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English Language Education Study Programme, Universitas Sanata Dharma, Jl. Affandi/Jl. Moses Gatotkaca, Depok, Caturtunggal, Sleman, Daerah Istimewa Yogyakarta 55281
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INDONESIA
LLT Journal: A Journal on Language and Language Teaching
Published by Universitas Sanata Dharma
ISSN : 14107201     EISSN : 25799533     DOI : https://doi.org/10.24071/llt
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
LLT Journal: A Journal on Language and Language Teaching, to be published twice a year, namely in April and October, is a scientific peer-reviewed journal published by the English Language Education Study Program, Faculty of Teacher Training and Education, Sanata Dharma University, Yogyakarta. The journal welcomes articles on language and language teaching, including 1. language studies/investigations, 2. language teaching/learning, 3. literature related to language studies or learning, and 4. linguistics related to language learning.
Arjuna Subject : -
Articles 594 Documents
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THE IMPACT OF NEOLIBERALISM ON EFL EDUCATION: A CRITICAL DISCOURSE ANALYSIS OF EDUCATOR EXPERIENCES IN SOUTH KOREA Reyes, Cyril; Jung, Christina Dahee
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.10027

Abstract

This paper explores the discourses used by English-as-a-Foreign Language (EFL) instructors in South Korea. The study uncovers the factors shaping educator perspectives through survey comments, semi-structured interviews, and a focus group discussion. A preliminary analysis of qualitative data reveals the impact of neoliberal policies. In recognition of the invaluable insight of EFL educators, the researchers employed critical discourse analysis (CDA) to expose how neoliberal ideology has changed EFL teaching in Korea. CDA highlighted how the language of disdain for the pursuit of profit harboured the potential for social transformation. As a result of CDA, this study demonstrates how money has become the nucleus of EFL teaching in Korea while the producers of cultural and financial capital, vis-à-vis the educators, are marginalized.
NEW INSIGHTS INTO PEER FEEDBACK IN VIRTUAL LANGUAGE EXCHANGES Iglesias, Montserrat; Tarazona, Cristina
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.10642

Abstract

To foster the acquisition of English or Spanish as a foreign language, 26 undergraduate students took part in a synchronous virtual language exchange between Oxford College of Emory University (United States) and CETT Barcelona School of Tourism, Hospitality and Gastronomy (affiliated with the University of Barcelona, Spain). After each conversation, participants had to fill in a 5-item questionnaire and comment on their language partner’s performance. Individual feedback was gathered by means of Google Forms and referred to overall oral performance, specific grammar and vocabulary errors, specific pronunciation errors, improvement suggestions for enhanced communication, and remarkable conversation features. To explore the main characteristics and components of peer feedback in this virtual context, the comments provided by the participants were analysed through content analysis and categorization using the qualitative data analysis software QDA Miner Lite. The results show that the participants made constructive recommendations and comments that supported the development of their communicative competences and intercultural skills. In practical terms, the specific strengths and weaknesses pointed out in the questionnaires can be used as formative indicators by students and instructors. This small-scale study aligns with previous research indicating that peer feedback as an integrated element in virtual language exchanges contributes to linguistic awareness and progress among undergraduate foreign language learners.
SOCIAL ENGAGEMENT STRATEGY OF ENGLISH LANGUAGE LEARNERS FOR ENHANCING GRAMMAR Yunita, Wisma; Hati, Gita Mutiara; Arono, Arono; Baker, John R.; Abdullah, Irwan
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9768

Abstract

Language learning, including grammar learning, requires social strategies involving interaction. The study explored the prevalence of social strategy use, patterns of social strategy use employed by English Language Learners (ELL) in learning English grammar, and the rationale behind their use. Using purposive sampling and a mixed-methods design (Grammar Learning Strategies Inventory – GLSI – and follow-up semi-structured interviews) with 194 Indonesian undergraduate respondents showed that social strategies were most employed, followed by metacognitive, cognitive, and affective. The findings also illustrated three social strategy use patterns: (a) involving teachers and more proficient others, (b) practicing with peers, and (c) involving peers as motivators. The rationales for social strategy use were further demonstrated: (a) to understand and avoid mistakes in the use of grammar, (b) share and enhance understanding of grammar materials, (c) know errors and correct them to participate more in learning, and (d) improve grammar usage. These findings provide practical and theoretical insights into students' social strategy use in the ELL context. Limitations and opportunities for additional research are also presented.
BOOK REVIEW: MOBILE-MINDFUL TEACHING AND LEARNING: HARNESSING THE TECHNOLOGY THAT STUDENTS USE MOST Mutiaraningrum, Ira
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.10375

Abstract

Mobile-mindful Teaching and Learning: Harnessing the Technology that Students Use Most offers practical strategies for integrating mobile technology into teaching and learning. In addition to teaching procedures, this book provides access to online resources, such as applications tailored for mobile learning. It provides tangible examples to inspire readers, along with QR codes and a website to access additional resources for further exploration. With 11 chapters divided into three parts, this book skillfully incorporates opportunities for mobile learning to demonstrate the value of learning through smartphones while also acknowledging the fluid learning environments in which students engage, enabling the delivery of online modalities and features customized to specific needs and settings, regardless of time or location.
INDONESIAN ENGLISH AS A FOREIGN LANGUAGE LEARNERS’ INTERPERSONAL COMMUNICATION: PROFILES AND CHALLENGES Menggo, Sebastianus; Jama, Karolus Budiman; Adnyani, Ni Luh Putu Sri; Krismayani, Ni Wayan
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.8670

Abstract

This research addresses interpersonal communication abilities and the related challenges faced in English as a Foreign Language (EFL) classrooms within Indonesian university settings. Knowledge of interpersonal communication influences how EFL learners perform in educational environments that require direct interaction. This study aims to explore students’ interpersonal communication abilities in speaking classes and the challenges they encounter. A cross-sectional survey was conducted between June and July 2023, involving 315 college students from six English Study Programs at six universities across three Indonesian provinces. Data were collected using questionnaires and interviews, followed by quantitative analysis. The findings indicate that the respondents’ interpersonal communication profiles were classified as Moderate (Average = 3.26). The most prevalent challenge (Average = 4.6) in developing interpersonal communication skills during speaking courses was difficulty in understanding the pronunciation of their speech partners. These findings are significant for undergraduate students, as they highlight the importance of developing communication skills through communicative competence. EFL learners are encouraged to communicate effectively by focusing on both the micro and macro components of linguistics. These elements are essential to cultivating a more compassionate, dynamic, engaging, functional, and experiential language learning environment, as they complement each other.
SOCIAL EMOTIONAL LEARNING IN PRE-SERVICE EFL TEACHERS’ FORMATIVE ASSESSMENT IN CRISIS TIMES Dmitrenko, Natalia; Panchenko, Violetta; Hladka, Olena; Shkola, Iryna; Devitska, Antonina
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9837

Abstract

This qualitative case study deals with the problem of social-emotional learning (SEL) implementation in Ukrainian pre-service English as a foreign language (EFL) teachers’ formative assessment in the English language classroom. The research question is “How did the implementation of SEL techniques during formative assessment affect pre-service EFL teachers’ communicative skills?” It is particularly important in times of crisis, such as wars, natural disasters, or pandemics, when pre-service EFL teachers are socially and emotionally vulnerable. Taking into account that the assessment provokes additional stress and anxiety, the introduction of SEL techniques in formative assessment contributes to creating a fertile educational space with a focus on pre-service teachers’ emotional needs and mental well-being. The study found that integrating SEL techniques such as exit tickets, reading logs, dialogue journals, pilgrim’s journals, assessment rubrics, reflective activities, and graphic organizers into formative assessments significantly enhanced pre-service EFL teachers’ communicative skills, emotional intelligence, and learner autonomy. Participants reported improved engagement, self-awareness, and interpersonal skills, confirming the value of SEL-informed pedagogy in fostering both language proficiency and emotional resilience in times of crisis.
UNRAVELLING THAI EFL UNDERGRADUATE STUDENTS’ MOTIVATION-ENGAGEMENT PROFILES IN ACADEMIC WRITING ALONG WITH THEIR CHALLENGES Averina, Fidelis Elleny; Kanasya, Alfonsa Vina
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.8985

Abstract

Carrying out academic tasks requires some skills, one of which is writing. In countries where English is regarded as a foreign language, it can be particularly challenging for the students to master this skill since they are EFL beginning learners who are still developing. This requires students to possess good motivation-engagement which can help them to accomplish the demanded tasks. Derived from the rationale, this research aimed to unravel Thai EFL Undergraduate students’ motivation-engagement profiles Academic Writing and the challenges. These challenges they encountered might negatively impede their motivation-engagement. This descriptive qualitative research utilized a Likert-scale questionnaire and one section of open-ended questions that were distributed to sixty-eight Xavier Learning Community (XLC) students in Chiang Rai, Thailand. The findings showed that adaptive cognition became the most dominant motivation-engagement profile followed by adaptive behavior, impending cognition, and maladaptive behavior. In addition, it was revealed that the students in XLC showed a good motivation-engagement profile in Academic Writing despite the challenges that they encountered. These challenges include language use, paraphrasing, coherence, and cohesion. The result of this research is beneficial for educators and writing teachers, especially in designing instructions to sustain students’ motivation-engagement profiles.
UTILIZATION OF PADLET IN SECOND LANGUAGE TEACHING: PRACTICES, CHALLENGES, AND OPPORTUNITIES Villarama, Joseph Agbuya; Pilien, Ramil Vicente; Villamar, Czerina Igcasan
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9015

Abstract

The landscape of second language classrooms (SLCs) adapts to innovative language teaching strategies to empower language learners through various technology applications such as Padlet, which offers a dynamic and enhanced learners’ academic experience. This phenomenological qualitative research explored the utilization of Padlet in second language classroom teaching, along with the encountered problems of language learners in using Padlet, and its technological potential in second language teaching and learning. The data were analyzed thematically after a series of scheduled semi-structured face-to-face interviews with 210 learner-participants selected through a purposive sampling technique, while guided by a validated 15 self-developed interview guide questions. The findings highlight the Padlet as an efficient, multifunctional, and novel pedagogical tool fostering dynamic and inclusive language engagement and versatile language learning interactions, despite its restriction issues due to their limited technology exposure. With Padlet’s promising results, this study substantiates pedagogical evidence on Padlet integration in second language classroom teaching; hence, ensuring a more effective and efficient technology utilization, thereby handing more positive implications to ESL teachers and learners.
BOOK REVIEW: PRESENTING IN ENGLISH: A PRACTICAL GUIDE Athapaththu, Pasan
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.12074

Abstract

Authored cautiously, keeping in mind the individuals who find it challenging to deliver presentations in English, Presenting in English: A Practical Guide by Dick Smakman is a potential candidate to occupy space on the bookshelf of any student genuinely seeking straightforward advice for their presentations. As presentations are a powerful persuasive tool (Duarte, 2010) and the most transferable of all other skills (Van Emden Becker, 2016), a majority of modules in educational programmes have allocated space for a component on presentation skills (Grieve et al., 2021).
MOTIVATION TO TEACH AND AI ANXIETY AMONG TESOL STUDENT-TEACHERS WITH DEGREE-YEAR AND GENDER DIFFERENCES Ilhan, Berk
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9166

Abstract

Integrating Artificial Intelligence (AI) in language teaching may induce anxiety among educators. This quantitative study investigates the relationship between AI anxiety and teaching motivation among TESOL student-teachers, an area that remains under-researched. The participants were 146 student-teachers in a TESOL program with different degree-years and genders. Two questionnaires examined the relationship between two dependent variables, AI anxiety and motivation to teach, and two independent variables, degree-year and gender differences. The investigation of AI anxiety encompassed four factors: anxiety due to learning, job replacement, AI configuration, and sociotechnical blindness, while the motivation to teach two factors: intrinsic and extrinsic motivation. The analysis was conducted using Kruskal-Wallis, Mann-Whitney U, and correlational analysis, and the findings revealed moderate levels of AI anxiety and motivation to teach. A significant difference in “job replacement anxiety” and the degree-year indicated that student-teachers could have different levels of job replacement anxiety in different years. Female student-teachers had higher AI anxiety and motivation to teach than male candidates. The minor positive correlations (%7-8) between AI anxiety, particularly the sociotechnical blindness factor, and intrinsic motivation show that intrinsic motivation could determine the anxiety level; therefore, teacher educators could give particular attention to reducing the sociotechnical blindness.

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