati, Umi; Pradita, Linda Eka; Ulyan, Mohammad; Sotlikova, Rimajon
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8976

Abstract

The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.
Challenges and Opportunities: EFL Teachers' Teaching Experiences with ICT-Enhanced Professional Development in Higher Education Kusrini, Endang; Wardani, Niasisca Agustia; Sotlikova, Rimajon
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16549

Abstract

The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) instruction has become increasingly significant in higher education. While ICT offers clear opportunities for enhancing teaching and learning, little research has specifically examined how ICT-enhanced professional development shapes classroom practices in this context. This study aimed to investigate how higher education EFL teachers’ professional development experiences influenced their use of ICT in the classroom and what challenges and opportunities they perceived for their professional growth. A qualitative case study design was employed, involving classroom observations and semi-structured interviews with eight teachers in a university settings. The findings indicate that professional development plays a crucial role in shaping ICT integration, though its impact was uneven across teachers. At the same time, teachers’ experiences revealed a dual reality. While the teachers faced persistent barriers such as limited infrastructure, time constraints, and lack of sustained support, they also recognize clear opportunities for enhancing student engagement, collaboration, and their own professional development. The study underscores the need for institutions to move beyond one-off workshops by developing sustainable, context-sensitive, creating collaborative communities of practice, and embedding continuous mentorship into policy frameworks are critical to bridging the gap between ICT’s potential and its classroom reality. These implications highlight how higher education institutions can design professional development and policy initiatives that not only build teachers’ digital competence but also foster long-term innovation and improved learning outcomes.
Co-Authors Adzima, Maulana Fatahillah Agus Santoso Ahmad Nurefendi Fradana Aljura, Ahmad Naufal Apino, Ezi Ardiani Zain, Lulu Aridem Vintoni Arlinwibowo, Janu Atymtaevna, Begimbetova Guldana Aziez, Feisal Elly Arliani Endang Kusrini Haerazi Haerazi, Haerazi Harsana, Firyal Nabila Heri Retnawati Hesti Muliawati Himmawati Puji Lestari Irawan, Lalu Ari Jailani Jailani Jimat Susilo Kana Hidayati Kardanova, Elena Kartianom, Kartianom Kassymova, Gulzhaina K Kassymova, Gulzhaina Kuralbayevna Lantip Diat Prasojo Linda Eka Pradita, Linda Eka Lumenyela, Rogers Andrew Lutfi Istikharoh M. Rafi Mathilda Susanti Mustopa, Jenal Nita, Alfia Nuh, Muhammad Wahdan Nuralizza, Tazqiah Nusantara, Bayuk PAhrizal, Novri Pardede, Timbul Rahayu, Dyah Paminta Rosyada, Munaya Nikma Samsul Hadi Septiana, Atut Reni Septinda Rima Dewanti Songidah, Songidah Sulistyaningsih, Eny Sumaryanto Sumaryanto, Sumaryanto Suwarta, Nyoman Tuanaya, Rugaya Ulyan, Mohammad Umi Rachmawati Wardani, Niasisca Agustia Ya'akub, Hajah Zurinah Haji