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All Journal LLT Journal: A Journal on Language and Language Teaching Jurnal SOLMA Linguistic, English Education and Art (LEEA) Journal JOLLT Journal of Languages and Language Teaching Yayasan Cita Cendikiawan Al Khwarizmi TRANS-KATA: Journal of Language, Literature, Culture, and Education Linguistic, English Education and Art (LEEA) Journal eScience Humanity Journal
Purba, Hilarius Raditya Priambada
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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Incorporating World Englishes (WE) Into Indonesian Higher Education: Pre-Service Teachers' Perspectives on ELT Pedagogical Implementation Purba, Hilarius Raditya Priambada; Febria, Desty
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.15119

Abstract

The idea of the new varieties of English produced by many people using English as a lingua franca divides its speakers into three circles; they are inner, outer, and expanding circles. Thus, this study emphasizes the student teachers' perception of the presented phenomena and the practicality of the inclusion of World Englishes as the material taught in the classroom context. The research participants of this study are the student teachers (STs) who the school adapts both national and/ or international curricula as the basis of the teaching and learning process in class. This study employs a qualitative research method. Data triangulation is performed in the study to meet research validity and reliability. In general, STs show a positive attitude toward the concept. Despite their positive view on the concept, there is a lack of effort in practice to introduce students to teaching material that contains WE/ EIL content. It is still a challenge in incorporating this diversity into the classroom in Indonesia, both in national and international schools, as the curriculum and teaching resources remain focused on the inner-circle-country variety. The further pedagogical implementation of ELT is necessary to incorporate a more pluricentric view of English. Moreover, curriculum developers and teacher educators need to advance ELT pedagogy by providing more exposure of varieties to foster enhanced intercultural communication and awareness in language education.
One Goal, Many Roads: Investigating Individual Differences in L2 Willingness to Communicate Among University Freshmen Purba, Hilarius Raditya Priambada; Togatorop, Sarah Ayuandri; Pratiwi, Theodesia Lady; Prasodjo, Pandu; Zaki , Leil Badrah
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.v13i4.17081

Abstract

This study examines the influence of Individual Differences (ID) on freshmen’s L2 Willingness to Communicate (WTC) in English as a Foreign Language (EFL) learning context. The study you provided explores the role of ID in determining WTC in EFL learners, emphasizing how these differences affect language proficiency and communicative competence. The main gap addressed in this study is the lack of focus on personalized language learning strategies that take into account individual differences in WTC and proficiency among EFL learners The study employs a qualitative method, data were collected through questionnaires for selective the participants by using the purposive sampling and semi-structured interviews were driven with the selected participants. The result has showed that factors such as self-confidence, motivation, language anxiety, classroom atmosphere, and peer support significantly shaped students’ WTC. Students with positive self-perception and supportive environment were likely have the L2 willingness to communicate in English. On the other hand, anxiety, fear of making mistakes, and unsupportive settings hindered participation. An effective strategy identified was personal preparation that gradually facilitated the students to the speaking opportunities and fostering a supportive and non-judgmental classroom environment. The research highlights the importance of considering individual learning characteristics in designing communicative language learning strategies to improve students speaking confidence and language acquisition outcomes. The further implications of teaching and learning process should be more open to facilitate student’s IDs and to be more personalized.
Co-Authors Akbar, Malik Aliandrina, Dessy Ariyanto, Hepy Hefri Darsono, Elsha Ridzky Fadila Febria, Desty Gukguk, Vriskila Piolawanti Raja Jap, Gabriella Kwok, Sherly Meliawati Nugraha, Hendra Oda Ignatius Besar Hariyanto, Oda Ignatius Besar Piandi Prasodjo, Pandu Pratiwi, Theodesia Lady Raswita Ratih Anggraini, Ratih Sayow, Eirene Lady Marchela Sihombing, Dame Afrina Siska, Kharisma Anjar SLAMET SETIAWAN Tansri, Frandy The, Desmond Togatorop, Sarah Ayuandri Yulia Nur Azizah, Yulia Nur Zaki , Leil Badrah Zaki, Leil Badrah