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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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INTERACTIVE THEMATIC MAPPING FOR EFL EDUCATION: EXPLORING SDG 16 WITH JAPANESE AND COLOMBIAN UNIVERSITY STUDENTS Perrem, John Guy; Habte-Gabr, Ezana Eyassu
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.11811

Abstract

English language education has increasingly incorporated global issues to provide a link between classroom learning and real-world problems. The intent is that by examining such issues, students will engage with challenges while developing language skills in more purposeful ways. Acknowledging this, this study foregrounds the use of interactive online thematic maps for Sustainable Development Goal (SDG) 16 as the central pedagogical tool. SDG 16 focuses on peace, justice, and strong institutions. Responses from 35 Japanese and Colombian university students regarding their use of interactive online thematic maps were analyzed. Across five university EFL lessons, this cross-cultural study used a Likert-scale survey to evaluate how interactive online thematic maps supported vocabulary, reading, analytical thinking, and motivation. Lessons integrated interactive online SDG 16 maps with discussion-based classroom activities that encouraged exploration of indicators such as homicide, corruption, press freedom, and access to justice. Results indicate that interactive online maps enhanced language skills, critical thinking, and understanding of SDG 16. Findings suggest that interactive online maps provide a visually engaging way to link language learning with global citizenship education. This study demonstrates the potential of interactive online thematic maps to integrate sustainability topics into EFL and promote deeper cross-cultural and socio-political awareness.
BRIDGING KNOWLEDGE AND ACADEMIC INTEGRITY: AI INTEGRATION FOR TPACK DEVELOPMENT IN EFL TEACHER EDUCATION PROGRAM Kusuma, I Putu Indra; Budiarta, Luh Gd Rahayu; Maharani, Anak Agung Putri
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.12809

Abstract

Recent research indicates that generative artificial intelligence (GenAI) such as ChatGPT has great potentials to support English as a foreign language (EFL) preservice teachers (PSTs) to develop their technological pedagogical content knowledge (TPACK) during their studies in teacher education programs (TEPs). How these PSTs view academic integrity while using GenAI and apply it for TPACK development are still unknown. Looking at the above gaps, this study aimed at exploring how EFL PSTs use GenAI to develop their TPACK and perceived academic integrity. This study recruited eight EFL PSTs in an Indonesian public education university using a basic qualitative methodology. This study employed semi-structured interviews and researchers’ notes to collect the data. The data in this work was analyzed using inductive thematic analysis. The results revealed that participants used AI for language skill development and for content creation as well as task assistance. The results also showed that they knew the potential risks of GenAI on academic integrity, had their own strategies for maintaining academic integrity when using GenAI, and had good impressions of academic integrity in AI-assisted learning. This study drew several theoretical and practical implications to support the application of GenAI in TEPs.
EFFECTS OF IDIOMS ON TEACHER RATINGS OF L2 WRITING QUALITY AND LEXICAL DIVERSITY, AND ASSESSMENT CHALLENGES Abu-Rabiah, Eihab
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.12112

Abstract

Idioms are often seen as signs of advanced language proficiency, yet their role in writing assessment is given little consideration. Most research has focused on how idioms are processed cognitively, leaving open questions about how they affect teacher judgments, particularly in second language writing. This study explores how idioms affect teacher ratings of lexical diversity and writing quality, while also highlighting the challenges teachers face in evaluating them. Using a mixed-methods design, twenty Hebrew teachers assessed fifteen essays written by native Arabic speakers, along with revised versions of each essay that included a frequent idiom (30 essays total). The essays spanned CEFR levels A2 to B2 and were randomly ordered. Teachers, whether native speakers of Arabic or Hebrew, rated both lexical diversity and writing quality of each essay on a 10-point scale. Six teachers also participated in semi-structured interviews, which were subjected to thematic analysis. The findings indicate that essays with idioms were rated significantly higher in both writing quality and lexical diversity, regardless of the rater’s first language. The interviews highlighted several recurring challenges in assessing idioms, including contextual appropriateness, idiom transparency, frequency of use, grammatical accuracy, and variation between standard and colloquial forms.
EFL UNIVERSITY STUDENTS’ MOTIVATION, COGNITIVE LOAD, AND SATISFACTION WITH USING GENAI FOR ENGLISH LEARNING Lee, Yong Jik; Otani, Masashi
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.11518

Abstract

This study examined how the integration of GenAI affects students’ writing learning experiences, examining factors related to motivation, cognitive load, and satisfaction. Data collection involved an end-of-semester survey assessing these three dimensions in the context of AI-integrated writing pedagogy. The results indicate that EFL students generally hold positive perceptions of GenAI’s value and utility for writing development, expressing interest in learning more about AI-assisted writing tools and recognizing their practical importance for academic writing tasks. Students’ motivation was high regarding the relevance and engaging nature of GenAI in writing contexts. The analysis of cognitive load showed moderate levels of mental effort when integrating GenAI into writing processes. The satisfaction data underscore the writing course’s success in fostering enthusiasm, engagement, and practical application of AI writing knowledge, with participants rating the AI-integrated writing course favorably. However, areas such as knowledge retention of AI writing strategies and clarity of understanding AI’s role in writing suggest opportunities for improvement. These findings highlight the potential of GenAI integration in EFL writing instruction, while also identifying specific areas for enhancing writing-focused learner outcomes.
STUDENTS’ LANGUAGE ACQUISITION THROUGH THE INTEGRATION OF EXTENSIVE READING INTO SPEAKING TASKS IN EFL CLASSROOMS Sumardi, Sumardi
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.8597

Abstract

This study explores how pedagogical strategies for integrating extensive reading into speaking tasks should be designed for EFL students and whether such integration had the potential to enhance students’ language acquisition. A qualitative case study was employed, and twenty undergraduate students participated in the study. Interviews and observation were used as the data collection methods. Data were analyzed using a thematic analysis. The findings revealed that students who had previously struggled to read longer texts became well-motivated to engage with a wide range of reading materials across various genres. They also believed that the tasks encouraged them to read a variety of texts, gain more knowledge about ‘the new worlds’ and could eventually speak confidently. The integration of extensive reading and speaking tasks created a natural atmosphere for students’ language acquisition by enhancing their mastery of contextual vocabulary and other language elements. Therefore, EFL teachers are encouraged to integrate this approach into their courses as findings indicated that extensive reading integrated into speaking tasks provided rich language input, allowed for better cognitive processing, and cultivated students’ motivation, confidence, and communicative competence through active exposure to various genres.  
EFL TEACHERS’ ATTITUDES TOWARD INTERCULTURAL COMMUNICATIVE COMPETENCE: A SYSTEMATIC REVIEW OF CHALLENGES AND PEDAGOGICAL IMPLICATIONS Beazidou, Eleftheria; Tsatzali, Katerina; Stavropoulou, Georgia
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.12812

Abstract

This study systematically reviews EFL teachers’ attitudes toward integrating intercultural communicative competence (ICC) in English language teaching, focusing on the gap between their positive perceptions and actual classroom practices. Thirty studies published between 2014 and 2024, representing diverse educational contexts, were analyzed in accordance with PRISMA guidelines. The findings show that although EFL teachers globally acknowledge the importance of ICC, its practical implementation varies significantly. Influencing factors include limited understanding of ICC, deeply rooted linguistic priorities, inadequate professional development, rigid curricula, lack of authentic teaching materials, and time constraints. Despite these challenges, several studies report that teachers who actively integrate ICC employ practices such as the use of authentic cultural materials, critical discussions on cultural stereotypes, project-based intercultural activities, and comparisons between students’ own cultures and those of English-speaking contexts. However, these practices remain sporadic and largely depend on individual initiative rather than systemic support. The review highlights the need for targeted teacher professional development, flexible curricula, the development of intercultural teaching resources, and opportunities to enhance learners’ active participation. These measures are essential for bridging the gap between beliefs and practice, fostering learners’ ICC, and promoting a more inclusive and globally responsive approach to English language education. 
BOOK REVIEW: AI IN FOREIGN LANGUAGE LEARNING AND TEACHING: THEORY AND PRACTICE BY MARCEL DANESI Hidayat, Ahmad Fadhel Syakir; Bahruddin, Uril; Mustofa, Syaiful; Abidin, Nadiah
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.11346

Abstract

In AI in Foreign Language Learning and Teaching: Theory and Practice, Marcel Danesi underscores the ramifications of Artificial Intelligence (AI), including the use of tools like ChatGPT, on Foreign Language Teaching (FLT) and its critical components: language acquisition and teaching. Danesi covers several aspects of FLT to speak, write and assess, voicing their greatest concerns on the impact of AI. Danesi provides a balanced view, considering both the advantages and challenges of dependence on AI in language education. He articulates important ethical arguments on the impact of AI in education, particularly its failure to address students’ emotional and contextual concerns, while highlighting the gap human instructors fill. In addition, the book provides synthesis of the frameworks on the use AI technologies and pedagogical tools to improve FLT while maintaining the human dimension of teaching.
BOOK REVIEW: THE CAMBRIDGE HANDBOOK OF BIOLINGUISTICS Himawan, Riswanda; Santosa, Anang; Rahayu, Triwati; Shodiq, Ja’far
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.10921

Abstract

This review discusses the implementation of biolinguistics in children’s language acquisition. The focus lies on the importance of biolinguistics in studying children’s language acquisition. Children’s language is considered important because, within the scientific concept of biolinguistics, will have an influence on the development of children’s language until the child is an adult. This review is based on The Cambridge Handbook of Biolinguistics, which consists of three parts. The first section discusses the history of biolinguistics; the second chapter discusses the mind, brain and behavior in relation to language; and the third section discusses the evolution of language.  This book aims to open our horizons about biolinguistics as a science that harmonizes language and knowledge, language development in children and the evolution of language in various species. In addition, the most profound meaning of this book lies in its emphasis on the function the human brain,  where each part has its own specific role. Through this book we are asked to be grateful for God's gift to humans for giving the brain with a very extraordinary function. In line with its purpose, this book not only examines the integration between language and the human brain, but also inspires readers to appreciate the complexity of human cognition.
IRANIAN EFL STUDENTS’ ENGAGEMENT, MOTIVATION, AND ATTITUDE TOWARDS TEACHERS’ USE OF HUMOR Hamze Reese, Zahra; Mousapour Negari, Giti
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.5328

Abstract

Although humor in language teaching has received limited scholarly attention, research has consistently highlighted its considerable benefits. It is widely believed that incorporating humor can foster positive attitudes toward learning English. This study aimed to explore the relationship between EFL students’ engagement and motivation, and their perceptions of teachers’ use of humor in language teaching. It also sought to examine the relationship between students’ engagement in the classroom and their motivation to learn. The participants comprised 120 Iranian EFL students from various high schools in Kerman Province. To collect the required data, three questionnaires of course engagement, learning motivation, and students’ attitudes toward teachers’ use of humor were administered. Results of the Pearson product-moment correlation analyses revealed a significant association between course engagement and attitudes toward teachers’ use of humor in the classroom. Moreover, a statistically significant correlation was observed between EFL students’ motivation and attitudes toward teacher humor. Finally, a significant relationship was found between students’ course engagement and their learning motivation. These findings suggest that humor can enhance EFL students’ engagement and motivation, although its impact may vary depending on contextual and individual factors.
RECONCEPTUALIZING ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: INTERPLAY OF JOURNALING AND EMOTIONS Villarama, Joseph A.; Dela Cruz, Lyan Mae Micah V.; Barcelita, Karen Jean C.; Jose, Baby Jean V.
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 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.v28i2.9067

Abstract

While language teaching focuses on structural aspects, intricacies of any language come along with schema and emotion. Journaling, recognized as reflective-effective language teaching strategy, augmenting lifelong skills, remains underexplored in its interplay with language and emotions in second language teaching and learning. This phenomenological qualitative research determined the impact of journaling on ESL learners’ writing and emotional aspects. Responses of 61 Grade 8 ESL learners from provincial laboratory Science high school in Central Luzon, Philippines, during the Academic Year 2023-2024, were chosen through non-probability sampling method. After a series of in-depth face-to-face interviews guided by a set of 10 validated self-developed guide questions, responses were systematically arranged, coded, analyzed, characterized, and thematically interpreted. Findings reveal that through journaling, ESL learners showed engaging and positive language learning experience. While approaching journal writing tasks, the ESL learners involved a piece of themselves, transcending writing at a personal-academic level rather than structural-technical alone. As ESL learners improved language and emotional skills through journaling, they were still cognizant of being judged by peers and teachers. This research contributes to comprehensive understanding of reflective writing practices in language education, providing evidence-based insights for educators and policymakers to enhance both academic and emotional aspects of ESL learners’ experiences.

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