Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal FOSTER: Journal of English Language Teaching International Journal Multidisciplinary Science
Fara Audina Lubis
Universitas Islam Negeri Sumatera Utara
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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From Thought to Speech: The Psycholinguistics Process of Foreign Language Sentence Production Hawa Alfina Salsabil; Fara Audina Lubis; Sahfitri Ahwani; 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.v5i1.2500

Abstract

This study explores the psycholinguistic processes underlying foreign language sentence production, focusing on how EFL learners transform thoughts into spoken language. Using a qualitative phenomenological approach, twelve English Education students from a university in Medan participated in speaking tasks, think-aloud protocols, and semi-structured interviews. Thematic analysis revealed three major processes: cognitive planning and conceptualization, lexical retrieval and formulation, and monitoring and repair in speech. Learners experienced high cognitive load due to limited working memory, leading to pauses, reformulations, and simplifications during speaking. To cope, they employed compensatory strategies such as segmentation, paraphrasing, and self-correction to maintain communication flow. The findings indicate that fluency and accuracy depend on the balance between linguistic knowledge and cognitive capacity. This study contributes to psycholinguistic understanding by illustrating how thought, language, and cognition interact in real-time sentence production and provides pedagogical implications for promoting automaticity and cognitive awareness in EFL speaking instruction.
English Teachers’ Experiences with Visual Media in Supporting Early Reading Comprehension of Students With Dyslexia: A Case Study Fara Audina Lubis; Emeliya Sukma Dara Damanik
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.531

Abstract

This study explores English teachers’ experiences in using visual media to support the early reading comprehension of students with dyslexia in inclusive elementary EFL classrooms. While previous studies have largely focused on the effectiveness of visual media or multisensory approaches, limited attention has been given to how teachers adapt and implement visual media in authentic classroom contexts. Employing a qualitative case study design, this research involved two English teachers from an inclusive elementary school in Indonesia. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis and analyzed using Braun & Clarke’s (2006) six-phase thematic analysis. Three interrelated themes emerged: (1) teachers’ instructional experiences in supporting students with dyslexia, (2) the implementation of visual media in early reading instruction, and (3) student engagement and contextual factors affecting the use of visual media. The findings indicate that visual media increased students’ participation, motivation, and access to meaning when integrated with teacher guidance, pronunciation modelling, repetition, guided reading, and peer support. However, increased student engagement did not necessarily lead to independent reading comprehension, as learners continued to require explicit teacher mediation to connect visual representations with decoding, pronunciation, vocabulary, and textual meaning. These findings demonstrate that visual media functioned as instructional scaffolds rather than substitutes for systematic reading instruction. The study contributes to the literature on teacher cognition, multimedia learning, and inclusive EFL pedagogy by demonstrating how teachers’ experiential knowledge shapes adaptive instructional practices for learners with dyslexia. Practically, the findings highlight the importance of structured multimodal instruction, teacher professional development, and dyslexia-responsive curriculum design in supporting inclusive early reading instruction.
Co-Authors Emeliya Sukma Dara Damanik Hawa Alfina Salsabil Sahfitri Ahwani Yani Lubis