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All Journal JURNAL MASYARAKAT NEGERI ROKANIA Journal of Innovative and Creativity
Amanda, Vivi
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Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Multilingualism in Secondary Students: Its Effect on English Language Development in EFL Contexts amanda, vivi
JURNAL MASYARAKAT NEGERI ROKANIA Vol 6 No 2 (2025): JURNAL MASYARAKAT NEGERI ROKANIA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Rokania

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Abstract : This study investigates the role of multilingualism in supporting English language development among secondary students in an EFL context by employing a mixed-methods design integrating questionnaires and semi-structured interviews. The findings reveal that multilingual practices are widely used and positively perceived by learners, with questionnaire results showing high mean scores for the use of first and local languages to support comprehension, vocabulary learning, and classroom communication. Students reported greater confidence, reduced anxiety, and stronger motivation when multilingual strategies were incorporated into instruction. Interview data further demonstrated that students rely on their multilingual repertoires to make sense of complex English input, express ideas more freely, and actively participate in class discussions. Although some instances of language interference were identified, these occurrences also reflected developing metalinguistic awareness and opportunities for corrective learning. The discussion aligns these results with recent studies from the last seven years, reinforcing the view that translanguaging serves as a cognitive scaffold and affective support mechanism that enhances linguistic processing, identity affirmation, and communicative competence. The study contributes empirical evidence from the Indonesian EFL context, highlighting that structured and purposeful multilingual pedagogy can maximize students’ engagement and linguistic outcomes. The findings suggest that multilingualism should be recognized as a valuable instructional resource rather than a barrier, and teachers are encouraged to adopt guided translanguaging strategies to strengthen comprehension, motivation, and language accuracy.
Vocabulary Growth Through Immersive App-Based Learning: A Study of Duolingo and Quizlet Amanda, Vivi; Darmayanti, Yesi; Zahra, Rani; Arrohman, Arrohman; Lubis, Tina Angriani
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Vocabulary mastery is a fundamental component of English proficiency, yet many EFL learners continue to struggle with vocabulary retention and contextual use despite traditional instruction. The integration of mobile-assisted learning applications offers new opportunities to enhance engagement and autonomy; however, a gap remains between theoretical expectations of mobile learning effectiveness and its actual implementation in classroom contexts. Therefore, it aims to explore how immersive app-based learning through Duolingo and Quizlet supports vocabulary growth among higher education students. Employing a qualitative descriptive design, the study involved first semester students of English Study Program. Data were collected through semi-structured interviews and document analysis. The data analyzed using thematic analysis supported by triangulation for validity. The findings revealed four dominant themes: (1) students’ learning profile using Duolingo and Quizlet (2) improved vocabulary retention and contextual application facilitated by spaced repetition and retrieval practice; (3) heightened motivation and engagement through gamified features; (4) development of self-regulated learning behaviors such as goal-setting and progress monitoring; and (5) the crucial role of lecturer mediation and contextual factors in enhancing app effectiveness. The study concludes that immersive app-based learning significantly enhances vocabulary acquisition when technological features are supported by motivational design, learner autonomy, and instructional integration. These results bridge the gap between mobile-assisted language learning theory and classroom practice, offering both theoretical contributions to the understanding of Mobile-Assisted Language Learning (MALL) and pedagogical implications for integrating digital tools into EFL instruction. Duolingo and Quizlet, when appropriately guided, can transform vocabulary learning into an engaging, autonomous, and sustainable process for EFL learners.
Co-Authors Arrohman, Arrohman Darmayanti, Yesi Lubis, Tina Angriani Zahra, Rani