cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota makassar,
Sulawesi selatan
INDONESIA
IJoLE: International Journal of Language Education
Published by Universitas Negeri Makassar
ISSN : 25488457     EISSN : 25488465     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "vol. 10 no. 3, 2026" : 10 Documents clear
Request Strategies in Academic Contexts: Exploring Intercultural Pragmatic Strategies among Indonesian, Kazakhstani, and Uzbek EFL Students Arbain Arbain; Dzul Rachman; Saltanat A. Meiramova; Fahmi Gunawan; Dedi Rahman Nur; Muhammad Aswad
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90048

Abstract

Studies on request strategies in academic settings have mostly focused on East Asian or single-national contexts, leaving comparative perspectives from Southeast and Central Asia limited. In particular, little is known about how age, gender, and pragmatic awareness shape students’ communicative behavior across diverse cultural backgrounds. This study addresses the gap by examining how Indonesian, Kazakhstani, and Uzbek EFL students formulate academic requests and how socio-demographic and cognitive-affective factors influence their choices. The research draws on Brown and Levinson’s politeness theory, Hofstede’s cultural dimensions, and relational approaches such as rapport management. A sequential explanatory mixed-methods design was employed: quantitative data were gathered from 347 students using a Discourse Completion Test (DCT) and demographic surveys, analyzed with chi-square tests, and enriched through semi-structured interviews. Findings revealed strong cultural variation: Indonesians preferred conventional indirectness to preserve harmony, Kazakhstani students favored directness reflecting explicitness and efficiency, while Uzbeks adopted a hybrid pattern. Age and gender significantly influenced strategies, with older and female learners tending toward indirect forms. Thematic analysis highlighted pragmatic awareness through monitoring language, cultural expectations, anxiety regulation, and growing confidence. The study extends politeness theory by showing that clarity can function as a pragmatic value, and it offers pedagogical implications, recommending explicit intercultural pragmatics instruction via case studies, role-plays, and email simulations.
Needs for Developing a Sociocultural Theory-Based Instructional Model to Enhance Chinese Listening and Speaking Skills among Pre-service Teachers in Thailand Chanakan Khumdumrongkiet; Jiraporn Chano; Chowwalit Chookhampaeng; Chi Cheng Wu
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90042

Abstract

This study aimed to investigate the basic information and learning needs for developing a sociocultural theory-based instructional model to enhance Chinese listening and speaking skills among pre-service teachers in northeastern Thailand. A mixed-methods design was employed, including documentary research, a quantitative survey (n = 200), and qualitative interviews (n = 14). Data were analyzed using descriptive statistics and content analysis. The findings indicated that students’ needs were at a high level, particularly in terms of internalization, mediation, and the zone of proximal development. Five key dimensions emerged: communicative practice, scaffolding, collaborative learning, formative assessment, and technological and institutional support. These results highlight the importance of meaningful interaction and guided support in language development. This study contributes by integrating needs analysis with sociocultural theory to provide an empirically grounded basis for instructional model development in Chinese language education. It also offers practical guidelines for designing interaction-based and learner-centered instructional approaches. Future research should focus on implementing and evaluating the proposed model across diverse contexts.
Negotiating Yogasūtra across Languages and Cultures: Translanguaging, Gender, and Multilingual Interpretive Authority in a Bali–India Learning Community Luh Asli; Made Ferry Kurniawan; Herya Darma Utami; Ni Wayan Monik Rismadewi; Ida Ayu Ketut Surya Wahyuni
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90049

Abstract

Sacred and philosophically dense texts create distinctive language-learning environments in which meaning is negotiated across linguistic forms, cultural histories, textual traditions, and embodied experience. Yet translanguaging research has paid comparatively limited attention to how learners negotiate interpretive authority when the object of learning is a culturally embedded philosophical text. This qualitative case-study examines multilingual meaning-making in a Bali–India learning community where Patañjali’s Yogasūtra was discussed through Sanskrit, Indonesian, Balinese, and English. The corpus comprises 21 people cosnist of 2 facilitator and 19 participants, 9 women and 10 men, and observed across 10 recorded sessions totaling 16 hours and 40 minutes, supplemented by 20 semi-structured interviews, 12 video-stimulated recall interviews, learning artifacts, and field notes. Five Critical Meaning-Making Episodes (CMEs) are presented as analytic exemplars. Across these episodes, participants mobilized translanguaging not merely to compensate for lexical gaps but to test interpretations, compare cultural frames, repair semantic approximations, and establish or contest epistemic legitimacy. The analysis proposes multilingual interpretive authority as an interactionally produced form of legitimacy through which speakers gain uptake for interpretations by coordinating linguistic, textual, experiential, and embodied resources. Gender was relevant when participants’ turns were taken up, interrupted, reformulated, or positioned as experiential rather than authoritative knowledge. Video-stimulated recall functioned as a research elicitation method rather than a learning method. The research contributes a language-education account of sacred-text learning in which translanguaging, cultural translation, and epistemic positioning are analytically connected.
Students’ Needs and Challenges in Academic Writing: Toward a Social Media–Based Module for Digital Literacy and International Publication Geminastiti Sakkir; Sakaria Sakaria; Fauzan Hari Sudding Sally; Aswadi Aswadi; Nurhusna Nurhusna; Harnita Rosalia
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90043

Abstract

This study investigates students’ needs, challenges, abilities, digital literacy, and learning preferences in academic writing to inform the development of a social media–based English for Academic Writing module. Using a descriptive quantitative design, data were collected from 77 third-semester English education students at Universitas Negeri Makassar through a Likert-scale questionnaire. Findings show that students prioritize thesis and research proposal writing but face challenges in grammar, vocabulary, idea organization, and citation practices. Their abilities are generally moderate, with notable weaknesses in technical aspects. While students demonstrate adequate digital literacy in basic tools, they lack proficiency in advanced academic technologies. Social media engagement is dominated by YouTube, Instagram, and TikTok, with academic platforms rarely used. Students prefer interactive video tutorials, structured text modules, and immediate feedback. These results underline the importance of integrating social media into academic writing instruction to enhance students’ international publication readiness and digital literacy
Gendered Language, Politeness, and Social Hierarchy in Bugis Communication: A Sociolinguistic Study of Interactional Change in South Sulawesi Nuraini Kasman; Jamaluddin Ahmad; Suleha Suleha; Yayuk Astuti
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90050

Abstract

This article aims to find out how gendered language practices in Bugis society are produced, negotiated, and transformed through everyday communication. Moving beyond deficit or binary difference accounts of gendered speech, the study conceptualizes gender as an interactional and relational accomplishment mediated by social status, age, politeness norms, institutional setting, and language choice. The research uses a qualitative sociolinguistic design based on participatory observation, recorded natural conversations, interviews, and field notes involving Bugis community members and local social actors in Laringgi Village. Data were coded thematically with NVivo 12 Plus and interpreted through sociolinguistic theories of indexicality, relational politeness, communities of practice, and Bugis cultural scholarship. The findings show that men and women do not differ linguistically in a fixed or essential manner. Rather, gendered communication is organized through intersecting norms of directness, deference, seniority, authority, and situational formality. Polite Bugis pronouns and clitics such as idi', -ki', and ta-/i- index respect and social distance, whereas iko, -ko, and nu-/mu- tend to signal informality, intimacy, or lower deference. However, gender is often overridden by status and age: educated and institutionally positioned women can speak authoritatively to men, while younger men remain obliged to address older women politely. The study contributes to language and gender research by showing that Bugis gendered speech is best understood as relationally calibrated social practice, not as a simple male-female contrast.
Implementation of Computer-Based Learning Media for Japanese Transitive and Intransitive Verb ‘Jita’ Puspa Mirani Kadir; Ferri Parsaulian Pakpahan
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90044

Abstract

This study aims to examine the implementation of learning media designed for Japanese learners to improve understanding of transitive-intransitive verb (hereafter Jita verb). It also systematically identified the difficulties encountered at the stage of material analysis, leading to the compliation of Jita verb material showed in the application tool. The design concept of the application tool helped to ascertain the success of learning. The identification process and design concept comprised the implementation stage of the developed learning media. The word inventory was compiled using the listening method, obtained from two primary data sources, namely Japanese newspapers, and magazines. Meanwhile, secondary data were in the form of corpus, namely the Compound Verb Lexicon from the National Institute for Japanese Linguistics and Language (NINJAL). This computer-based learning media showed 7 types of Jita verb classification a development of Satou’s (2002) study. The analysis focused on assigning color to each word-forming elements that were difficult for students to understand, particularly in the form of (1) roots (stem), (2) base words (base), including (3) suffixes and affixes. The results showed an increase in understanding Jita with the help of learning media as proven by the Wilcoxon test which exhibited a statistically significant increase in students' post-test scores (M = 8.33, SD = 0.96) compared to respective pre-test scores (M = 7.50, SD = 1.47), p < 0.001. Therefore, this study could serve as a reference, paving the way for further analyses examining CALL with a certainly broader scope.
Assessing Indonesian EFL Learners’ Pragmatic Competence through Discourse Completion Test: Correlation with Motivation and Exposure to English Nuri Emmiyati; Jumharia Djamereng; Naurah Jinan
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90051

Abstract

Pragmatic competence occupies a crucial position in communicative ability in EFL context, despite its limited conceptual and instructional development. This study examines whether Indonesian English major students’ pragmatic competence is associated with motivation, exposure to English, previous educational background, and gender. The aim is to determine whether pragmatic ability develops alongside commonly recognized predictors of language achievement or functions as an independent dimension of communicative competence. A descriptive quantitative cross-sectional design was employed with ninety-seven first year undergraduate university students. A Discourse Completion Test was used to assess pragmatic competence, a self-determination motivation questionnaire, and an English exposure scale containing demographic information. Spearman rank-order correlation and Mann-Whitney U tests were used to analyze relationships and group differences. The results show no significant relationships between pragmatic competence and most dimensions of motivation, all types of English exposure, previous educational background, or gender. A small negative correlation was observed only with intrinsic stimulation. These findings indicate that general motivation and frequent exposure do not necessarily foster context-sensitive pragmatic ability. Instead, pragmatic competence appears to depend more on sociocultural awareness and interactional experience than on linguistic engagement alone. The study highlights the need for explicit pragmatic instruction and context-based interaction in EFL curricula and contributes to interlanguage pragmatics by clarifying the conditions under which pragmatic competence develops.
Integrated Framework for Comparative Narrative Poetics across Uzbek, Russian, and English Literary Traditions Botirova Shaxlo Isamiddinovna; Akhmad Baisov; Ergashev Aslbek; Abduramanova Diana; Ismailova Khurliman Najimatdinovna
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90045

Abstract

Comparative literary studies increasingly examine narrative structure, language, identity, and cultural interaction across different literary traditions. However, chronotope, artistic language, intertextuality, personality construction, and cultural memory are often studied separately, limiting understanding of how these elements interact in producing literary meaning. This study proposes the Unified Comparative Narrative Poetics Framework as an integrated model for analysing Uzbek, Russian, and English literary traditions. Using a qualitative comparative approach, the study synthesizes perspectives from comparative literature, narratology, stylistics, semiotics, hermeneutics, and cultural studies. The analysis indicates that chronotope organizes narrative space and time, artistic language shapes aesthetic representation, intertextuality connects texts and cultural traditions, personality construction develops narrative identity, and cultural memory links literary representation with collective historical experience. Although the three literary traditions reflect different historical, linguistic, and cultural backgrounds, they demonstrate comparable narrative functions while maintaining their distinctive national characteristics. The proposed framework offers a structured method for examining the relationships among major narrative elements instead of treating them as independent categories. It may support further research in comparative literature, narrative theory, translation studies, and intercultural communication. Nevertheless, its application should be tested through more detailed textual analysis involving clearly defined literary works and primary textual evidence.
Linguistic Representations of Power in Online Political Discourse: Implications for Language Education Ismail Marzuki; Teguh Setiawan; Else Liliani; Adi Iwan Hermawan
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90052

Abstract

Language education increasingly requires learners to understand not only grammatical structures but also how linguistic choices construct authority, position audiences, and shape interpretations of social reality. This study examines linguistic forms, discursive strategies, and power relations in quotations from Indonesian political party officials published in online mass media and explores their implications for language education. A critical discourse analysis framework was combined with systematic content analysis to examine 261 verbatim quotations from five national online media outlets published between January and July 2024, producing 1,216 codings. The findings show that declaratives were substantially more frequent than imperatives and interrogatives, while modality, polarity, and person reference further shaped meanings of certainty, authority, inclusion, and responsibility. Linguistic strategies were also more frequent than overt ideological strategies, and interactional power predominated over structural and positional power. The findings indicate that apparently neutral linguistic forms can naturalize power through layers of grammatical choice and media mediation. These patterns provide a basis for developing critical language awareness by encouraging learners to move beyond identifying linguistic structures toward interpreting how language constructs authority and social meaning in authentic online discourse.
Digital Literacy as Epistemic Practice in Indonesian EFL Academic Writing Andi Hudriati; Areski Wahid; Sitti Rahmawati
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90041

Abstract

Digital tools are now routine in university writing, yet access to applications does not by itself produce the critical, ethical, and rhetorical judgement required for academic communication. This qualitative study examined how lecturers and students at an Indonesian university understood and enacted a digital-literacy-oriented approach to English as a foreign language academic writing. An ethnographically informed case design drew on the accounts of 40 students and three lecturers, participant observation, field notes, and contextual materials. Data were interpreted through inductive reflexive thematic analysis. Four themes were developed: a movement from operational convenience towards epistemic judgement; digital platforms as infrastructures for iterative writing and feedback; unequal participation shaped by connectivity, tool fluency, and source-evaluation capacity; and the need to align responsive classroom scaffolding with institutional support. Lecturers emphasised source credibility, citation, and integrity, whereas students initially foregrounded speed, access, and textual organisation. Shared documents, learning-management systems, reference tools, and similarity reports became pedagogically valuable when embedded in explicit comparison, feedback, and revision routines. The study proposes a Situated Digital Academic Writing model that connects epistemic information practices with iterative writing and identifies the contextual conditions that enable participation. Because the evidence is qualitative and perception-based, it does not establish causal improvement in writing achievement. The findings instead show how digital literacy can be designed as a situated academic practice rather than reduced to technical tool use.

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 3, 2026 Vol. 10 No. 1, 2026 Vol. 9, No. 4, 2025 Vol. 9, No. 3, 2025 Vol. 9, No. 2, 2025 Vol. 9, No. 1, 2025 Vol. 8, No., 4, 2024 Vol. 8, No. 3, 2024 Vol. 8, No. 2, 2024 Vol. 8, No. 1, 2024 Vol. 7, No. 4, 2023 Vol 7, No. 3, 2023 Vol. 7, No. 2, 2023 Vol. 7, No. 1, 2023 Vol 6 No. 4, 2022 Vol. 6, No. 3, 2022 Vol. 6, No. 2, 2022 Vol. 6, No. 1, 2022 Vol. 5, No. 4, 2021 Vol. 5, No. 3, 2021 Vol. 5, No. 2, 2021 Vol. 5, No. 1, 2021 Vol. 4, No. 3, 2020 Vol. 4, No. 2, 2020 Vol. 4, No. 1, 2020 Vol. 3, No. 2, 2019 Vol. 3, No. 1, 2019 Vol. 3, No. 1, 2019 Vol. 2, No. 2, 2018 Vol. 2, No. 2, 2018 Vol. 2, No. 1, 2018 Vol. 1, No. 2, 2017 Vol. 1, No. 1, 2017 More Issue