Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Research on English and Language Learning (J-REaLL) Pedagogy : Journal of English Language Teaching
Salsabila, Hanania
Unknown Affiliation
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Assessing translanguaging as a strategy for enhancing students’ classroom activity participations in a rural vocational high school: A case study Karima, Kauna; Windianto, Nur Eko; Machfudi, Moch. Imam; Salsabila, Hanania; Purnawan, Ari; Sukarno, Sukarno; Yulia, Yuyun
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23479

Abstract

Translanguaging (TL) has been recognized for its potential to enhance students’ understanding and participation in English as a foreign language (EFL) classroom, particularly in speaking, reading, writing, and listening. This is especially relevant for vocational high school students in rural settings, where limited English proficiency and resource constraints present challenges. TL allows students to engage more actively by flexibly using their native language alongside English. However, its effectiveness depends on various contextual factors, including teachers’ implementation strategies and students’ language proficiency. This case study investigates how teachers and students perceive the effectiveness of TL in supporting comprehension within the context of English for specific purposes (ESP) in a rural school setting. The data were collected through teacher interviews, student focus group discussions, and classroom observations. Findings indicate positive perceptions of TL from both teachers and students, with teachers using it strategically to explain complex ideas and foster language skills. However, its effectiveness varies based on language familiarity, with a noted preference for mixing English with Bahasa Indonesia over Javanese. Despite TL's benefits in building confidence and comprehension, challenges such as balancing native languages with English, managing limited vocabulary, and ensuring consistent practice remain. Overall, while TL strategies could enhance comprehension and confidence in speaking English, the success depends on strategic implementation and alignment with students' proficiency levels. Future studies could explore the efficacy of TL in improving students’ comprehension across diverse educational settings.
The Effectiveness of CALL in EFL Learning: A Synthesis of Empirical Evidence Usman, Andi Syamsurijal; Salsabila, Hanania
Jurnal Pedagogy Vol 13 No 2 (2025): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v13i2.10561

Abstract

Technology integration has been shown to enhance learners' language proficiency by creating authentic learning environments, fostering confidence, and improving technological skills. This literature review explores the effectiveness of computer-assisted language learning (CALL) in enhancing EFL learning, addressing learning gaps, and offering global perspectives on CALL implementation. the present study conducts a systematic literature review to synthesize empirical findings on the impact of CALL on EFL learning outcomes and to identify pedagogical and contextual factors mediating its effectiveness. Drawing on more than 70 peer-reviewed studies published between 1991 and 2025 and indexed in Scopus, ERIC, and Google Scholar, the review encompasses quantitative, qualitative, and mixed-methods research. The selected studies were analyzed using thematic synthesis to trace recurring patterns across language skills development, learner engagement, autonomy, and technology-enhanced instructional practices. The synthesis indicates that CALL is associated with consistent gains in vocabulary, grammar, listening, speaking, reading, and writing, particularly when embedded within blended learning designs, scaffolded pedagogical tasks, and technologies offering adaptive and timely feedback. At the same time, the effectiveness of CALL appears contingent upon the quality of instructional design, teachers’ digital pedagogical competence, and institutional support structures. Overall, the review suggests that CALL constitutes a robust pedagogical approach to EFL instruction when implemented through principled design and sustained professional development. Persistent challenges related to digital inequality and uneven teacher preparedness underscore the need for systemic investment to ensure equitable and sustainable CALL integration.
Co-Authors Ari Purnawan Karima, Kauna M. Sukarno Moch. Imam Machfudi Usman, Andi Syamsurijal Windianto, Nur Eko Yuyun Yulia