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p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal EDUVELOP (Journal of English Education and Development) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE
Herri Mulyono
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Pre-service EFL’ Teachers’ perception of multilingualism and multilingual education Syarifah Safira Syahrani Al’Aidid; Herri Mulyono
Eduvelop: Journal of English Education and Development Vol 6 No 2 (2023): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v6i2.2660

Abstract

The objective of the current study was to investigate the perception of pre-service teachers in Indonesia regarding multilingualism and multilingual in education, outlining the benefits of multilingualism in teaching. In this paper, the term of multilingualism was employed to reflect the ability to speak more than one language competently. To this end, a total of 250 pre-service English as a Foreign Language (EFL) teachers were invited to complete the study; however, only 203 responses were sufficient to be analysed using Rasch Modeling. These responses consisted of 159 female and 44 male pre-service teachers; and 164 pre-service teachers were from private universities and the rests were public university. The findings of this study indicate that a majority of pre-service teachers view multilingualism as beneficial to both their students and themselves. Most participants perceived that multilingualism could facilitate student learning of a new language, help develop their cognitive and communicative skills, and provide them with familiarity with additional languages for easier communication
Ginger writer feedback in English writing assessment: Association with motivation and self-confidence among Indonesian secondary students Anissa; Zulaiha, Siti; Herri Mulyono; Jihan Fakhira
JOALL (Journal of Applied Linguistics and Literature) Vol. 11 No. 1 (2026): February, 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v11i1.44945

Abstract

Limited evidence exists on how platform-specific AI feedback functions in secondary EFL writing assessment—especially regarding its connections to learners’ motivation and self-confidence. This mixed-methods study used a one-group pre–post design with 35 Indonesian secondary EFL students during regular classes, integrating Ginger Writer. Motivation items were adapted from Schmidt & Watanabe, and self-confidence items from Bandura; both scales used 5-point Likert responses and showed good internal consistency. Semi-structured interviews, focus group discussions, and non-participant observations explored students’ experiences with AI feedback during drafting and revision. Quantitatively, motivation increased significantly (pre: M=20.9, post: M=22.1; t(34)=−2.32, p=.026, Cohen’s d₍z₎≈0.39), while self-confidence rose modestly but not significantly (pre: M=20.7, post: M=21.5; t(34)=−1.80, p=.081, d₍z₎≈0.30). Qualitative data showed students describing immediate, non-judgmental feedback that supported iterative revision, error noticing, and sustained effort, along with limitations such as connectivity issues and the need for teacher mediation to interpret suggestions. Triangulation suggests that quick, actionable feedback is linked to increased motivation during revision cycles, whereas confidence may require more extended exposure and scaffolding. The study indicates that schools can feasibly incorporate platform-specific AI feedback into formative writing assessment when combined with teacher guidance and reliable access; policy should support teacher professional development and infrastructure to enable equitable implementation.
Co-Authors Anissa Jihan Fakhira Siti Zulaiha Syarifah Safira Syahrani Al’Aidid