Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal LingPoet: Journal of Linguistics and Literary Research International Journal Multidisciplinary Science
Rahayu Wulandari
Universitas Islam Negeri Sumatera Utara
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The The Utilization of Wordwall as a Multisensory English Vocabulary Learning Tool for Slow Learners: A Case Study of Teacher Experience Rahayu Wulandari; Rahmah Fithriani
LingPoet: Journal of Linguistics and Literary Research Vol. 7 No. 2 (2026): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

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Abstract

This study examines the utilization of Wordwall as a multisensory instructional tool for teaching English vocabulary to slow learners in inclusive EFL classrooms at the junior high school level. Slow learners often encounter difficulties in vocabulary acquisition due to slower cognitive processing, limited working memory, and challenges in retention. Consequently, instructional approaches must incorporate repetition, explicit explanation, and adaptive strategies aligned with learners’ cognitive characteristics.This research employed a qualitative case study design involving two participants: an English teacher and a shadow teacher experienced in teaching slow learners using Wordwall. Data were collected through semi-structured interviews and teacher reflective documents, and analyzed using thematic analysis to identify patterns related to multisensory instruction, pedagogical adaptation, and technology integration.The findings indicate that Wordwall functions as a complementary instructional tool that enhances learners’ motivation, engagement, and participation. Its visual, auditory, and interactive features facilitate vocabulary learning through image-word association, pronunciation support, and repeated exposure. However, vocabulary mastery remains dependent on explicit instruction, scaffolding, and continuous teacher mediation. Teachers assume critical roles as instructional designers, facilitators, motivators, and evaluators, adapting content, pacing, and task complexity to meet learners’ needs.Despite its pedagogical potential, several challenges were identified, including technological constraints, students’ limited digital literacy, the need for differentiated instruction, and concerns regarding assessment validity. Overall, the study concludes that the effectiveness of Wordwall is determined not by its technological features alone but by its integration within adaptive and pedagogically informed instructional practices.
Cognitive Load and Sentence Processing: How EFL Learners Comprehend Complex Clauses in Academic Texts Rahayu Wulandari; Khairunnisa Khairunnisa; M.Habib Rifki Nasution; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2499

Abstract

This study examines how cognitive load influences sentence processing in the comprehension of complex clauses among English as a Foreign Language (EFL) learners. It aims to explore learners’ perceptions of sentence complexity, their strategies in managing comprehension difficulties, and their awareness of the cognitive effort involved in reading academic texts. Using a qualitative phenomenological approach, ten English Education students from a university in Medan, Indonesia, participated in reading tasks containing complex academic sentences. Data were collected through think-aloud protocols and in-depth semi-structured interviews, then analyzed using discourse and thematic analysis to identify linguistic and cognitive patterns. The results indicate that complex sentence structures impose high cognitive demands, especially when multiple clauses and dense syntactic constructions are present. Learners with limited working memory capacity experienced slower reading, repeated rereading, and fragmented comprehension. To cope with these challenges, they employed strategies such as segmentation, rereading, translation, and note-taking, which helped reduce processing strain but did not fully enhance efficiency. The study concludes that comprehension difficulties arise from the interaction between cognitive load, sentence complexity, and working memory limitations, emphasizing the importance of instructional approaches that align linguistic input with learners’ cognitive capacities.
Co-Authors Khairunnisa Khairunnisa M.Habib Rifki Nasution Rahmah Fithriani Yani Lubis