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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 290 Documents
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Exploring Metacognitive Strategies to Support Young Learners in Developing Their Learner Autonomy Suharto, Pipit Prihartanti; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74998

Abstract

This study investigates the role of metacognitive strategy instruction in fostering learner autonomy among young EFL learners. Employing participatory action research, it involved a primary school English teacher and 18 fourth-grade students in an instructional intervention structured around the 'Plan Do Review' reflective framework. Data were collected primarily through classroom observations. Findings indicate that explicit instruction incorporating goal-setting, multimodal scaffolding, and structured reflection enhanced learners’ metacognitive awareness and promoted greater learner autonomy. These positive outcomes were largely attributed to the systematic, scaffolded approach of the intervention, which enabled students to develop metacognitive skills gradually while receiving ongoing support and feedback. Practical implications include recommendations for integrating structured reflection in EFL classrooms and emphasizing differentiated, adaptive teacher training to accommodate learners' varied cognitive readiness and familiarity with reflection.
Empowering EFL Learners Through Generative AI: A Qualitative Exploration of Inclusive and Autonomous Learning in Multicultural Contexts Abduh, Amirullah; Rosmaladewi, Rosmaladewi; Arham, Muhammad; Asnur, Muhammad Nur Ashar; Dalle, Ambo
International Journal of Language Education Vol. 9, No. 1, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.74760

Abstract

Generative artificial-intelligence (GenAI) systems are rapidly permeating language education, yet their effects in multilingual, resource-varied classrooms remain under-examined. This 14-week qualitative multiple-case study investigated how GenAI mediates learner autonomy, inclusive participation, multicultural identity work, and teacher practice in four Indonesian EFL settings (three senior-high schools and one university). Data comprised 24 hours of classroom observation, 76 semi-structured interviews, four focus-group discussions, and 6 752 learner-AI log entries. Reflexive thematic analysis produced four inter-locking themes. AI-mediated autonomy emerged as students progressed from copying teacher prompts to crafting and iterating their own, evidenced by a 142 % rise in self-initiated prompting and increased lexical diversity (type–token ratio =.58). Inclusive voice was fostered through translanguaging cycles, text-to-speech, and complexity-controlled outputs, elevating the unique-speaker index from .54 to .82. In multicultural identity negotiation, learners embedded local idioms (e.g., sipakatau) and deployed iterative counter-prompts to correct Western-centric bias, averaging 2.1 revisions per cultural task. Pedagogical re-positioning saw teacher talk-time fall from 61 % to 34 %, as instructors shifted from grammar transmitters to AI-literacy mentors who facilitated prompt-engineering and bias-hunt workshops. These benefits were conditional on equitable connectivity and critical-AI scaffolding; absent such supports, GenAI risked reinforcing dependency and cultural erasure. The study advances a blended sociocultural–critical-digital-literacy framework, offering practical design principles (prompt workshops, bias-mitigation routines) and policy guidance (minimum-access packages) for the equitable integration of GenAI into language education.
Integrating Project-Based Learning in English Language Teacher Education for Sustainable Development Goals (SDGs) Yusupova, Mukhabbat; Gazieva, Saida; Abdullayeva, Zarinaxon; Umarova, Ziyoda; Akhmedova, Muyassar; Kambarova, Mukhayyo
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74938

Abstract

This study aimed to improve teacher education by integrating project-based learning (PBL) into English language instruction. A motivational-cognitive-reflective model was developed and implemented using a mixed-methods approach. Data were collected through surveys, interviews, and observations involving pre-service English teachers and faculty. The findings showed enhanced planning, collaboration, and instructional competencies. This improvement occurred because PBL fosters active engagement, critical thinking, and reflective learning aligned with authentic classroom contexts. The framework enabled students to apply theoretical knowledge to practical scenarios, aligning with CEFR and IELTS teaching standards. By promoting learner autonomy and contextual learning, the study advances Sustainable Development Goal 4 (Quality Education). The proposed model offers a scalable, evidence-based strategy for enhancing language teacher education globally.
Blending Technology and Tradition: PjBL in ELT to Foster Self-Directed Learning Sukmawati, Sukmawati; Rosmayanti, Vivit; Amin, Sulvahrul
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75114

Abstract

The integration of technology in education has revolutionized the way students learn, offering unprecedented opportunities for fostering self-directed learning (SDL). This study explores the implementation of Project-Based Learning (PjBL) that blends technological tools with local wisdom-based educational practices to enhance self-directed learning among students. This study employed a qualitative research design. Thematic Analysis (TA) was used to analyze the data with the help of Nvivo R14 software. Participants were senior high school teachers from South Sulawesi, Indonesia, who engaged in PjBL integrated with technology and local wisdom. The data were gathered through interviews and observations, with a focus on the integration of PjBL, technology, and local wisdom in learning. The findings identified four primary themes such as PjBL procedures, technology integration, local wisdom integration, and impact on students’ SDL. Each of the primary themes is supported by some subthemes. The findings of this study have three practical implications. First, incorporating local wisdom into ELT helps preserve cultural heritage while making learning more meaningful and relatable for students. Second, integrating technology and local wisdom into PjBL can enhance student engagement and motivation, the project from familiar cultural contexts alongside interactive technological tools makes learning more appealing and enjoyable. Furthermore, applying technology-integrated local wisdom project-based learning facilitates students’ SDL. The students have opportunities to take ownership of their learning process as well as develop their collaboration skills, critical thinking, learning independence, language competence, and cultural understanding. Finally, the researchers expected this study to provide a more comprehensive understanding of how local cultural content may be applied to English language teaching.
Teachers’ Pedagogical Competencies in Implementing Contextual Teaching and Learning in Vocational High Schools in South Sulawesi Mustaqimah, Mustaqimah; Dollah, Syarifuddin; Basri, Muhammad; Asiza, Nur; Akib, Muhaiminah
International Journal of Language Education Vol. 9, No. 1, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.74766

Abstract

This study examines English teachers' abilities to implement pedagogical competence in teaching English for Specific Purposes (ESP) in vocational high schools. Using an interpretive qualitative case study approach, the study examined five teachers from two different vocational high schools, using semi-structured interviews, observations, and document analysis to collect data. The findings revealed three main themes: the ability to design contextual learning, using interactive learning methods, and implementing authentic assessments. Teachers demonstrated competence in integrating English with vocational competence, tailoring their teaching to meet the specific needs of students' future careers. They utilized task-based learning, collaborative group discussions, and technology-based media to engage students and enhance their learning experiences. In addition, teachers used practice-based assessments, such as simulations and project-based assignments, to ensure that students could apply their English skills in real-world scenarios. This study emphasizes the importance of pedagogical competence in fostering an effective ESP learning environment where students are prepared for the demands of their respective industries. The implications of this study suggest that improving teachers' pedagogical competence can significantly improve ESP teaching, providing students with relevant skills for success in their future professions. This research contributes to developing teacher training programs aimed at improving vocational education.
Investigating Dimensions of Teacher Reflective Practice at Language Teachers Purnama, M. Rokhman; Hanifah, Hanifah; Abdullah, Mohamad Syarief; Sogen, Afrianto T. L.; Santosa, Made Herry; Parwati, Ni Nyoman
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74939

Abstract

This study examines the implementation of teachers ‘reflective practice in elementary schools in Bekasi, Indonesia, by analyzing teachers’ self-reflection strategies, challenges, and their impact on improving teaching. Reflective teaching practices have been increasingly recognized as a fundamental approach to improving teaching effectiveness and promoting professional growth among educators. By utilizing a mixed methods approach, data was collected from 198 language teachers through the Teacher Reflective Practice Questionnaire and in-depth interviews. The study explored five main dimensions of teacher reflection: interpersonal, intrapersonal, critical, behavioral, and strategic reflection. The results highlight the need for structured professional development programmers and institutional support to facilitate sustainable reflective teaching practices. In addition, the study underscores the importance of collaboration among educators, encouraging peer-to-peer discussions and self-assessment methods to enhance reflective practice. The findings show that teachers demonstrated high levels of interpersonal and behavioral reflection, with strong engagement in student interactions and classroom adjustments as there are still challenges in integrating reflective strategies into daily teaching due to time constraints, lack of institutional support, and limited professional development opportunities. In addition, teachers show varying levels of engagement in strategic reflection, especially in adopting technology-based reflection tools.  By addressing these gaps, policymakers and educational institutions can design more effective training programmers that support teachers to become lifelong learners. Ultimately, fostering a culture of reflection in teaching not only improves educators’ professional competence, but also enhances students’ learning experiences and outcomes
Adapting Mother Tongue-Based Instructional Models to Address Gender Disparities in Literacy and Numeracy Skills Laksana, Dek Ngurah Laba; Qondias, Dimas; Veliz, Leonardo; Chiu, Chunta; Utami, Ketut Herya Darma; Listyana, I Gusti Agung Ayu Putu
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75115

Abstract

Gender disparities in literacy and numeracy continue to challenge equitable education, especially in linguistically diverse and indigenous communities. In East Nusa Tenggara, Indonesia, the integration of mother tongue-based instructional models offers a promising approach to address these inequities. While the benefits of mother tongue education on overall academic achievement are well documented, its specific role in mitigating gender gaps remains insufficiently examined. This study aim to analyze mother tongue-based multilingual education (MTB-MLE) can be adapted to support gender-equitable learning outcomes in literacy and numeracy among elementary students. The method employed a mixed-method approach. The quantitative component involved quasi-experimental research, meanwhile the qualitative aspect included interviews. Research participants included early-grade elementary students in the Riung ethnic region, comprising a total sample of 168 students (70 male and 98 female). The quantitative data were analyzed using ANCOVA to evaluate differences in pretest and post-test results based on gender, while qualitative data underwent thematic analysis to identify facilitating factors and barriers in implementing the instructional model. Findings reveal that both male and female students benefited significantly from mother tongue-based instruction. Notably, female students showed greater improvements in literacy, while male students demonstrated slightly higher gains in numeracy. These results underscore the potential of culturally responsive, language-based instructional models to promote inclusive and equitable education. By situating learning within students’ linguistic and cultural contexts, mother tongue-based instruction not only enhances academic performance but also supports gender-sensitive pedagogy and curriculum development. This study contributes to the global discourse on language education by offering insights into how localized pedagogical strategies can be leveraged to address gender disparities.
Linguocultural Analysis of Gothic Lexemes and Female Identity in Dahshat and the Yellow Wallpaper: A Cross-Cultural Study Toward Sustainable Development Goals (SDGs) Makhmudov, Kudratbek; Khodjamkulov, Umid; Saitkulova, Nazokat; Khaldarchaeva, Gaukhar; Baisov, Akhmad; Babadjanova, Nargiza
International Journal of Language Education Vol. 9, No. 1, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.74767

Abstract

This study aims to analyze gothic lexemes in Abdulla Qahhor’s Dahshat and Charlotte Perkins Gilman’s The Yellow Wallpaper to understand how language reflects fear, identity, and cultural repression. Using qualitative textual analysis, the study explored semantic fields related to death, madness, and female agency within two contrasting cultural contexts. The analysis revealed that Dahshat employs external folkloric lexicon rooted in oral tradition and religious rites, while The Yellow Wallpaper uses symbolic language to depict internalized psychological horror. These differences emerge because each text mirrors culturally specific models of fear—socialized and communal in Uzbek society, individual and medicalized in 19th-century America. The research contributes to language and literature education by promoting critical awareness of culture and gender in text analysis, supporting Sustainable Development Goals (SDG 4 and 5). The findings offer pedagogical applications in linguocultural literacy, encouraging transdisciplinary teaching in literature, gender studies, and cross-cultural communication.
University Students’ Writing Ability of National Insight-Based Text Genre in University to Support Sustainable Development Goals (SDGs) Abidin, Zaenal; Zulfadhli, Muhammad; Farokhah, Laely; William, Nanda; Huda, Mochammad Miftachul; Mutaqin, Ejen Jenal
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74993

Abstract

Writing is one of the important language abilities for students in universities. However, previous studies indicate that students' writing ability remains low, primarily due to their inadequate basic writing skills. This research is aimed to describe the students’ writing ability of national insight-based text genre in university. A qualitative approach with descriptive method was used in this research. The research subjects consisted of 30 students in a university located in Bekasi, Indonesia. The research data collection techniques consisted of writing tests of national insight-based text genres and interviews. Research data were analyzed through the data reduction, presentation, and verification. The results showed that generally the average of students’ writing ability of national insight-based text genres was still under the minimum standard of passing grade in writing standard of Indonesian language learning in universities. In descriptive and exposition texts, the most difficulties were found in the aspects of content organization, grammar, style (choice of structure and vocabulary), and spelling and grammar. In the procedure text, the difficulties were found in the five indicators of writing ability. Moreover, the content of national insight on the three types of texts have not been fully internalized in the text. This research provides an opportunity for further research regarding the development of national insight-based of Indonesian language teaching materials for students in universities. This study adds new information regarding sustainable development goals (SDGs).
Digital Learning Innovation: Gamification-Based Smart System Adaptive Mobile Learning Needs Analysis Using the Tri Kaya Parisudha Approach for English Language Learning Jayanta, I Nyoman Laba; Suprianti, G.A.P.; Ganing, Ni Nyoman; Utami, I GA Lokita Purnamika
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75116

Abstract

Many elementary school students do not enjoy learning English due to ineffective instructional approaches that limit independent learning. While digital technology offers potential solutions, its educational use faces challenges such as misinformation and students’ low digital resilience. This study investigates the current levels of digital innovation and digital resilience among elementary students and explores strategies to enhance these skills. A concurrent embedded mixed-methods design was used, involving 120 fifth-grade students and teachers from elementary schools across Bali, selected through purposive sampling. Data were collected using questionnaires and analyzed both quantitatively and qualitatively. Results show that students’ innovation and resilience in digital contexts remain low, and existing learning activities have not significantly improved these competencies. However, teachers support efforts to foster these skills. To address this gap, the study proposes the development of a Smart System Adaptive Mobile Learning (SSAML) system that incorporates gamification and the Tri Kaya Parisudha philosophy—a Balinese framework emphasizing good thoughts, speech, and actions. This culturally grounded digital learning model is intended to provide effective feedback, enhance student motivation, and promote digital innovation and resilience in English language learning.

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