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All Journal Indonesian Journal of Applied Linguistics (IJAL) CaLLs : Journal of Culture, Arts, Literature, and Linguistics Script Journal: Journal of Linguistic and English Teaching LLT Journal: A Journal on Language and Language Teaching LEKSIKA AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE Journal of English Language Teaching and Linguistics Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Borneo Educational Journal (Borju) Journal of Language and Literature Studies Studies in English Language and Education E3L : Journal of English Laguange Teaching, Linguistics and Literature ABDIMU Jurnal Pengabdian Kepada Masyarakat Lire Journal (Journal of Linguistics and Literature)
Syamdianita Syamdianita, Syamdianita
Universitas Mulawarman
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Collaborative Online Writing: Students’ Perspectives and Their Actual Writing Performance Syamdianita Syamdianita; Gita Mutiara Hati
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.1902

Abstract

Background: This study explores a topic that has not received enough attention in the literature: the relationship between EFL students' perceptions of online collaborative writing and their actual writing performance. Few studies have specifically looked at how learners' self-assessments match quantifiable writing outcomes, despite prior research emphasizing the advantages of collaborative writing for language development. Methodology: 91 Indonesian EFL undergraduate students took part in this study by working together to write an argumentative essay while receiving online instruction. Open-ended surveys, self-perception questionnaires, documentation of online collaborative interactions, and student essays were used to gather data. Findings: According to both quantitative and qualitative analyses, the majority of students had favorable opinions about collaborative writing and thought it improved their speaking and writing confidence. Statistical analysis, however, revealed no meaningful relationship between students' assessments of themselves and their actual writing abilities. Conclusion: These results underline the need for more reflective and feedback-rich writing instruction in EFL contexts by indicating that students may misjudge their own writing abilities. Originality: The originality of this study lies in its dual focus on EFL students' self-perceptions and their actual writing performance within an online collaborative writing context. Unlike previous research that typically examines these aspects separately, this study uniquely correlates self-assessment with quantifiable writing outcomes, particularly in the demanding genre of argumentative writing. Conducted in an Indonesian EFL setting during remote learning, it highlights important cultural and technological influences often overlooked in similar studies. Thus, it provides a novel perspective on the gap between students' perceived and actual writing abilities in online collaborative environments.
Strategies for Reading Online Academic Texts: A Comparative Qualitative Study Of High- and Low-English Reading Proficiency Learners Febiyani Febiyani; Weningtyas Parama Iswari; Maria Teodora Ping; Susilo Susilo; Noor Rachmawaty; Syamdianita Syamdianita
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2179

Abstract

Background:  This study explored how students with high and low English reading proficiency employed online reading strategies when engaging with academic texts. It focused on sixth-semester of undergraduate students in Kalimantan Island. Guided by metacognitive theory, which highlights learners’ ability to monitor and regulate reading processes, this study addressed the growing importance of online academic reading in higher education.  Methodology:  A comparative qualitative design was employed. Six students were purposively selected based on their TOEFL reading scores to represent different proficiency levels. Data were gathered through semi-structured interviews and analyzed thematically to identify strategy use, reasons behind their choices, and the difficulties encountered. Findings:  Students applied global, problem-solving, and support strategies differently based on proficiency. High-proficiency students read with clear goals, adjusted pace, and used contextual clues. Low-proficiency students focused on task completion, avoided long texts, and depended on external tools. While both slowed down when necessary, high-proficiency students showed more control. In support strategies, high-proficiency students used selective notes and minimal translation, while low-proficiency students relied on full translation. Conclusion:  Strategy use was shaped by reading habits, learning experience, and proficiency level. Common difficulties included eye strain and lengthy texts, while vocabulary and technical problems varied. These findings highlight the need for proficiency-sensitive strategy instruction that also supports effective use of digital reading tools and helps students manage screen-based reading challenges. Originality:  This study fills a gap by comparing online reading strategies across proficiency levels in academic contexts. It provides insight into how cognitive and contextual factors shape digital reading behavior 
Strategic Code-Switching in Indonesian EFL Classroom: Forms, Functions, and Students Perspective Yunita Maharani Azzahra; Aridah Aridah; Maria Teodora Ping; Syamdianita Syamdianita; A.K. Amarullah
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2318

Abstract

This study examined the forms and functions of lecturers’ code-switching in English as a Foreign Language (EFL) classroom interaction in Indonesian higher education. Using a qualitative descriptive design, data were collected through classroom observations and student interviews and analyzed thematically. The study focused on naturally occurring interactions across multiple lessons to capture authentic language use. The findings reveal three main forms of code-switching: inter-sentential, intra-sentential, and tag switching, with inter- and intra-sentential appearing more salient during explanatory and instructional sessions. Functionally, code-switching was used toexplain material, give instructions, check understanding, build rapport, and manage classroom behavior. Students reported that code-switching supported their understanding while still maintaining the use of English as the main instructional language. These results indicate that lecturers’ code-switching is a patterned and interactionally grounded practice, demonstrating how bilingual resources can be effectively leveraged to enhance learning outcomes and student engagement in Indonesian EFL classrooms.
EFL STUDENTS’ ACCEPTANCE OF DEEPL TRANSLATION: A TECHNOLOGY ACCEPTANCE MODEL STUDY Reihayyu Dwi Cahyani; Syamdianita Syamdianita; Aridah Aridah; Weningtyas Parama Iswari; Ichi Ahada
Lire Journal (Journal of Linguistics and Literature) Vol. 9 No. 3 (2025): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/ire.v9i3.535

Abstract

This study applied the Technology Acceptance Modes (TAM)framework to investigates university EFL students' acceptance of DeepL machine translation tool, focusing on how frequency of use influences their perceptions. A descriptive qualitative approach was used involving purposive sampling of four students in semi-structured interviews. A short questionnaire was administered beforehand to classify participants into two categories, two frequent and two infrequent DeepL users. of the machine translation tool DeepL in the context of learning English as Foreign Language (EFL), involving four participants (two frequent users and two infrequent users). The results showed that frequent users found DeepL valuable for vocabulary acquisition, translation accuracy, and academic writing support, whereas infrequent users highlighted limitations such as the lack of a paraphrasing feature and issues with formality. These differences suggest that usage frequency significantly impacts perceived usefulness and ease of use of the tool. This study is among the first to extend the TAM framework to a machine translation tool like DeepL, addressing a gap in MT research by examining the role of usage frequency. The findings offer both theoretical and practical significance, providing insights into how MT tools can be more effectively integrated into EFL learning.
Indonesian EFL Students’ Views on Short-form Video Language Learning Muhammad Indra Fathanul Hafizh; Iwan Setiawan; Syamdianita Syamdianita; Ichi Ahada
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 8 No. 1 (2025): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v8i1.5227

Abstract

This study explored how Indonesian EFL students with different levels of short-form video (SFV) consumption perceived its impact on their English language proficiency. Using a qualitative phenomenological approach, three participants were selected based on their daily duration of English-language SFV usage. Data were collected through interviews, 7-day learning logs, and reflective journals. Findings indicated that all participants reported improvements in listening, speaking, and vocabulary, particularly through repeated exposure to authentic speech and mimicry. However, reading and writing development remained limited. Crucially, the study found that the quality of engagement—such as intentional mimicry, vocabulary tracking, and content curation—was more influential than the amount of time spent watching. Participants who used SFVs strategically experienced greater gains than those who consumed them passively. Additionally, attention span and distraction emerged as factors affecting learning depth, especially in high-exposure contexts. The study concluded that SFVs can support informal language learning when used purposefully and in moderation.
Overcoming Speaking Anxiety: A Study on Students’ Preferred Strategies in English Language Learning Herlina, Herlina; Aridah, Aridah; Hermagustiana, Istanti; Sunggingwati, Dyah; Syamdianita, Syamdianita
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.3383

Abstract

Speaking anxiety is a major challenge for students learning English as a foreign language. It often arises from fear of making mistakes, limited vocabulary, poor pronunciation, and the pressure of being judged. This study explores how English Education students at Mulawarman University experience and manage speaking anxiety. Using a qualitative design with semi-structured interviews involving three participants, data were analyzed thematically to identify patterns in causes, triggers, and coping strategies. The findings reveal that anxiety is most intense during formal tasks such as presentations or spontaneous questioning. Students adopt strategies like self-practice, note preparation, breathing techniques, self-recording, and peer support to reduce anxiety. These approaches gradually enhance confidence and improve speaking performance. The study concludes that emotional and instructional support from teachers and peers significantly reduces anxiety levels. Implications suggest that educators should foster supportive classroom environments and integrate reflective speaking practices to help students overcome fear and participate actively in English communication.
Co-Authors A.K. Amarullah A.K. Amarullah Achmad Nabel Rahmattullah Ali Mahfud Anjani, Novira Aridah Aridah Aridah, Aridah Arifin, M Bahri Ariwinarno, Fani Asih Santi Hastuti Asrifan, Andi Bambang Yudi Cahyono Chris Asanti Chris Asanti, Chris Dayu Kalpiko Retno, Rafifa Dedi Rahman Nur Desy Rusmawaty Dyah Sunggingwati Febiyani Febiyani Febiyani, Febiyani Gita Mutiara Hati Herlina Herlina Hermagustiana, Istanti Ibnu Abni Lahaya Ichi Ahada Irwan Gani Ismail, Nurhijrah Istanti Hermagustiana Iswari, Weningtyas Parama Iwan Setiawan Kalukar, Ventje Jany Limbong , Effendi Mahendra Putra Kurnia Maria Teodora Ping, Maria Teodora Mohpul, Purnamawati Muhammad Indra Fathanul Hafizh Muid, Abdul Nelda Anasthasia Serena Noor Rachmawaty Noor Rachmawaty Nur Mukminatien Nurchalis, Nur Fadillah Nurdiana Nurdiana Nurhijrah Ismail Putra, Setoaji Rachmawaty, Noor Reihayyu Dwi Cahyani Rofiqul Ulum Rubiyah, Rubiyah Rubiyah, Rubiyah Rusliansyah Rusliansyah Rusmawaty, Desy Sjamsir, Hasbi Suci Mulyani Suci, Dewi Nur sunardi sunardi Susilo Susilo Susilo, Susilo Ventje J Kalukar Weningtyas Parama Iswari Weningtyas Parama Iswari Yazid Basthomi Yunita Maharani Azzahra