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All Journal ELite Journal: International Journal of Education, Language and Literature Journal of Language Education, Literature, and Culture
Anuno, Agustinho Da Conceicao
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Education Languange, Linguistic, Communication & Media Other

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Shift or Maintenance? A Sociolinguistic Study of the Tetun Language amidst the Dynamics of Language Policy in Timor-Leste Anuno, Agustinho Da Conceicao
Journal of Language, Education, Literature, and Culture Vol. 3 No. 1 (2025): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v3i1.111

Abstract

This study examines the dynamics of language shift and maintenance in Timor-Leste, focusing on the Tetun language. Tetun, as the co-official language alongside Portuguese, plays a key role in national identity and daily communication. However, challenges arise due to globalization, educational reforms, and the growing influence of Portuguese and English, especially among youth and in formal domains such as schools and public administration. Despite its official status, Tetun's vitality is increasingly questioned. This study aims to investigate how language policies, societal attitudes, and institutional practices affect the use and transmission of Tetun across generations. Using a mixed-methods approach, this study combines qualitative and quantitative data from surveys, interviews, and observations in educational and community contexts. Findings show that while Tetun remains strong in informal settings, it faces marginalization in formal domains due to the dominance of Portuguese and insufficient institutional support. The results highlight a mismatch between policy recognition and practical implementation. This study concludes that effective language maintenance requires culturally rooted and community-driven strategies. It contributes to the broader understanding of language policy in post-colonial multilingual societies and provides practical insights for sustaining indigenous languages like Tetun amid shifting sociolinguistic conditions
YOUTUBE AS A TOOL FOR SELF-DIRECTED LEARNING: ENGLISH EDUCATION STUDENTS' EFFORTS TO IMPROVE THEIR OWN SPEAKING PROFICIENCY Ate, Christmas Prasetia; Anuno, Agustinho da Conceição
ELite Journal : International Journal of Education, Language and Literature Vol. 5 No. 3 (2025): ELite Journal (Volume 5 Number 3, July 2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v5n3.p15-23

Abstract

In the context of digital globalization, this study explores the role of YouTube as a self-directed learning (SDL) tool to enhance speaking proficiency among English Education students at Citra Bangsa University in Indonesia. Recognizing that classroom-based speaking practice is often limited by structural and pedagogical constraints, the research investigates how learners independently engage with YouTube to improve pronunciation, fluency, vocabulary, and confidence. Using a qualitative case study approach, data were collected from the sixth-semester students through semi-structured interviews, reflective journals, and speaking practice logs over a six-week period. Thematic analysis revealed that students employed diverse strategies such as imitation, shadowing, monologue creation, and video-based roleplay, drawing on a wide range of content from educational channels like BBC Learning English to informal vlogs and podcasts. Participants reported increased engagement, language awareness, and motivation. However, they also faced challenges including lack of feedback, difficulty in selecting level-appropriate materials, and digital distractions. Despite these limitations, the overall attitude toward YouTube-based learning was positive, highlighting the platform's potential to supplement formal instruction. The findings suggest that YouTube can serve as an effective tool for promoting learner autonomy and speaking competence when integrated with structured support and digital literacy training. This study contributes to the growing discourse on technology-enhanced language learning and underscores the need for guided self-directed learning models in EFL contexts.
Co-Authors Ate, Christmas Prasetia