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All Journal Al Ishlah Jurnal Pendidikan Edu-Ling: Journal of English Education and Linguistics Journal of English Education and Teaching (JEET) JOLLT Journal of Languages and Language Teaching ELP (Journal of English Language Pedagogy) Journal of English Language Teaching, Linguistics and Literature (JETLEE) Journal of Language and Pragmatics Studies INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Jasrial, Dedi
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Global Publication Trends in Second Language Willingness to Communicate Research: A Bibliometric Analysis From 2020 to 2025 Azwar, Taufik Akbar; Jasrial, Dedi; Sengrat, Thanin
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.7131

Abstract

This present research aims to conduct a comprehensive bibliometric analysis and visual mapping of research trends and directions on second language willingness to communicate (L2 WTC) studies published between 2020 and 2025. Biblioshiny was used to conduct the bibliometric analysis, and VOSviewer for network visualization map. A total of 631 articles were collected from the Scopus database. The findings revealed a steady publication growth each year, with the highest rise in 2025. The three most productive and impactful authors included Lee, J.S., MacIntyre, P.D., and Peng, J-E. The most productive journal is the Language Teaching Research. China became the leading nation in both research production and international research collaboration. Finally, the keyword analysis showed seven clusters, with “WTC” as the largest node. Five emerging topics were identified, including emerging technologies, positive psychology, emotional regulations, intercultural and international orientations, and informal digital learning. Yet, scholarly interest around the foundational elements of L2 WTC, including individual and situational variables, remains relevant. Following the findings, implications for L2 teachers and future researchers are proposed in this study.
Misconceptions of Project-Based Learning among Indonesian Language Teachers: An Explanatory Sequential Mixed-Methods Study in West Sumatra Senior High Schools Nita, Olin; Susmita, Nelvia; Fitriani, Eva; Jasrial, Dedi
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 2 (2026): In Progress June 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i2.9552

Abstract

Many studies have demonstrated the effectiveness of project-based learning (PjBL) in language teaching. However, limited research has examined teachers’ misconceptions during the implementation of this learning model in classroom practice. This present study aims to investigate the levels, types, and parts of PjBL categorized as misconceptions held by Indonesian language teachers in some senior high schools. This explanatory sequential mixed-method design involved 35 teachers who were selected purposively. These teachers taught the Indonesian language subject in some schools in a city in West Sumatra Province, Indonesia. The data were obtained by distributing a set of questionnaires and conducting semi-structured interviews face-to-face. The data were then analyzed quantitatively using descriptive statistics, while the qualitative data were analyzed using the thematic analysis method. The results revealed that many teachers interpreted PjBL as merely assigning project tasks rather than facilitating a structured learning process. Misconceptions were particularly evident in the project planning and reflection stages, where teachers showed limited understanding of how to guide students in inquiry, collaboration, and reflective learning. Interview data further revealed that these misconceptions were related to teachers’ limited conceptual understanding of the core principles and student-centered nature of PjBL. These findings highlight the importance of strengthening teachers’ pedagogical understanding of PjBL and provide empirical insights into how misconceptions may influence the effectiveness of PjBL implementation in language classrooms.
Co-Authors Afdaleni Afful, Joseph Benjamin Archibald Azwar, Taufik Akbar Burhan, Kristian Eang, Norphealey Fitriani, Eva Hermawati Syarif Jufrizal Jufrizal Lubis, Fitriadi M. Zaim Martina, Feny Mukhaiyar Mukhaiyar Mustafa, M. Ibnu Nelvia Susmita Nita, Olin Rahmanina, Lisa Rahmawati, Liza Sengrat, Thanin Sepyanda, Marsika Syahrul R, Syahrul Thahar, Harris Efendi Wisma Yunita Zaim, M Zainil, Yetti