cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lalu Ari Irawan
Contact Email
jollt@ikipmataram.ac.id
Phone
+6281803266792
Journal Mail Official
jollt@ikipmataram.ac.id
Editorial Address
Jln. Pemuda No.59A Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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 994 Documents
 94   95   96   97   98 
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.
Engagement in Indonesian Police Interrogation: An Appraisal Analysis of Interpersonal Strategies Ramadani, Ramadani; Saifullah, Aceng Ruhendi; Gunawan, Wawan
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14924

Abstract

This study explored the use of evaluative language in the speech of investigators and suspects during police interrogations at a district police department in Indonesia. The study aimed to analyze how interpersonal strategies were realized by the police as interrogators and suspects during interrogations. To achieve these objectives, the research applied appraisal theory within the framework of Systemic Functional Linguistics (SFL) to identify and examine the language of evaluation. The data for the study were derived from conversations between police interrogators and suspects. The analysis involved segmenting the interrogation texts into units of utterances. There were 1320 utterances of 5 suspects analyzed in this study. These utterances were then systematically categorized based on the appraisal system's categories. Specifically, the analysis focused on the appraisal system's engagement dimension, examining the realization of monoglosss and heterogloss. The findings revealed that the expression of engagement was predominantly characterized by heterogloss, primarily conveyed by the interrogator. The findings indicated that during the interrogation process, the police increased control, reduced space for the suspect's perspective, introduced bias in information gathering, and emphasized a clearer power dynamic, which can impact the validity and ethics of the interrogation. The findings contributed to forensic linguistics practice to create opportunities for more cooperative interactions, thereby enhancing the effectiveness of information elicitation.
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.
Enhancing English Communication Competence for Tourism Professionals and Students in Banyuwangi: A Phenomenological Study Rusmawan, Putu Ngurah; Kanom, Kanom; Setianingsih, Tri; Kamarudin, Kamarudin
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.15142

Abstract

The study aimed to explore the essential competencies of hospitality professional and the vocational students in communication skills needed to effectively interact with tourists from diverse cultural backgrounds and enhance their overall travel experience. This study used a qualitative phenomenological approach. The data was collected through in-depth interviews, with tourism student, professional industry worker, and practitioner tourism industry in Banyuwangi, participatory observations which conducted across tourist spots and documentation. A comprehensive analysis of relevant educational resources and industry-specific documents were employed in this study. Findings reveal a significant gap between theoretical instruction and practical application in English real tourism industry workforce setting, which affects confidence and communication skills among tourism workers. It emphasizes the necessity of collaborative frameworks between educational institutions and tourism enterprises to align training with dynamic industry demands. These findings provide valuable insights for curriculum improvement and training initiatives to enhance the global competitiveness of tourism professionals, especially in communication skills.
Novice Language Teachers’ Emotions in Team-Teaching Practice: A Higher Education Context Hidayatulloh, Sibakhul Milad Malik; Sudarmiati, Erli Wahyuningtiyas; Ramadhani, Alma Huwaida
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.v13i4.15145

Abstract

Since its presence, team-teaching becomes one of most preferable methods used in language teaching, particularly in higher education context. This current study aims to explore novice language university teacher emotions during the practice of team-teaching in higher education level. By inviting four novice lecturers in one of public universities in East Java, Indonesia, the data were obtained using an in-depth interview. Through several data analysis, dominant emotions and the source of it are identified. Dominant positive emotions were found like relaxed and confidents as the consequences of team-teaching. As for negative emotions, worried, boredom, and confusion appeared as the dominant negative emotions in the obtained data analysis results. Further, the source of positive emotions came from several events, for instance, the sufficient coordination with the team partner, the absence of team partner in the class, and the clear as well as equal distributions of the work inside and outside the class. Negative emotions’ sources, on the other hand, appeared in some events and sources, including the generation gaps between novice teachers and senior teachers as main teachers in the class, joining class without no participation, impromptu questions given by team partner, and the outdated teaching materials and methods. From the analysis, this research is able to give broader and detail context on the teacher emotions in higher education in team-teaching nuances. Finally, the findings from this current research also provides implications and suggestion to the future researchers.
Exploring Challenges and Opportunities in Online Learning Among EFL Students in Higher Education Isma, Adi; Suwandi, Edi; Sudewi, Putu Wahyu; Ridwan, Ridwan
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.v13i4.15209

Abstract

Online learning has become an essential part of higher education, offering flexibility and wider access to students worldwide. Yet, in practice, many learners, especially those in EFL contexts, continue to face significant challenges that are often overlooked in existing research. This descriptive quantitative study explores the challenges and opportunities of online learning for English as a Foreign Language (EFL) students in higher education, specifically focusing on the English Department at Universitas Sulawesi Barat, Indonesia. Using a cross-sectional survey of 85 students, the research aimed to identify common obstacles and advantages in online learning while uncovering students' expectations and suggestions. The results revealed that technical issues (87.1%), lack of social interaction (67.1%), and difficulty understanding course material (52.9%) were the primary obstacles faced by students. Conversely, cost-effectiveness (62.4%), unrestricted access to course materials (49.4%), and reduced social demands (42.4%) were identified as key advantages. Notably, 79% of respondents expressed reluctance to engage in future online learning. This sentiment reflects persistent structural and pedagogical gaps. To improve the online learning experience, students proposed enhanced technological infrastructure, more interactive engagement, and increased instructional support. The findings underscore the need for institutions to reevaluate their online education strategies to ensure student-centered and sustainable learning environments.
Contrastive Corpus Studies in Language Teaching: A Bibliometric and Systematic Review of Language Pairs Yulian, Yulia; Mulyati, Yeti; Widia, Ida
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.v13i4.15236

Abstract

Corpus-based contrastive studies have become increasingly vital in language education, offering empirical insights into cross-linguistic structures, discourse patterns, and semantic strategies. However, a comprehensive synthesis mapping recent developments and identifying existing research gaps has been lacking. This study addresses this need by conducting a systematic literature review and bibliometric analysis of 73 peer-reviewed articles published between 2014 and 2024. Using PRISMA 2020 guidelines and tools such as VOSviewer, the study maps dominant linguistic focuses, frequently analyzed language pairs, and collaboration networks. The findings reveal a strong emphasis on discourse and semantics, with English commonly paired with Spanish, Arabic, and Chinese. Pragmatic dimensions and underrepresented language pairs, particularly from Southeast Asia and Africa, remain largely overlooked. The study also highlights geographic disparities in global contributions, suggesting the need for more inclusive and collaborative research frameworks. The results offer practical implications for pedagogy, policy, and research. For pedagogy, integrating corpus-informed, contrastive materials into language instruction can enhance learners’ awareness of discourse conventions and intercultural variation. In terms of policy, stakeholders are encouraged to invest in open-access multilingual corpora and support cross-border collaboration, particularly involving underrepresented linguistic communities. For future research, this study underscores the need to explore pragmatic features, diversify language pairings, and build interdisciplinary networks to promote a more equitable and context-sensitive development of corpus-based contrastive inquiry in language education.
A Pragmatic Analysis of Politeness Maxims in Indonesian Online Customer Service Interactions Jawas, Effa Chalisah; Yanti, Dewi; Hizbullah , Nur
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.v13i4.15258

Abstract

This study aims to analyze the application of Leech's politeness principles (1983) in conversations between customer service agents and customers at a property rental company, TRV (company initials), conducted via live chat. Using a qualitative approach, the research identifies and classifies the politeness maxims used in 12 selected chat interactions over a three-month period. The findings reveal that all six of Leech's politeness maxims—tact, generosity, approbation, modesty, agreement, and sympathy—are present in the data. Among them, the modesty and sympathy maxims are the most frequently used found during the searching for the sources, highlighting the importance of humility and empathy in customer service communication. The agreement maxim also plays a significant role in facilitating mutual understanding, particularly regarding scheduling and service costs. Overall, the study demonstrates that the application of politeness principles contributes to improving communication quality, fostering harmonious relationships, and enhancing the overall customer experience. This implication provides for further recommendation in online customer service replies to be standardized by the company in terms of politeness.

Page 96 of 100 | Total Record : 994

 94   95   96   97   98 

Filter by Year

2016 2025


Reset
Filter By Issues
All Issue Vol. 13 No. 4 (2025): October Vol. 13 No. 3 (2025): July Vol. 13 No. 2 (2025): April Vol 13, No 2 (2025) Vol. 13 No. 1 (2025): January Vol 13, No 1 (2025) Vol 12, No 4 (2024) Vol. 12 No. 4 (2024): October Vol 12, No 3 (2024) Vol. 12 No. 3 (2024): July Vol. 12 No. 2 (2024): April Vol 12, No 2 (2024) Vol 12, No 1 (2024) Vol. 12 No. 1 (2024): January Vol 11, No 4 (2023) Vol. 11 No. 4 (2023): October Vol 11, No 3 (2023) Vol. 11 No. 3 (2023): July Vol 11, No 2 (2023) Vol. 11 No. 2 (2023): April Vol. 11 No. 1 (2023): January Vol 11, No 1 (2023) Vol 10, No 4 (2022) Vol. 10 No. 4 (2022): October Vol 10, No 3 (2022) Vol. 10 No. 3 (2022): July Vol. 10 No. 2 (2022): April Vol 10, No 2 (2022) Vol 10, No 1 (2022) Vol. 10 No. 1 (2022): January Vol 9, No 4 (2021) Vol 9, No 3 (2021) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 4 (2020) Vol 8, No 3 (2020) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 1 (2019) Vol 7, No 2 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) More Issue