Article Per Year (5 Year)
p-Index From 2021 - 2026
2.583
P-Index
This Author published in this journals
All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching LingTera Al Ishlah Jurnal Pendidikan Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Journal of English Education and Teaching (JEET) Studies in English Language and Education Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Rizaldy Hanifa
Universitas Negeri Padang
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 21 Documents
Search

 1   2   3 
Interaction and language development through group work: Indonesian EFL learners’ perspectives at an Australian university Siti Rahimah Yusra; Rizaldy Hanifa; Andri Wardana; Riki Muhamanda
LingTera Vol. 13 No. 1 (2026)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v13i1.95128

Abstract

This study investigates how Indonesian EFL learners are supported by group work interactions during study abroad at an Australian university. The study employed a descriptive qualitative design, driven by the Interaction Hypothesis, the Output Hypothesis, and Sociocultural Theory. Data were collected from a questionnaire completed by 15 graduate students. The questionnaire consisted of 19 Likert items and three open-ended questions addressing performance, learning opportunities, and language comprehension. Open-ended responses were discussed qualitatively with little inference, while Likert-type results were summarized descriptively. Regular group work increased speaking opportunities, enhanced lexical acquisition through peer modeling and simple explanations, and encouraged metacognitive regulation, as well as boosting communicative confidence. However, perceived gains in complexity and accuracy were inconsistent, reflecting differing perspectives on corrective feedback, unequal psychological safety, and challenges arising from peer dominance and peer grouping. Maximum benefits may be obtained when roles equalize access to task scope, tasks require joint approval, feedback is delivered through self-respect-preserving scripts, brief planning–monitoring–evaluation checkpoints are inserted, and peer networks extend beyond nationality-based circles. This study explains how peer interactions are transformed by modified input, encouraged output, and mediated participation in a multilingual and multicultural higher education environment by centering lived experiences and identifying sociocultural moderators.
Co-Authors Adinilachry, Athaariq Aditya Rachman Alamsyah, Devy Kurnia Andri Wardana Aryuliva Adnan Ayu Gustia Ningsih Devy Kurnia Alamsyah Deyura, Gean Dian Fajrina Eni Kurniawati Hafifah, Aura Honesty Yonanda Ayudhia Muhamanda, Riki Oktari Kanus Putri, Selfi Mahat Rahmawati, Liza Riki Muhamanda Saputra, Dwi Bayu Siti Rahimah Yusra Sofyan A. Gani Srg, Hadi Saputra Yusra, Siti Rahimah Zahra, Afifah Zahra, Firanti Zainil, Yetti Zultin, Salsa Fadila