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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 1,054 Documents
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Investigating EFL Students’ Learning Styles in English for Specific Purposes: A Vark-Based Study on the Fashion Education Context Sita Nurmasitah; Pudji Astuti; Nabila Luthfionaura; Atika Atika; Joe-Bren L. Consuelo
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.17072

Abstract

English for Specific Purposes (ESP) instruction in vocational contexts—particularly in fields such as Fashion Education—has often overlooked students’ diverse learning style preferences, creating a gap between pedagogical approaches and learners’ needs. This study addresses that gap by investigating the learning styles of 40 Fashion Education students using the VARK (Visual, Aural, Read/Write, Kinesthetic) model to inform differentiated ESP pedagogy. Employing a descriptive quantitative method, the study utilized the VARK questionnaire to assess individual learning preferences. Results revealed that 65% of participants demonstrated kinesthetic learning tendencies, while 70% exhibited multimodal profiles. These findings indicate a predominant preference for experiential and blended learning approaches, underscoring the limitations of traditional, text-heavy ESP instruction in vocational settings. The novelty of this study lies in its focus on Fashion Education, a creative and practice-based discipline where learning style alignment is crucial yet underexplored in ESP research. Beyond the local context, the results contribute to international ESP discourse by offering evidence that differentiated and learner-responsive approaches can enhance both engagement and communicative competence. For educators, the study highlights the need to integrate more task-based, hands-on, and multimodal strategies into ESP classrooms to ensure instruction is both industry-relevant and inclusive, thereby improving learning outcomes across vocational education.
Enhancing Students' Listening Skills Using Extensive Reading Central in an Extensive Listening Program Stella Prancisca; Cary Chappell
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.17083

Abstract

This study explores the effectiveness of an Extensive Listening (EL) program using ER Central in improving university students' TOEFL listening comprehension. The program was implemented for one semester with 61 English course students, who underwent pre- and post-tests using the TOEFL listening section. The EL program, inspired by Extensive Reading (ER), emphasized regular exposure to authentic audio materials supplemented with text support. ER Central facilitated material delivery, progress tracking, and quiz administration. Findings revealed a significant improvement in students' listening scores, with an average increase of 26.89 points from pre-test (378.52) to post-test (405.41). A paired t-test confirmed the statistical significance of this improvement (t = -5.085, p < 0.001). However, correlations between the number of quizzes completed, average quiz scores, and score improvements were weak and insignificant, suggesting that frequent quizzes alone may not directly enhance listening comprehension. Pedagogically, the findings suggest that technology-supported extensive listening can promote learner autonomy and consistent practice, especially when aligned with standardized test formats such as TOEFL. Despite its success, limitations include the absence of a control group and the restricted generalizability of results. The findings underscore the need for tailored materials aligned with TOEFL question formats and a holistic approach integrating diverse listening strategies. This research contributes to understanding how technology-enhanced EL programs can optimize language learning outcomes.
Investigating Students’ Perceptions of Project-Based Learning (PBL) in a TEFL Course: A Case Study in Indonesian Higher Education Jessica Febrina Haryanto; Siti Mina Tamah; Razanawati Nordin
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.17714

Abstract

This study explores the implementation of Project-Based Learning in a Teaching English as a Foreign Language (TEFL) course. Employing a qualitative case study methodology, the research aims to answer two primary research questions: (1) How is TEFL class instruction changed from individual-oriented project learning to group-oriented project learning? and (2) How is the PBL-infused TEFL class instruction perceived by the students? Data were collected through course documentation, classroom observation, and questionnaires distributed to 13 students enrolled in the TEFL course at a faculty of teacher education. Using ADDIE model, the one-semester TEFL course originally constructed with individual-oriented approach was reshaped to emphasize collaborative learning tasks and authentic project outputs. The findings suggest that integrating PBL into the TEFL course provided more diverse learning opportunities for the students to increase their engagement with real-world issues and foster their autonomy, creativity, and active participation. As the transformed course outline gives more time and opportunities for group work, iterative feedback, and authentic assignments, the students perceived collaboration more positively, improved problem-solving skills, and developed professional identity as future educators. Thus, PBL is seen as an alternative pedagogical framework that can support both cognitive and social aspects of the students’ learning. The future implementation of PBL is to be equipped with clear scaffolding strategies to maintain students’ comprehension of the learning processes and maximize the PBL-based instructions. Not only for pedagogical classes, other courses teaching English language skills and components can also implement PBL to give more authentic assignments for the students’ collaborative learning.
Integrating Local Cultural Content to Enhance EFL Students’ Collaborative Writing: An Explanatory Sequential Mixed-Methods Study Dedi Aprianto; Sutarman Sutarman
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18102

Abstract

In EFL learning, collaborative writing is the joint production of a text in which two or more learners actively contribute to planning, drafting, and revising a shared written product. In multicultural settings such as Indonesia, integrating local cultural content is assumed to enhance engagement and collaboration; however, its effect on learners’ collaborative writing performance within the Sasak cultural context remains underexplored. This study examined the impact of embedding local cultural content into writing instruction on EFL students’ collaborative writing performance. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 134 students in the Department of Computer Science at Bumigora University, and 20 students were purposively selected for semi-structured interviews to provide qualitative insights. Quantitative analyses indicated significant improvement in writing performance, with mean scores increasing from 66.62 to 72.01 (p < .05) and a strong positive correlation between pre- and post-test scores (r = .736, p < .05). The effect size, Cohen’s d = 0.84, confirmed a large improvement. Qualitative findings revealed that cultural familiarity strengthened group engagement, boosted identity-based confidence, and facilitated idea generation. Students reported that working with culturally familiar themes encouraged inclusive participation, reduced communication anxiety, and increased motivation. These findings suggest that integrating local cultural content enhances both language development and collaborative processes. Two key implications emerge: (1) Curriculum designers should incorporate localized cultural materials to increase contextual relevance, and (2) Teachers should design collaborative activities leveraging learners’ cultural knowledge to foster richer interaction, lower participation barriers, and improve overall learning outcomes.
Exploring Politeness Through Modality: A Corpus-Based Analysis of Modal Verbs in Indonesian EFL Textbooks Ikmi Nur Oktavianti; Enggar Bagas Dewantara; Noor Raha Mohd Radzuan; Wan Jumani Binti Fauzi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18131

Abstract

Politeness is a core aspect of language use and is frequently realized through modality, particularly modal verbs expressing permission and indirectness. In EFL contexts, textbooks play a crucial role in shaping learners’ pragmatic competence by modeling how modal verbs encode culturally appropriate politeness strategies. This study aims to explore modal verbs expressing politeness in English textbooks for grades 10, 11, and 12. A corpus-assisted approach was employed and the primary data consisted of reading and instructional texts from the three English textbooks constructed as a corpus. The texts were converted into txt format and processed using AntConc to analyze six modal verbs associated with politeness: may, might, can, could, will, and would. The analysis focused on frequency counts and contextual usage identification to determine how each modal conveyed politeness in different topics and tasks. The results showed an increasing frequency of modal verbs across grade levels, with 183 occurrences in Grade 10, 329 in Grade 11, and 343 in Grade 12. Across all grades, the modal verb can was the most frequently used, while modal verbs might and could were rarely used. Modal verbs like may, can, might, could, will, and would in the textbooks reflect Indonesian social norms of politeness. Among them, modal verbs can, will, and may are used most often, showing common expressions of permission and polite requests in formal and everyday contexts. The findings suggest that modal verb usage in the textbooks reflects Indonesian cultural values, particularly the preference for polite, indirect communication in formal and educational settings.
Syntactic Interference of the Indonesian Language in Intermediate-Level German Composition Rount Maulero; Hayatul Cholsy
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18182

Abstract

This study examines the phenomenon of syntactic interference arising from the structural differences between Indonesian (L1) and German (L2) in compositions written by B1-level students. The primary objective was to systematically identify, categorize, and analyze the specific forms of negative transfer. Utilizing the error analysis framework established by Corder and James, the data comprising 21 student compositions, were rigorously classified into systematic errors and incidental mistakes. The analysis revealed 15 distinct types of syntactic interference, predominantly involving critical German structures such as verb conjugation, word order (in both main and subordinate clauses), and the use of prepositions. The most frequently occurring form of negative transfer was observed in German verb conjugation errors. The overwhelming classification of observed instances as errors confirms a deep-seated negative transfer from the mother tongue to the target language system. These findings possess significant educational value, as they precisely map the areas where Indonesian speakers require the most targeted linguistic intervention. The results strongly recommend the integration of a contrastive learning approach and emphasize the urgent need for reinforcement activities that specifically build syntactic awareness in German instruction. This research serves as an evidence-based tool for practitioners, guiding the refinement of curriculum and pedagogical strategies to effectively minimize recurrent interference and enhance the precision of L2 acquisition at the intermediate level.
Artificial Intelligence Tools in Personalized Language Learning: A Systematic Thematic Review Kazi Bushra Orpy; Shakere Juyana; Antura Akter
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18187

Abstract

The integration of artificial intelligence (AI) technologies into language learning has become an essential field of research because it promises to adapt educational experiences to individual learners. With the rapid progress of automatic learning algorithms, adaptive learning systems can now immediately analyze learners' progress and adjust content and delivery methods accordingly. This adaptability improves the personalization of linguistic education, allowing students to engage more deeply with the material at their own pace and skill level. This study aims to explore how AI-driven technologies can improve personalized language learning experiences through autonomous learning. This study focuses on adaptive learning systems powered by AI tools such as ChatGPT, DeepSeek, and Duolingo, developing user engagement strategies, and exploring evolving implications for better results in language acquisition. This research uses a systematic thematic review methodology. Following the guidelines from Braun and Clarke (2006), systematically analyzed 59 peer-reviewed studies thematically. They were identified through academic databases (e.g., Scopus, Google Scholar, ERIC, JSTOR, Education Source) published during 2023-2025. Developed themes included AI for student autonomy, pocket teacher AI: feedback and learning apps, AI for diverse demographics and social inclusion, intelligent conversations: chatbots and language models, personalized learning, limitations, and access inequalities. The study shows that personalized learning helps students learn languages better. Students who use advanced AI tools remember more and manage their learning better than with traditional methods. In the end, the implications of this study highlight the potential of AI tools such as ChatGPT, DeepSeek, and Duolingo to enhance language education by facilitating personalized learning and helping learners achieve better language-learning outcomes.
Task-Based Learning Reimagined: How Gemini AI Enhances EFL Students’ Speaking Fluency in Self-Directed Learning Anang Widodo; Vivianti Vivianti; Sayit Abdul Karim; Hidayat Polim
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18207

Abstract

In self-directed learning, EFL learners face persistent fluency challenges, particularly when access to native speakers or teachers is limited. Recent advancements in generative AI, such as Gemini AI, offer transformative potential by simulating human-like interactions and adapting to individual learner needs. This study investigates how Gemini AI uniquely facilitates speaking fluency through Task-Based Learning in self-directed learning and its impact on students’ speaking performance. This study involved 19 participants enrolled in an English Discussion class at the Universitas Teknologi Yogyakarta who engaged in a four-week intervention program. Utilizing a mixed-methods design, the study combined quantitative analysis of speaking fluency metrics with qualitative examination of student reflection reports. Participants completed weekly speaking tasks using Gemini AI as a conversational partner, documenting their experiences in a structured report. Quantitative results showed a 13% average improvement in speaking fluency, particularly in lexical diversity and reduced hesitation. Qualitative analysis revealed five key themes: increased confidence in spontaneous speech, appreciation for 24/7 accessible practice, effective feedback to improve students' speaking skills, enhancing vocabulary, and fostering a non-judgmental learning environment. The findings suggest that Gemini AI can effectively supplement classroom instruction for speaking skill development. However, the generalizability of findings is constrained by the small number of participants and the short intervention period. Future research should employ longitudinal designs with larger cohorts to substantiate the long-term efficacy of AI-assisted task-based language teaching. Subsequent studies should also systematically investigate strategies to mitigate Gemini shortcomings, including optimizing feedback relevance and turn-taking mechanics for educational dialogue.
Exploring Graduate Students’ Experiences of Cross-cultural Communication in the ELT Classroom Kamala K. C; Laxman Prasad Bhandari; Alexis Arizabal- Enriquez
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18211

Abstract

The importance of effective communication in education has been widely discussed; however, the communication obstacles in cross-cultural English language teaching and learning contexts from the learners’ perspectives need deeper exploration. This study explores students’ perceptions of the challenges they face in communication in cross-cultural ELT classrooms and the strategies they adopt to overcome them. Semi-structured interviews were conducted with purposively selected graduate students at Kathmandu University School of Education, Nepal. The data were analyzed using a thematic analysis approach. The findings revealed that students faced obstacles in both verbal and nonverbal communication in cross-cultural ELT classrooms. It also showed that non-verbal communication components, temporal and spatial differences, context, and ethnocentrism, particularly, posed problems in communication in a cross-cultural ELT classroom. Thus, developing intercultural communicative competence (ICC) is essential for effective cross-cultural communication in ELT classrooms. It helps learners understand others’ perspectives, interact respectfully, and adjust to different languages and cultures. ICC involves empathy, tolerance, and cultural sensitivity, which support learners in handling both verbal and non-verbal communication differences. Furthermore, the ELT curriculum should incorporate cross-cultural literary content, including non-verbal forms of communication, such as communication styles, non-verbal cues, cultural values, classroom expectations, everyday practices, language nuances, global issues, and country-specific cultural knowledge, to develop intercultural communicative competence at the university level. The paper recommends fostering harmonious interaction and understanding in ELT classrooms through cross-cultural communication.
Teachers’ Application of Cohesion Theory to Develop Students’ Written Discourse Competence Zelalem Burayou; Rufael Disasa
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18231

Abstract

This study investigated teachers’ instructional practices of applying the theory of cohesion in teaching writing skills to develop grade 11 Ethiopian students’ written discourse competence. The participants were selected using purposive sampling. The study employed a descriptive research design. Classroom observation was used to collect the data. The data was analyzed thematically based on the qualitative data analysis framework developed by Braun and Clarke (2021). The theme of the data was developed based on the elements of cohesion: conjunction, references, ellipsis, substitution, and lexical cohesion. The study revealed that the majority of teachers limited the students’ exposure to conjunctions. Additionally, it was found that nearly all of the teachers rarely use strategies that could help students comprehend and employ cohesive devices in their writing. Instead, they avoided the communicative activities and concentrated on distinct sentence-level tasks. Hence, it is essential that the teachers expose the students to cohesive devices fully. The teachers should also employ different techniques that facilitate the students’ ability to employ cohesion in their writing. Textbook writers should also expose the students to different types of cohesive devices. They should also employ various activities that enhance the students’ ability to use cohesive devices in their writing.

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