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

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Student challenges in English Medium Instruction (EMI) courses: Insights from an International Student Mobility Program Simbolon, Nurmala Elmin; Sadiq, Nizamuddin; Curle, Samantha
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.39950

Abstract

This study examines the language-related challenges faced by Indonesian students enrolled in short-term English Medium Instruction (EMI) courses abroad, facilitated by the Indonesian International Student Mobility Awards (IISMA). Using a mixed-methods approach, we analyzed survey responses from fifty-four students and conducted three focus group interviews to gain a comprehensive understanding of their experiences. The research instrument, based on Evans and Morrison (2011) and modified by Kamasak et al. (2021), was employed to quantify these challenges. Our analysis revealed significant challenges in writing and speaking. These difficulties were prevalent regardless of the students backgrounds, suggesting that current preparatory measures may be insufficient. Specifically, writing emerged as the most formidable challenge, with many students struggling to express their ideas clearly and coherently in English. These findings underscore the critical need for comprehensive preparatory frameworks that go beyond basic linguistic competence. We advocate for the integration of robust academic preparation programs within mobility initiatives to better equip students for the linguistic demands of EMI courses. Such enhancements are essential for improving the overall academic experience and success of students in international educational contexts. The implications of this study extend to policymakers and educators involved in designing and implementing EMI programs, emphasizing the importance of targeted support to address language-related challenges.
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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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.
Enhanching Assessment as Learning: The Influence of Language Assessment Literacy on Indonesian EFL Students’ Writing Prastikawati, Entika Fani; Curle, Samantha; Rochmahwati, Pryla; Lestari, Maria Yosephin Widharti; Silitonga, Lusia Maryani; Vivekanantharasa, Raveenthiran
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18181

Abstract

This study examines the impact of enhancing Language Assessment Literacy (LAL) on Indonesian EFL students’ writing development through Assessment as Learning (AaL) practices. Unlike most research that emphasizes teacher-focused LAL, this study shifts attention to learners, exploring how assessment knowledge, particularly through rubrics, can promote metacognitive awareness, autonomy, and improved writing outcomes. A mixed-methods design was employed with 84 senior high school students randomly assigned to experimental and control groups. Results showed no significant differences between groups prior to the intervention. However, post-test scores indicated a significant advantage for the experimental group (M = 16.69) compared to the control group (M = 8.91), with a large effect size (η² = .82), confirming the effectiveness of LAL-based pedagogy. Qualitative interview data revealed that students’ attitudes toward LAL strongly shaped its classroom integration. Although learners initially reported limited experience, low confidence, and concerns about the reliability of peer assessment, they ultimately expressed positive perceptions of LAL, highlighting its role in clarifying writing expectations, supporting reflection, and fostering learner autonomy. These findings suggest that embedding LAL in EFL writing instruction can transform assessment into a learner-centered process that enhances both writing performance and self-regulated learning. Pedagogically, the study underscores the importance of scaffolding and supportive implementation of student-centered assessment practices. However, the study is limited by its short intervention period and context-specific sample. Future research should adopt longitudinal designs, involve diverse contexts, and explore digital tools to support sustainable LAL integration.
Co-Authors Adeoye, Moses Adeleke Lestari, Maria Yosephin Widharti Nizamuddin Sadiq Prastikawati , Entika Fani Pryla Rochmahwati Silitonga, Lusia Maryani Simbolon, Nurmala Elmin Vivekanantharasa, Raveenthiran