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All Journal JOLLT Journal of Languages and Language Teaching UNNES International Conference on ELTLT
Curle, Samantha
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Languange, Linguistic, Communication & Media

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Examining Factors Influencing Language Acquisition Success in Indonesian Multilingual Classrooms Adeoye, Moses Adeleke; Prastikawati, Entika Fani; Curle, Samantha
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15705

Abstract

This study examines the predictors of language acquisition success in Indonesian multilingual classrooms through the lens of major language acquisition theories, particularly social interactionist and cognitive perspectives. A quantitative approach was adopted, employing secondary data analysis from standardised language assessments of 100 secondary school students. Multiple regression analysis was used to explore the predictive effects of key variables, including socioeconomic status, prior academic performance, motivation, prior language exposure, cognitive abilities, and classroom teaching methods. Findings reveal that motivation, prior exposure, cognitive abilities, and collaborative learning strategies are stronger predictors of language proficiency than socioeconomic background. Moreover, informal learning environments and community support significantly enhanced students’ language development, underscoring the value of social interactionist perspectives. These results challenge the prevailing assumption that socioeconomic status is the primary determinant of language success and instead emphasise context-specific and learner-driven factors. The study highlights practical implications for language educators and policymakers: designing integrated curricula that combine formal and informal learning opportunities, prioritising motivational and collaborative teaching strategies, and developing early predictive models to identify at-risk learners. By reframing the predictors of language success, this research provides actionable insights for advancing multilingual education policy and practice in Indonesia and beyond.
Assessment in the Crosshairs: How Contextual Factors Shape English Teachers' Conceptions of Assessment Prastikawati , Entika Fani; Curle, Samantha; Vivekanantharasa, Raveenthiran
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study explores English teachers’ conceptions of assessment and the influence of contextual factors operating at the classroom levels within the Indonesian secondary education system. A representative survey was conducted among 236 English teachers from public and private secondary schools across Central Java, Indonesia. The findings reveal that teachers predominantly endorse assessment for purposes of student improvement, student accountability, and school accountability, while comparatively fewer teachers view assessment as irrelevant. Although many respondents express confidence in their assessment knowledge and perceived competence, concerns persist regarding the degree of professional trust they receive particularly in relation to assessment decision-making at both school and policy levels. To further explore underlying patterns, a latent class analysis (LCA) was conducted based on English teachers' responses to the “assessment as irrelevant” dimension. The analysis identified distinct groups of teachers, with those expressing higher levels of assessment irrelevance found across all schools and subject areas. These teachers tended to report lower confidence in assessment preparation, perceived less support from their institutions, and placed reduced value on academic achievement within societal contexts. The results underscore the complexity of teacher belief systems and the interplay of contextual forces shaping conceptions of assessment in Indonesia. Implications are discussed for assessment policy, school leadership, and professional development aimed at strengthening assessment literacy among English language teachers.
Co-Authors Adeoye, Moses Adeleke Prastikawati , Entika Fani Vivekanantharasa, Raveenthiran