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JOLLT Journal of Languages and Language Teaching
Published by Universitas Pendidikan Mandalika
ISSN : 23380810     EISSN : 26211378     DOI : 10.33394
Core Subject : Education,
Languange, Linguistic, Communication & Media
OLLT is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in Journal of Languages and Language Teaching. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on languages and language teaching by encouraging enquiry into relationship between theoretical and practical studies. JOLLT welcomes contributions in such areas of current analysis, as follows: First, Second, and Foreign Language Teaching and Learning; Language Testing; Language Planning; Multilingualism and Multilingual Education; Classroom Discourse Analysis; Translation; Syntax; Semantics; Sociolinguistics; Morphology; Psycolinguistics; Second Language Acquisition; Literature in Teaching; Curriculum Design of Language Teaching; and Material Development in Language Teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 46 Documents
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Search results for , issue "Vol. 13 No. 4 (2025): October" : 46 Documents clear
The Use of Social Networking Sites (SNSS) in EFL Secondary Education: A Systematic Review Salam, Urai; Apriska, Cyntia; Rezeki, Yanti Sri; Ramli, Nor Fazlin Mohd
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.13695

Abstract

This study provides a comprehensive systematic review of the integration of five major social networking sites (SNSs)—Facebook, YouTube, WhatsApp, Instagram, and TikTok—within secondary English as a Foreign Language (EFL) education. Using the Harzing Publish or Perish software, over 1,500 journal articles published between 2018 and 2023 were screened, with 87 meeting the inclusion criteria for in-depth analysis. The findings reveal a growing research interest in this area, with an average effect size of 1.792, indicating a significant impact. YouTube emerged as the most frequently examined platform, featured in 36 studies, while the SNSs overall were applied in diverse ways, including as media resources, learning management systems (LMS), discussion forums, and platforms for content creation. Results suggest that SNS integration can enhance learner engagement, promote student-centered and blended learning, and foster both language proficiency and digital literacy through interactive and creative practices. Future research should investigate the comparative effectiveness of different platforms, assess their long-term contributions to EFL education, and consider emerging trends such as GenAI-based applications.
Unpacking the Kurikulum Merdeka in Acehnese Schools: Implementation and Challenges in Foreign Language Education Husna, Faizatul; Armawi, Sullati; Masuwd, Mowafg Abrahem; Huyen, Phan Thanh
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.14560

Abstract

This study investigates the implementation of the Kurikulum Merdeka to improve students' foreign language proficiency and examines the challenges faced by language teachers in its application within Acehnese schools. The selected schools represent diverse geographical contexts, including urban, suburban, and boarding schools, allowing for a comparative analysis of implementation strategies. In-depth, semi-structured interviews with ten foreign language teachers (English and Arabic), school principals, and staff provided qualitative data, supplemented by field notes, class discussion transcriptions, and textbook reviews. Findings show disparities in curriculum implementation by school type and location, with challenges including limited resources, insufficient training, and complexity, especially in under-resourced schools. However, the curriculum's student-centered, goal-oriented approach is seen as transformative for language classrooms. This study contributes to the literature on curriculum implementation and language education as well as providing insights for educational policymakers. It also provides practical recommendations for improving the integration of the Kurikulum Merdeka in Acehnese schools and ensuring its successful adoption in language education.
Addressing Zero Equivalence in Tshivenḓa-English Terminology: A Qualitative Study Sephodi, Hangwani; Mandende, Itani Peter; Huyssteen, Linda van
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.14582

Abstract

This research addresses the challenge of zero equivalence in Tshivenḓa-English financial terminology by investigating the word-formation processes employed to develop financial terms from English into Tshivenḓa. Inaccurate or inconsistent financial terminology continues to hinder effective multilingual communication in South Africa’s financial sector. Although some research has examined terminology development in African languages, there remains a notable gap concerning the specific linguistic strategies used, especially in under-resourced languages such as Tshivenḓa. This qualitative research involved semi-structured interviews with ten Tshivenḓa language practitioners, all of whom are experienced terminographers. The data collected were analysed using thematic analysis to identify recurring patterns and insights related to word-formation practices. The results reveal that compounding and borrowing are the most  frequently used strategies when developing financial terms. However, differences in how these strategies are applied, particularly when compared with terminology development practices in other African languages highlight the need for a context-sensitive approach. The research emphasises the importance of aligning word-formation processes with the linguistic and cultural realities of Tshivenḓa speakers. Practical implications of this study include informing terminology development policies, guiding the training of language practitioners, and supporting the standardisation of financial terminology across sectors. At a broader level, the findings contribute to efforts in language planning and policy by offering a framework for more accurate and sustainable terminology development in African languages, ultimately enhancing financial literacy and inclusive communication.
A Quantitative Analysis of Research Trends and Thematic Development in Derivational Morphology Nugraha, Danang Satria
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.14679

Abstract

Derivational morphology is crucial for understanding the organization of language and dynamics of vocabulary expansion. Despite extensive research in this area, a data-driven analysis of research trends and thematic development has been lacking. This study aims to address this gap by employing a scientometric approach to analyze publications on derivational morphology from 2014 to 2024. Utilizing the Scopus database, a corpus of 370 English-language publications was compiled and analyzed using VOSviewer software. The findings reveal a steady growth in yearly output, with an average of 34 publications per year. Network visualization of keyword co-occurrence identified five prominent thematic clusters: (1) core morphological concepts (22.78%), (2) morphology-semantics interface (20.14%), (3) morphology-syntax interface (19.44%), (4) psycholinguistic perspectives (18.06%), and (5) cognitive aspects of word recognition (14.58%). Collectively, these cluster illuminate the evolving landscape of derivational morphology research, highlighting key areas for future investigation, particularly at the interfaces with semantics, syntax, and cognition. The study’s findings therefore offer guidance for shaping future research trajectories and developing comprehensive morphology curricula that reflect the field’s nature.
Disagreement Strategies in Online Communication: A Case Study of the Javanese Community in Yogyakarta Putra, Dona Aji Karunia; Alek, Alek; Muttaqien, Muhammad Zainal
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.14713

Abstract

Each language community has a unique disagreement strategy in online communication that reflects its cultural values and communication norms. Disagreement can be expressed differently depending on the medium used. In face-to-face communication, disagreement tends to be expressed indirectly and with mitigation. In online communication, disagreement tends to be expressed explicitly and without mitigation. This study describes the strategies for expressing disagreement in the Info Cegatan Jogja Group and the factors that cause the emergence of various disagreement strategies in the group. The study used a descriptive qualitative method to analyze sentences expressing disagreement in posts from the ICJ Facebook Group.  The data sources were message walls and comment fields. The study identified four types of disagreement strategies: one-speech strategy, two-speech strategies, three-speech strategies, and four-speech strategies. Verbal communication is the primary strategy employed to express disagreement among ICJ members. The study found that most disagreements are classified as strong, based on the level of confrontation. Various disagreement strategies were identified, which can be attributed to factors such as social media dynamics, posting topics, gender dynamics, and cultural influences. Understanding strategies for managing disagreements and cultural norms surrounding it is essential for successful communication.
A Needs Analysis of EFL Students’ Reading Strategies, Media Use, and Teaching Materials in English Essay Comprehension Al Hakim, Luqman; Widyahening, Evy Tri
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.14766

Abstract

Reading activities require supporting resources, namely strategies, media, materials, reading processes, and assessments so that students can read and contribute to the success of reading class learning outcomes. This research aims to determine the reading needs of 3rd semester students that are currently taking reading academic purposes course in the English Language Education study program at Universitas Slamet Riyadi, which consists of 30 students. The research method used is descriptive qualitative. This research was carried out from March 2024 to July 2024. The data collection methods used were observation and questionnaires. In analyzing the data, researchers used interactive analysis consisting of data display, data reduction, and drawing conclusions. The research results show that students' needs related to media, materials and reading methods are (1) students need reading media, both digital and print; (2) students need authentic scientific reading material and simplified results; and (3) students still adopt conventional reading methods; so it requires a method based on digital tools to help understand reading. Thus, it can be concluded that reading media, strategies, and materials are needed by college students to achieve learning purposes. This research implies that improvement in using reading strategies, media, and materials to fulfill the students’ needs is going to be implemented in the next semester. The needs of the students are essential to bridge and connect between pedagogical policy, ELT current trends, and the students’ needs to achieve learning outcomes.
ChatGPT-Based Reflective Feedback to Improve EFL Graduate Students’ Academic Writing for Publication Nurjati, Nunung; Syahria, Nukmatus; Khan, Aslam Khan Bin Samahs
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.14858

Abstract

This study investigates the use of ChatGPT-based reflective feedback to enhance academic writing among graduate's students in English as a Foreign Language (EFL) programs. With the increasing interest in AI tools for improving writing skills, the research examines ChatGPT's effectiveness in providing personalized, immediate feedback on students' drafts. Utilizing a case study design, the study focuses on 20 graduate graduate students and employs pre- and post-writing tests, reflective journals, qualitative surveys, and interviews to assess the impact of ChatGPT feedback on writing performance and perceptions. The findings indicate significant improvements in writing quality, particularly in areas such as essay organization, grammar, vocabulary, argumentation, coherence, clarity, and engagement after integrating ChatGPT feedback. Descriptive comparisons revealed noticeable gains in average scores, such as grammar (from 78 to 88), coherence and flow (66 to 87), and clarity and conciseness (60 to 80), with more modest gains in argumentation and critical analysis. While reflective journals and interviews revealed that students found the feedback process empowering, fostering greater learner autonomy and self-regulation. Students expressed appreciation for the immediate nature of the feedback, which allowed them to make timely revisions. However, challenges arose in interpreting and applying complex feedback, especially concerning higher-order writing skills like argumentation and critical analysis. The study suggests pedagogical implications for integrating AI feedback in EFL classrooms, emphasizing a hybrid feedback model that combines AI and human input to meet diverse learner needs. Further research with individual-level data and statistical testing is recommended to validate these outcomes. These findings highlight the potential of AI-assisted tools like ChatGPT to complement human instruction, personalize learning, and support the development of academic writing skills in diverse educational settings.
An Empirical Investigation of EFL Teachers’ Digital Competences and Its Pedagogical Application Salsabila, Fera; Mirizon, Soni; Vianty, Machdalena
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.14975

Abstract

In an increasingly digital age, the integration of technology into education has become imperative, particularly in the domain of English language teaching. This study focuses on evaluating the digital competence of Junior high schools English teachers, with a primary emphasis on their proficiency and efficacy in utilizing digital tools within their teaching practices. Utilizing a qualitative research methodology, the study employed a combination of questionnaires and semi-structured interviews to assess teachers' digital skills. The study explored six core competence areas as delineated by the Digital Competence Framework for Educators (DigCompEdu), which include professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners' digital competence. The analysis revealed that English teachers demonstrate commendable digital competence, predominantly classified as "Integrators" in five of the six DigCompEdu domains, and as "Experts" in the Empowering Learners domain. More experienced teachers showcase superior skills in personalizing learning and utilizing diverse digital tools like WhatsApp, Google Forms, Canva, and TikTok. Conversely, less experienced teachers primarily rely on conventional tools, highlighting the need for effective mentorship and structured guidance. The findings have significant implications for school leaders, policymakers, and teacher education institutions, advocating for mentorship systems, enhanced professional development programs that integrate pedagogical strategies, and practical training in adaptive digital resource development. Ultimately, this study emphasizes the necessity of ongoing support to foster sustainable digital competence in educators, contributing to the global discourse on digital pedagogy in 21st-century education.
Examining the Role of AI-Powered Writing Assistants in Enhancing Critical Thinking In EFL Academic Writing Tahir, Muhammad; Jahrir, Andi Sahtiani; Asrifan, Andi; Ariatna, Ariatna
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15077

Abstract

AI-driven writing assistants in EFL classrooms have revolutionized academic writing pedagogy, offering students immediate feedback on grammar, coherence, and organization. Although AI tools have demonstrated efficacy in improving linguistic precision, their influence on developing critical thinking remains ambiguous, especially among varying competency levels. Current study predominantly emphasizes AI's impact on grammatical corrections, although there is a paucity of knowledge on its effect on higher-order cognitive involvement, including argumentation and reasoning abilities. This study examines the interaction between EFL students and AI feedback, assessing its impact on promoting or obstructing critical thinking. The study reveals that, through examining pre-test and post-test writing evaluations, student reflections, and AI feedback patterns, lower-proficiency students (B1) predominantly depend on AI for superficial adjustments. In contrast, advanced learners (C1) interact with AI-generated ideas more critically. Nonetheless, AI's constraints in assessing argument strength and logical reasoning demonstrate that it cannot entirely supplant human feedback. These findings indicate that AI should be deliberately integrated with teacher support to optimize its advantages while reducing over-dependence. Future studies should investigate AI-human hybrid feedback models to improve language proficiency and critical thinking skills in academic writing.
Challenges and Pedagogical Strategies in Implementing Translanguaging Among Indonesian EFL Teachers: A Case Study Laksono, Kukuh Tri; Sumardi, Sumardi; Putra , Kristian Adi
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15100

Abstract

This study investigates the challenges and strategies faced by Indonesian EFL teachers in implementing translanguaging pedagogy in their classrooms. Translanguaging, which involves using multiple languages in the learning process, offers both opportunities and difficulties in multilingual contexts.The purpose of the study is to explore EFL teachers’ challanges and how they manage translanguaging in the classroom. A qualitative case study was used in order to explain the used of translanguaging. The study conducted with three junior high school EFL teachers, the research employed classroom observations and semi-structured interviews. The findings revealed several challenges, including students' over-reliance on their native languages, lack of clear translanguaging policies, and insufficient exposure to English, which hindered language development. Teachers faced difficulty in balancing English use and students’ reliance on their daily languages, with some struggling to establish consistent rules for translanguaging. To address these issues, teachers implemented strategies such as setting clear classroom rules, encouraging English practice outside the classroom, and gradually increasing English exposure in lessons. However, the study highlighted the lack of clear strategies and support from institutional policies, making it difficult for teachers to effectively manage translanguaging. It can be implied that without clear institutional policies and targeted teacher training, the potential benefits of translanguaging in EFL classrooms may not be fully realized, as teachers struggle to balance English exposure with students’ use of their native languages.

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