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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 1,024 Documents
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One Goal, Many Roads: Investigating Individual Differences in L2 Willingness to Communicate Among University Freshmen Purba, Hilarius Raditya Priambada; Togatorop, Sarah Ayuandri; Pratiwi, Theodesia Lady; Prasodjo, Pandu; Zaki , Leil Badrah
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.v13i4.17081

Abstract

This study examines the influence of Individual Differences (ID) on freshmen’s L2 Willingness to Communicate (WTC) in English as a Foreign Language (EFL) learning context. The study you provided explores the role of ID in determining WTC in EFL learners, emphasizing how these differences affect language proficiency and communicative competence. The main gap addressed in this study is the lack of focus on personalized language learning strategies that take into account individual differences in WTC and proficiency among EFL learners The study employs a qualitative method, data were collected through questionnaires for selective the participants by using the purposive sampling and semi-structured interviews were driven with the selected participants. The result has showed that factors such as self-confidence, motivation, language anxiety, classroom atmosphere, and peer support significantly shaped students’ WTC. Students with positive self-perception and supportive environment were likely have the L2 willingness to communicate in English. On the other hand, anxiety, fear of making mistakes, and unsupportive settings hindered participation. An effective strategy identified was personal preparation that gradually facilitated the students to the speaking opportunities and fostering a supportive and non-judgmental classroom environment. The research highlights the importance of considering individual learning characteristics in designing communicative language learning strategies to improve students speaking confidence and language acquisition outcomes. The further implications of teaching and learning process should be more open to facilitate student’s IDs and to be more personalized.
Integration of AI-Based Inquiry Based Learning Model in Cultural Arts Education on Appreciative Attitudes and Traditional Music Skills Nurmalinda, Nurmalinda
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.v13i4.17241

Abstract

his study aims to explore the effect of the Artificial Intelligence (AI)-based Inquiry Based Learning (IBL) model on appreciative attitudes towards traditional music and traditional music skills among language learners. This study used a quasi-experimental design with a non-equivalent control group design. The research sample consisted of 60 language learners divided into two groups: an experimental group that used the AI-based IBL learning model and a control group that followed conventional learning. The data were analysed using multivariate analysis of variance (MANOVA) to test the effect of the learning model on the two dependent variables. The findings indicate that the AI-based IBL model has a significant effect on both dependent variables. The experimental group experienced a greater increase in appreciative attitudes and traditional music skills compared to the control group. These findings suggest that the application of AI in arts education can increase student engagement and learning outcomes. In addition, the use of AI in the IBL model allows for instant feedback, which accelerates learning and improves students' practical skills. This study has significant pedagogical implications, showing that AI-based technology can transform the way arts learning is conducted by creating a more personalised and adaptive learning experience. These findings contribute to the development of technology-based education, particularly in the context of traditional music learning, and open up opportunities for the wider use of smart technology in arts education in the future.
The Effect of Using Bamboozle on Students’ Speaking Skills in Thailand’s EFL Classroom Yuliyanto, Slamet; Sukmaningrum, Rahmawati; Adi, A. B. Prabowo Kusumo; Waewchimplee, Waewalee
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.v13i4.17287

Abstract

Improving students’ speaking skills is essential in English language learning, yet many students continue to struggle with vocabulary, pronunciation, and confidence in speaking. This study aims to investigate the effectiveness of Bamboozle, a game-based digital learning platform, in enhancing the speaking skills of third-grade students at Suranaree Wittaya School, Thailand, during the 2022/2023 academic year. Employing a quantitative pre-experimental design, the study involved 29 students who were assessed using a pre-test and post-test. The speaking performance was measured based on a rubric covering segmental and suprasegmental aspects. The results showed a significant increase in students’ speaking scores, with the mean score rising from 55.93 to 79.76. The Wilcoxon Signed Rank Test confirmed the statistical significance of the improvement (p = 0.000). Beyond statistical significance, the results highlight the pedagogical value of integrating game-based digital tools into EFL instruction. Bamboozle’s interactive features such as competitive gameplay, visually engaging design, and real-time teacher feedback proved effective in stimulating motivation, encouraging participation, and reinforcing pronunciation practice. These outcomes suggest that Bamboozle can serve not only as a supplementary activity but also as a structured component of communicative language teaching. The study further implies that similar digital platforms hold potential for improving speaking accuracy and fluency in diverse EFL contexts. Accordingly, this research contributes to the growing evidence that game-based learning can bridge the gap between student engagement and measurable learning outcomes in language education.
Exploring Speech Strategies in Directive Speech Acts in Contemporary Indonesian Novels Rejeki, Winda Putri; Manaf, Ngusman Abdul
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.v13i4.17390

Abstract

One prominent type of speech act found in communication and literary texts is the commanding speech act. This type of speech act consists of utterances that express commands, often characterized by imperative sentence structures. Commanding speech acts are commonly found in prose literary works, including novels. Therefore, this study aims to analyze speech act strategies in contemporary novels with themes of urban adolescent life, focusing on the distribution of speech act types, the relationship between the speaker and listener, and the pragmatic functions of the utterances. The study applied a qualitative study using observation and note-taking techniques to analyze dialogue data from the novels' characters. Data were collected from three novels: Hanna, Transit, and Malioboro at Midnight. The analysis results show that direct, no-nonsense strategies are the most dominant type, followed by direct strategies with positive politeness and direct strategies with negative politeness. Indirect or ambiguous strategies are rarely used, while internal monologue strategies are not found. The choice of speech act strategies is influenced by relational closeness and social hierarchy, with the context of equal status and familiarity being predominant. Speech act strategies support the narrative by strengthening character relationships, creating tension, or introducing humor, ultimately enriching the reader's experience in understanding the conflicts and dynamics of the characters' interactions. This research contributes to pragmatic studies, particularly in understanding speech act strategies in contemporary literary works.    
Libyan EFL Teachers’ Perceptions of Written Corrective Feedback Methods: A Qualitative Exploration in Tripoli University Bilban, Alhadi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.14416

Abstract

Writing in English is an essential skill for ESL learners, and qualified teachers play a key role in providing effective written corrective feedback (WCF). While much research has examined the general effectiveness of WCF, less attention has been given to teachers’ perceptions of WCF methods and expected outcomes. This qualitative study investigated Libyan university English teachers’ perceptions of their knowledge, experience, and training related to WCF. Data were collected through semi-structured interviews with four participants and were analyzed thematically to identify patterns in their beliefs and practices. Findings revealed that participants held clear views on providing writing corrections but showed inconsistencies in their understanding and use of specific WCF types, often due to limited training. These results underscore the need for targeted professional development programs that help teachers apply various feedback methods effectively. Such initiatives can strengthen EFL pedagogy by aligning teacher feedback practices with students’ learning needs and institutional writing objectives. Future research may explore the long-term effects of WCF on learners’ writing proficiency and feedback retention.
Improving English Grammar Skills Through Islamic Content and Technology for Secondary School Students in Islamic Boarding Schools Jarum, Jarum; Farah, Rafika Rabba
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.15244

Abstract

Mastering English grammar is essential for effective communication, academic success, and professional growth. As one important language element, grammar helps learners in expressing ideas more clearly, avoiding misunderstanding, and engaging in meaningful interactions. Yet, many secondary school students in Islamic boarding schools (pesantren) face challenges in mastering grammar due to traditional teaching methods and a lack of engaging learning sources. This study examines the effectiveness of integrating Islamic content and technology into English grammar teaching to enhance students’ learning experiences and outcomes. In particular, the research investigates the impact of the Quizizz platform as an interactive gamified learning tool for grammar instruction. A pre-experimental design with pre- and post-tests was employed to measure the student's progress in grammar proficiency after exposure to Islamic content-based instruction and interactive digital platforms such as Quizizz. In its statistical analysis, the test results revealed a significant improvement in grammar proficiency, with an Asymp.Sig. (2-tailed) value of 0.000 < 0.05, confirming the hypothesis that using Quizizz positively impacts student learning outcomes. The findings demonstrate that integrating technology into grammar instruction can enhance engagement, understanding, and application of grammar concepts. This study underscores the potential integrating religious content with technology-driven instruction to facilitate effective grammar learning in Islamic boarding school settings. Future studies with broader sample sizes, long-term treatment, and control group comparison is needed to strengthen the generalizability of the research results.
The Role of Yaumul-Fannil-Lughawi in Promoting Multilingual Practices at Mahad Al Jamiah Haqi, Moh Nawalul Fawaid El; Wahyudi, Ribut
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.15670

Abstract

The difficulty of bilingual practice at one of the Islamic Boarding Colleges (Mahad Al Jamiah) institutions in East Java is a clear indication of the mahasantri’s (students’) lack of confidence. The language policy known as “yaumul-fannil-lughawi” provides mahasantri with the chance to practice bilingualism in the Mahad environment.  They have different perspectives and ways of thinking, and mahasantri can respond differently. These conditions cause resistance among the mahasantri in Mahad towards implementing multilingual practices. As such, it is imperative to scrutinize the language policy practices in Mahad, specifically, the conclusions and answers about positive, neutral, and negative language practices. According to this study, other factors have also contributed to the successful improvement of Mahad’s language environment, in addition to the implementation of yaumul-fannil-lughawi (language policy). There are still many mahasantri who lack confidence in their language skills. The fact that some mahasantri hide in the toilet as a means of protest shows that the (language policy) has not succeeded in ensuring that every mahasantri is satisfied. Hence, the multilingual practice in Mahad demonstrates that the bilingual language policy is not being correctly implemented, despite it being in place. There needs to be mature collaboration in designing a language program.
Pre-Service English Teacher Identity Development through Reflective Practices: Insights from Kampus Mengajar Program Nur, Maulidia Rachmawati; Latifah, Nikh; Pratama, Erik Yudha; Nurmayasari, Eva
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.15693

Abstract

This qualitative case study explores reflective practice activities experienced by Indonesian pre-service teachers in teaching English for Young Learners during Kampus Mengajar Program initiated by the Goverment of Indonesia. Using Gibbs’ Reflective cycles framework, which includes description, feelings, evaluation, analysis, conclusion, and action plan, this study examines how reflective practice activities during the teaching practicum influence their teacher identity development. Five pre-service teachers were invited to join in this research. Data were collected through close-ended questionnaires and semi-structured interview, then analyzed with Miles and Huberman’s model. The findings indicate that reflective practice activities help them to develop their identity as a teacher, and Kampus Mengajar Program gives them opportunities to improve their teaching skills. The analysis of the data yielded seven categories: Opportunities to reflect, Expression of feelings, Teaching awareness, Lifelong learning, Self-confidence, Self-assessment, and Self-belief. This study highlight the importance of reflective practice activities in shaping the teacher identity and sustain the teacher professional development. The findings suggest that the policy in teacher education is essential to foster reflective practice activites during the teaching practicum.
Enhancing EFL Students’ Essay Writing Skills Through TPACK-Driven Flipped Learning: A Lesson from Lecture-Based Instruction Nugroho, Nugroho
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.16834

Abstract

This study examines how TPACK-based flipped learning improves undergraduate EFL essay writing. Traditional lecture-based education has failed to address EFL students' academic essay challenges including coherence, grammatical precision, and argument organization. We employed a quasi-experimental mixed-methods approach with 60 undergraduate EFL students at a private university in Jakarta, Indonesia, randomly assigned to control or experimental groups for a 12-week intervention. The experimental group employed TPACK-based flipped learning, incorporating pre-class video lectures, online interactive quizzes, Google Docs collaborative writing, grammar-checking software, and scaffolded peer review, whereas the control group received traditional lectures. The experimental group demonstrated significant improvement across all writing skills, including coherence, grammar accuracy, and argumentation. Analysis of covariance revealed that the intervention accounted for nearly one-third of post-test performance differences, whereas the control group made minor, non-significant gains. Qualitative data revealed positive student responses: 89% reported a better understanding of essay structure, and 87% indicated significant improvement in writing skills. These findings provide EFL educators with a validated framework for meaningful technology integration into writing instruction, demonstrating that systematic TPACK implementation can transform traditional pedagogy into student-centered, collaborative learning environments. While limited to intermediate-level learners in a specific cultural context, this research offers scalable strategies for institutions seeking evidence-based approaches to enhance academic writing outcomes through purposeful technology integration.
The Use of Arabic Podcasts Integrated with Motivation to Learn in Improving Students’ Arabic Speaking Skills Effendy, Annisa Mutiara Putri; Haeruddin, Haeruddin; Ramadhan, Ilham; Bin Ahmad, Muhammad Anwar
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17115

Abstract

The advancement of digital technology has transformed language learning media, with podcasts emerging as an alternative platform to enhance speaking skills. This study investigates the use of Arabic podcasts integrated with strong motivation to learn in improving students’ Arabic speaking skills (maharah al-kalam). The study applies a qualitative case study approach. Data were gathered through open-ended questionnaires and in-depth interviews with students actively engaging with Arabic-language podcast content. The data were analyzed using the Miles and Huberman model, including data reduction, display, and conclusion drawing. The findings reveal that podcasts significantly support the development of speaking fluency, vocabulary acquisition, pronunciation accuracy, and learner confidence in oral communication. Exposure to authentic and contextual input through podcasts facilitates meaningful learning experiences while promoting flexible and independent learning strategies. These outcomes reinforce the theoretical relevance of Communicative Language Teaching and Second Language Acquisition frameworks within Arabic language instruction supported by digital audio media. Importantly, this study addresses a gap in Arabic language pedagogy, as previous research has largely concentrated on EFL or younger learners, leaving higher education contexts underexplored. By situating Arabic podcasts within a university setting, the study provides empirical evidence for their role as an innovative alternative to enhance speaking proficiency. The study further recommends that educators incorporate podcasts into classroom practices, curriculum design, and independent learning activities to optimize student engagement and outcomes. It also opens pedagogical opportunities for integrating podcasts as an instructional strategy in higher education and calls for further research on their long-term impact on other language competencies.

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