Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal JELTEC: Journal of English Language Teaching, Literature and Culture
Syahrullah Syahrullah
State University of Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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E Portfolio Assessment in Language Learning: Exploring Students Perceptions and the Development of Self Assessment Skills in EFL Classroom St. Nur Aima Fatima; Syahrullah Syahrullah
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 1 (2025): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i1.12635

Abstract

This research investigates how e portfolio assessment is perceived by students and how it helps them develop self assessment abilities in the EFL classroom The research adopted qualitative descriptive case research method for an in depth exploration of students perceptions and development of self assessment skill regarding e portfolio assessment in EFL classroom at STAI Al Gazali Bone Data were gathered using a semi structured interview consisting ten questions to measure the Students Perceptions of the benefits and challenges of using e portfolio assessment in the EFL classroom The findings of this research reveal that e portfolio assessment has a significant impact on students learning experiences in the EFL classroom particularly in enhancing self assessment motivation and engagement Students generally expressed positive perceptions toward the use of e portfolio citing its flexibility ease of access and ability to accommodate a variety of task formats text audio video as major benefits Another important finding is the development of self assessment skills Students engaged in reflective activities such as reviewing their progress comparing their work with peers and analyzing feedback Despite the benefits students also reported several challenges Technical issues such as unstable internet connections and unclear instructions were common obstacles In summary while e portfolio assessment offers meaningful advantages for language learning and reflective practice its effectiveness depends on how it is implemented the support provided by lecturers and the technological readiness of both students and the institution < em>< p> nbsp;< strong>Keywords: < em>< strong>E portfolio assessment self assessment students perception EFL classroom< em>< p>
What are they exactly? Are they similar or different? A Conceptual and Contextual Insights of Multilingualism and Plurilingualism from Indonesian EFL Classrooms Devilito Prasetyo Tatipang; Anas Irwan; Syahrullah Syahrullah; Fajar Aswat
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i2.12777

Abstract

This systematic literature review aims to clarify the conceptual distinctions and contextual applications of nbsp;multilingualism nbsp;and nbsp;plurilingualism nbsp;in Indonesian English as a Foreign Language EFL classrooms The study addresses widespread confusion among educators and policymakers by analyzing 25 high quality peer reviewed studies published between 2021 to 2025 Using rigorous selection criteria and thematic analysis the review found that nbsp;multilingualism nbsp;is typically understood as the coexistence of multiple languages within societies or institutions while nbsp;plurilingualism nbsp;highlights an individual s integrated and dynamic use of multiple languages Despite Indonesia s rich linguistic diversity national policies and curricula have yet to fully adopt plurilingual principles often favoring strict language separations Classroom research reveals that language practices are more fluid with teachers and students frequently combining languages for comprehension and engagement However varying teacher beliefs and insufficient training hinder the implementation of effective plurilingual pedagogy This study underscores the need for clear shared definitions and improved professional development to bridge the gap between theory policy and practice The findings advocate for policies and teaching approaches that recognize and harness the full linguistic repertoires of learners Ultimately this review provides a critical foundation for advancing multilingual education in Indonesia and contributes to global discussions on language pedagogy in multilingual contexts< em>< p>
Co-Authors Anas Irwan Devilito Prasetyo Tatipang Fajar Aswat St. Nur Aima Fatima