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Langkawi: Journal of The Association for Arabic and English
Published by Institut Agama Islam Negeri Kendari
ISSN : 24602280     EISSN : 25499017     DOI : http://dx.doi.org/10.31332/lkw.v0i0
Core Subject : Education,
Languange, Linguistic, Communication & Media
Langkawi: Journal of The Association for Arabic and English, invites scholars, researchers, and students to contribute the result of their studies and researches in Arabic and English with linguistic studies, both in micro and macro terms, such as applied linguistics, philology, script studies, including Arabic and English language education.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 3 Documents
 1 
Search results for , issue "Vol. 12 No. 1 (2026)" : 3 Documents clear
User Acceptance of a Digital Arabic Verb Recognition Tool: Validating TAM in Morphosyntactic Learning Contexts Zuhriah, Zuhriah; Agussalim, Andi
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12366

Abstract

This study investigates user acceptance of Arabicapp based on morphosyntactic patterns. The application aims to support learners in recognizing verb forms and transitivity patterns, which are widely acknowledged as challenging aspects of Arabic grammar acquisition. To evaluate user acceptance, the study employed the Technology Acceptance Model (TAM), examining five core constructs: Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude Toward Use (ATU), Behavioural Intention (BI), and Actual Usage (AU). A quantitative survey was administered to a diverse group of participants, including university students, lecturers, and Arabic language practitioners. Data were collected through staged evaluations and analyzed using descriptive statistics, correlation analysis, and multiple regression techniques. The results indicate consistently high levels of acceptance across all TAM constructs, with ease of use and behavioural intention receiving the highest mean scores. However, regression analysis reveals that Perceived Usefulness significantly predicts Behavioural Intention, whereas Perceived Ease of Use does not show a statistically significant effect. This finding suggests that perceived instructional value plays a more decisive role than interface simplicity in determining adoption of morphosyntactic learning tools. Overall, the findings demonstrate that Arabicapp effectively supports Arabic grammar learning, particularly in verb identification tasks, and shows strong potential for use in both formal and non-formal instructional contexts. The study contributes to TAM-based research in language technology by highlighting that, in cognitively demanding learning environments such as morphosyntax, perceived usefulness emerges as the primary driver of user adoption.
The Interplay of Individual Differences and Explicit Pragmatic Input on the Effectiveness of EFL Learners’ Grammar Development Adam, Sutisno; Sailuddin, Sartika Putri; Maricar, Farida
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12394

Abstract

This study explored the impact of explicit pragmatic input instruction on grammatical development among intermediate-level English as a Foreign Language (EFL) learners, focusing on the moderating role of individual differences, including cognitive ability and learning preferences. Conducted with 65 university students enrolled in a compulsory grammar course, they were randomly assigned to either an experimental group receiving instruction that integrated pragmatic functions within grammar teaching or a control group receiving traditional form-focused grammar instruction. Pre- and post-tests assessed grammatical proficiency, while cognitive ability and learning preferences were measured to evaluate their influence on learning outcomes. Quantitative analyses, including paired-samples t-tests, repeated-measures ANOVA, and hierarchical regression, revealed that the experimental group exhibited significantly greater grammatical improvements than the control group. Moreover, learners with higher cognitive abilities and visual or kinesthetic learning preferences benefited more substantially from explicit pragmatic input instruction. Qualitative data from interviews and classroom observations complemented these findings by highlighting increased learner engagement, motivation, and pragmatic awareness in the experimental group. Participants reported that pragmatic-contextualized activities fostered meaningful grammar learning and practical application in communication, in contrast to the more mechanical learning experiences of the control group. The results underscore the effectiveness of integrating pragmatic input with grammar instruction and emphasize the need to tailor teaching approaches to individual learner profiles. The implications for EFL pedagogy include adopting multimodal, context-rich grammar teaching strategies to enhance communicative competence. This study contributes to advancing evidence-based practices that bridge grammatical knowledge and pragmatic use in diverse contexts of language learning.
A Critical Evaluation of Speaking Activities in New Interchange (Fifth Edition) from a Task-Based Language Learning Perspective Qonnita, Tsabita Rosaria; Haryati, Sri
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13907

Abstract

This critical discourse study examines the extent to which speaking activities in a widely used international EFL textbook align with the core principles of task-based language learning (TBLL), such as task authenticity, learner interaction, focus on meaning, and outcome orientation. Grounded in the TBLL framework proposed by Ellis, Skehan, and Willis, the study systematically looks at eight conversation activities from New Interchange series (Fifth Edition), Student Books 3 and 3A. To triangulate the textbook analysis, semi-structured interviews were conducted with 17 secondary school learners to explore their perceptions of these speaking tasks. The findings reveal that although many activities simulate real-life communicative situations and encourage meaning-focused interaction, they often require pedagogical mediation to fully function as genuine tasks within a TBLL framework. The secondary school student participants reported higher levels of engagement, confidence, and perceived relevance when tasks were experienced as authentic, interactive, and goal-oriented. These findings accentuate the pivotal role of teacher mediation in transforming textbook-based activities into meaningful communicative experiences. Our findings call for more meaningful speaking tasks that impact on students’ oral ability in English.

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