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IALLTEACH (Issues In Applied Linguistics & Language Teaching)
Published by Universitas Internasional Batam
ISSN : -     EISSN : 25979825     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The language, be it verbal or non-verbal, has been the primary medium of human interactions to take place. However, there still seems to be a little attempt for a thorough investigations in understanding problematic issues that may emerge because of the language. Issues in Applied Linguistics & Language Teaching (IALTEACH) aims at bringing together scholars whose interests fall upon the areas of applied linguistics and language teaching to publish their scholarly articles in IALTEACH. As the term applied implies, this journal combines interdisciplinary discussions on language issues that would bridge not only systematic investigations of the language , but also the theories, research methods, and practices within the scope of applied linguistics and language teaching. Therefore, the contributions are welcome in the following areas (but not limited to) of study; current trends in ELT, language learning & acquisitions, teaching media &technology, linguistic aspects of language learning & teaching, English for specific purposes, and Englishes in Southeast Asia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 177 Documents
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Learning Anxiety Andlearning Styles as Predictors of English Achievement among Eighth-Grade Students Septiana, Ayu Rizki; Harianto, Afrizal
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.11565

Abstract

This study investigates the extent to which learning anxiety and learning styles predict English achievement among eighth-grade students at SMP Negeri 1 Gondang. Employing a quantitative non-experimental research design, the study involved 40 students selected through purposive sampling. Data were collected using a learning anxiety questionnaire, a learning styles questionnaire, and an English achievement test. The data were analyzed through descriptive statistics and inferential statistical techniques, including Pearson Product Moment correlation and linear regression analysis using SPSS 26. The findings reveal that learning anxiety and learning styles simultaneously have a significant effect on students’ English achievement. Partially, learning anxiety shows a significant negative influence on English achievement, indicating that higher levels of anxiety are associated with lower performance in English. In contrast, learning styles do not demonstrate a significant partial influence on English achievement. These results highlight learning anxiety as a crucial affective factor in foreign language learning, particularly in English classrooms. Although learning styles may shape students’ learning experiences, they are not a decisive factor in determining achievement outcomes when examined independently. The study suggests that English teachers should pay greater attention to students’ emotional conditions, especially anxiety, and create supportive learning environments to minimize anxiety and enhance achievement. Future research is recommended to explore additional psychological and instructional variables that may contribute to English achievement.
Strengthening Vocational Students’ English Competence Through Technology-Supported Instruction Putra, Rizky; Febria, Desty; Zaki, Leil Badrah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.11571

Abstract

This research focuses on examining how technology supports English language learning in the specific context of vocational high schools. Using a mixed-methods design, data were collected through questionnaires and interviews to capture students' perceptions and learning experiences. The research participants included 20 eleventh-grade students and one English teacher from a private vocational high school in Batam. The findings show that students expressed high enthusiasm for technology-based learning, especially in improving their writing skills and participating in group-based activities. Technology was also reported to increase motivation and participation, although challenges such as device limitations and school regulations were also noted. This research highlights the need for careful integration of digital tools in English language learning in vocational schools and recommends further research involving younger students preparing for higher education. The implication of this research is that technology can enhance English learning in vocational high schools by increasing students’ motivation, participation, and skill development especially in writing and collaborative tasks.
Students' Perspectives Using Multimodal Approach in Language Teaching Nursanti, Rachmi Retno; Azizah, Hilma Azmi
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.11582

Abstract

This study aimed to analyze students’ perception using multimodal in language teaching. The use of multimodal, such as video, audio, picture, power point, and digital resources in language teaching, particularly in English language, is beneficial to improve students’ understanding in acquiring target language. The outcomes of this study were revealed by the analysis of mixed-method research design. 36 students of the Geography Education Study Program revealed that more than 38,9% students were engaged and motivated, 44,4% students contributed learning effectiveness and comprehension, 36,1% students were able to develop English skills and preferences, and 41,7% students were getting easy access to the materials. Nevertheless, this study needed improvement to develop deepens learning needs in applying multimodal in English class. Furthermore, this study has implication to lecturers, teachers, and educators to increase students’ awareness and engagement in learning foreign language and bahasa Indonesia by utilizing multimodal approach.
Training EFL Pre-Service Teachers in Using AI Tools to Create Digital Narrative Teaching Materials Nikmah, Lailatul; Isnawati, Ida; Ningsih, Fitria
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.11619

Abstract

Artificial Intelligence (AI) has been increasingly used to support EFL material development, yet many pre-service teachers often lack the skills to integrate it effectively. In response to this need, this study examines the implementation and impact of a structured AI-integrated training session to develop digital storytelling (DST) competencies. Using a mixed-methods approach, the research involved 90 EFL pre-service teachers participating in AI training sessions that followed a five-stage workflow: prompting, voice-over creation, image generation, video editing, and lesson planning. Data were collected from training observations, analysis of 23 DST projects, and a 10-item Likert-scale satisfaction survey. Findings show that participants successfully produce multimodal narrative DST using 4-7 AI tools per project, such as ChatGPT, Canva AI, AI Video Cloud, and Magic School AI, to produce diverse digital narrative materials. The digital products targeted students and designed pedagogically aligned lesson plans for Grades 2 to 12 that assessed multiple English skills, with listening and reading being the most frequently integrated. Fables were also the most selected genre, followed by romance, fantasy, and fairy tales. Survey results indicate a high level of satisfaction (M=4.25), confidence, and perceived usefulness of AI tools for EFL material development. The study highlights the pedagogical potential of integrating AI-driven tools in EFL teacher preparation and suggests practical implications for curriculum design in teacher education programs.
Development ESP in English Language Learning for Work Readiness in Aviation and Shipping Vocational Schools Serina, Serina; Nugraha, Hendra
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.11635

Abstract

This study aims to investigate students’ English learning needs and the use of technology to support instruction in aviation and shipping vocational programs. Using a qualitative approach, data were collected through classroom observations and semi-structured interviews to explore students’ language challenges, learning preferences, and teachers’ instructional practices. The participants consisted of 16 twelfth-grade students and one English teacher from a vocational school in Batam. The findings reveal that students face significant difficulties in listening and grammar, which reduce their confidence in speaking, while English instruction remains general and not aligned with the specific demands of each department. Technology was available but used minimally and primarily for basic presentations rather than interactive learning. These results highlight the need to implement profession-oriented English learning supported by interactive digital tools to increase motivation, develop communication skills, and enhance students’ readiness for the aviation and maritime workplace. Overall, this study contributes by providing insights into learners’ specific needs and emphasizing the importance of integrating targeted ESP instruction with meaningful technology use in vocational contexts.
Which Voice Leads Learning? A Qualitative Comparison of AI-Generated Input and Teacher Talk in Listening Instruction Ganinda, Nurhayati Ganinda; Rini Lindawati; Asih Andriyati Mardliyah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.11675

Abstract

This study explores the comparative influence of artificial intelligence (AI)-generated input and teacher talk as listening materials for first-year university students learning English as a foreign language (EFL). As AI technologies become more prevalent in education, tools such as AI-generated speech offer new modes of listening input, while teacher talk continues to serve as an authentic and interactive source of language exposure. Employing a qualitative research design, this study involves classroom observations, semi-structured interviews, and reflective journals to examine students’ comprehension strategies, engagement, perceptions, benefits, and challenges with both types of listening input. The participants consist of university EFL students. The data will be analysed thematically to uncover patterns in learner responses of perceived benefits, challenges, comprehension strategies, and engagement associated with each input type. Findings indicate that learners perceived AI-generated voices as clear, consistent, and supportive of self-paced listening practice, facilitating vocabulary recognition and reducing listening anxiety. However, AI input was also described as limited in interaction and emotional presence. Teacher talk, in contrast, was experienced as more authentic and socially meaningful, providing real-time clarification, contextual scaffolding, and affective support, although natural speech variation sometimes increased cognitive demand. In terms of comprehension and engagement, AI-generated input promoted focused individual effort and autonomous learning, while teacher talk encouraged active participation, interaction, and sustained motivation. Overall, the findings suggest that AI-generated voices and teacher talk function as complementary listening sources, highlighting the importance of balanced integration to support effective EFL listening instruction.
Does AI-generated Feedback Have Potential Benefit on EFL Writing?: Exploring Students’ Problems and Voice on Using ProWritingAid Reti Wahyuni; Herlisa Anggraini
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v8i1.11567

Abstract

This study investigates the potential benefits of AI-generated feedback by exploring student perceptions of ProWritingAid, a popular AI-based writing tool. This study utilized a quantitative approach. The data were collected from 38 university-level EFL students in the first semester through a writing task and questionnaire. The findings identify key challenges students face in English writing, including a lack of confidence, infrequent practice, and difficulties with grammar, vocabulary, and coherence. The results also detail students’ current writing strategies, their limited frequency of receiving feedback, and their preferences for actionable, detailed commentary. The questionnaire data reveals that students primarily used ProWritingAid for grammar and style checking, found its feedback easy to interpret and accurate, and reported increased confidence and improved skills after use. This study contributes to understanding the role of AI tools in writing and offers practical insights for educators considering the integration of AI-driven feedback systems.
Students’ Engagement in Learning Recount Text through TikTok-Based Projects: A Senior High School Case Study Salsabila Tazkia; Zulfi Zumala Dwi Andriani
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v8i1.12142

Abstract

This study investigated students’ engagement in learning recount texts through TikTok-based projects at the senior high school level. It aimed to explore how TikTok-based projects influenced students’ behavioral, cognitive, and emotional engagement during the learning process. This research employed a qualitative case study design involving 36 tenth-grade students and one English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. To ensure trustworthiness, source, method, and theoretical triangulation were applied. The findings revealed that TikTok-based projects enhanced students’ engagement in learning recount texts. Students actively participated in group discussions, script writing, pronunciation practice, and video production, demonstrating strong behavioral engagement. They also showed cognitive engagement through organizing events chronologically, revising scripts, and improving language accuracy, while emotional engagement was reflected in increased confidence, enjoyment, and motivation. The familiarity of TikTok and its creative features encouraged students’ active involvement in the learning process. Although some students initially experienced challenges related to grammar, video editing, and speaking in front of the camera, these difficulties were gradually overcome through peer collaboration and teacher support. In conclusion, TikTok-based projects provide an effective and student-centered approach to promoting student engagement in English language learning.
Technology Acceptance of RemNote for Vocabulary Learning in an ESP Classroom: A TAM-Based Study Yuni Hariyanti; Junita Duwi Purwandari; Endang Setyaningsih
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v8i1.12195

Abstract

Vocabulary mastery is essential in second language acquisition because it supports effective communication and enhances students’ performance in reading, writing, listening, and speaking. However, vocabulary instruction in Indonesian classrooms often relies on teacher-centered approaches that may limit student engagement and autonomy. This study explores the use of RemNote, a digital note-taking and flashcard platform, to support vocabulary learning in an English for Specific Purposes (ESP) course for Sharia Economics students. Guided by the Technology Acceptance Model (TAM), the study employed a descriptive research design involving pre- and post-treatment surveys and usage data collected from 78 first-semester university students during a four-week intervention. Findings indicate positive perceptions across TAM constructs, suggesting that students viewed RemNote as useful, easy to use, and beneficial for vocabulary learning. The flashcard feature was valued for reviewing and organizing vocabulary. The study highlights RemNote’s potential as a technology-enhanced tool for vocabulary learning in ESP contexts.
Students’ Perspectives Towards English Academic Competence Test (TKA) Roobby Hamdanur
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v8i1.12267

Abstract

This study focuses on examining students’ perceptions of the English Academic Competence Test (TKA). The study employed a quantitative descriptive design involving 40 high school students in Medan, Indonesia, who were selected using purposive sampling. Data were collected using a Likert-scale questionnaire consisting of 20 items and covering five dimensions: general perception, level of difficulty and comprehension, test-taking experience, impact on learning, and obstacles and expectations. The instrument validation results indicated that 15 items were deemed valid, and the instrument demonstrated high reliability (Cronbach’s Alpha = 0.861). Descriptive statistical analysis indicates that students generally have a positive perception of the English TKA, with an overall mean score of 3.03. The “impact on learning” dimension received the highest mean score (M = 3.23), suggesting that students view the TKA as beneficial in helping identify weaknesses and supporting improvements in English proficiency. However, students still face difficulties in vocabulary mastery, reading comprehension, and questions requiring higher-order thinking skills (HOTS). These findings imply the need to strengthen literacy, enrich vocabulary, and develop critical thinking skills in English language learning to improve students’ readiness for academic assessments.

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