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Novita Ritonga
Universitas Islam Negeri Sumatera Utara
Humanities Education Social Sciences

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Sentence Processing Difficulties in Academic English: A Psycholinguistic Study of EFL Students Ulysa Humayrah; Novita Ritonga; Afia Nur Meiza; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2502

Abstract

This study investigates sentence processing difficulties in academic English from a psycholinguistic perspective, focusing on EFL university students. The research aims to identify how learners plan, parse, and interpret complex academic sentences during real-time reading. A qualitative approach was employed to capture cognitive processes underlying comprehension. Data were collected through academic reading tasks, think-aloud protocols, interviews, and stimulated recall sessions. The findings reveal that learners face persistent difficulties when processing syntactically complex sentences, long noun phrases, and multi-clause structures. These difficulties are closely linked to limited working memory capacity, low processing automaticity, and heavy reliance on word-by-word translation strategies. Learners often experience cognitive overload, which leads to slow reading, frequent rereading, and inaccurate interpretation of grammatical relationships. Emotional factors such as anxiety and lack of confidence also interact with cognitive load and further disrupt comprehension. The study concludes that sentence processing problems in academic English are rooted in psycholinguistic constraints rather than insufficient linguistic knowledge. The findings emphasize the need for instructional approaches that focus on improving processing efficiency, syntactic integration, and automaticity in EFL academic reading contexts.
TEACHER’S PERCEPTIONS ON THE USE OF MULTISENSORY APPROACH IN TEACHING ENGLISH VOCABULARY TO LEARNERS WITH DYSLEXIA IN INCLUSIVE CLASSROOM Novita Ritonga; Maslathif Dwi Purnomo; Benni Ichsanda Rahman Hz
Komprehensif Vol 4 No 2 (2026)
Publisher : CV Edu Tech Jaya

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Abstract

Teachers in inclusive classrooms must adopt instructional approaches that accommodate diverse learning needs, including those of learners with dyslexia. This study explored an English teacher’s perceptions of the Multisensory Approach in teaching English vocabulary to learners with dyslexia in an inclusive classroom. A qualitative design with narrative inquiry was employed. The participant was an English teacher at an inclusive school in Padang Bulan, Medan, selected through purposive sampling. Data were collected through semi-structured interviews, two classroom observations, discussions, and documentation, and were analyzed using Braun and Clarke’s (2006) thematic analysis. Four themes emerged. First, the teacher regarded the Multisensory Approach as essential because it offers visual, auditory, kinesthetic, and tactile learning experiences. Second, it was implemented through pictures, flashcards, videos, real objects, sign language, games, songs, and movement adapted to individual abilities. Third, the teacher faced challenges related to differences in students’ characteristics, communication barriers, the need for individual assistance, limited instructional time, and insufficient teaching staff. Fourth, the teacher perceived that the approach supported students’ attention, motivation, participation, and understanding of vocabulary. Overall, the teacher held a positive perception of the approach and considered it beneficial for vocabulary learning in an inclusive classroom. These findings reflect perceived, rather than measured, effectiveness.
Co-Authors Afia Nur Meiza Benni Ichsanda Rahman Hz Maslathif Dwi Purnomo Ulysa Humayrah Yani Lubis