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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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Journal : JOLLT Journal of Languages and Language Teaching

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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.
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