cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Ridwan
Contact Email
bukharyahmedal@gmail.com
Phone
+6281375313465
Journal Mail Official
biolaejournal@gmail.com
Editorial Address
Komplek Jasari Muslim Jl. Perjuangan, Bandar Klippa, Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20371, Indonesia
Location
Kab. deli serdang,
Sumatera utara
INDONESIA
Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Published by BIAR Publisher
ISSN : 26854805     EISSN : 26854813     DOI : https://doi.org/10.33258/biolae
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Other
Britain International of Linguistics, Arts and Education Journal is a peer-reviewed journal published in March, July and November by BIAR Publisher. BIoLAE Journal welcomes research paper in language, linguistics, oral tradition, literature, arts, education and other related fields which is published in both online and printed versions.
Arjuna Subject : Umum - Umum
Articles 226 Documents
 19   20   21   22   23 
Paternalistic Leadership Style and Infrastructure as Determinants of Teacher Performance: The Mediating Effect of Teaching Enthusiasm Setiawan, Apep; Basrowi; Khaeruman
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 7 No 3 (2025): Britain International of Linguistics, Arts and Education - November
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v7i3.1406

Abstract

Organizations generally refer to entities or structures that are organized to achieve certain goals. Organizations can be business entities, government agencies, or non-profit organizations that have clear goals and hierarchical structures. One of them is the leadership style applied by the principal. A paternalistic leadership style, which emphasizes a fatherly approach and attention to teacher welfare, can improve teacher motivation and performance. SMK Negeri Kota Cilegon is a State Vocational High School located in the Cilegon City area, Banten. This educational institution is under the auspices of the Education Foundation. Based on the data obtained, the phenomenon of teacher performance at SMK Negeri Kota Cilegon in 2023 was on average in the good category. Therefore, this study aims to fill this gap by providing new insights into how paternalistic leadership and infrastructure influence and contribute to teacher performance through teaching enthusiasm, which is expected to make a significant contribution to academic literature and educational practice using qualititative method. Hypotheses test used partial least square technique. Result Shown to improve teacher performance, schools need to pay more attention to the factors that influence that performance. Although there are several variables in this study that show a positive but insignificant influence, as well as a negative influence that is also insignificant on teacher performance, this should not be ignoredThis can be done through the development of facilities and infrastructure, improving the quality of leadership, and supporting the teaching enthusiasm of teachers.
Higher Education Reform in Ethiopia: Assessing Institutional Transformation and Governance Challenges in Public Universities Melaku Masresha Woldeamanueal; Belay Sitotaw Goshu
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 7 No 3 (2025): Britain International of Linguistics, Arts and Education - November
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v7i3.1425

Abstract

This study examines the higher education reforms in Ethiopia, focusing on institutional transformation and governance challenges in public universities. The purpose is to assess the effectiveness of recent policy changes and their impact on faculty satisfaction, governance, and institutional performance. The study employs a mixed-methods approach, combining quantitative analysis of governance effectiveness scores with qualitative data from interviews conducted with faculty members and administrators across several Ethiopian public universities. The findings reveal that, despite improvements in governance scores, faculty satisfaction remains low due to increased administrative burdens, lack of stakeholder engagement in decision-making processes, and a mismatch between government expectations and institutional resource allocations. Faculty reported frustration with the additional reporting requirements and policies that were perceived as disconnected from the realities of resource availability. The study concludes that while the reforms have led to structural improvements in governance, they have also introduced challenges that negatively impact faculty morale and institutional performance. It is recommended that university policymakers involve faculty more in decision-making processes, reduce administrative burdens, and provide sturdier institutional support for teaching and research activities. Additionally, sustainable research funding mechanisms and workload management policies should be implemented to enhance faculty satisfaction and prevent burnout.
Factors Influencing General Science Performance of Female Students in Grade 7 at Rimeti Primary School, West Harerge, Ethiopia Ashenafi Taye Negewo; Belay Sitotaw Goshu; Muhammad Ridwan
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 1 (2026): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v8i1.1426

Abstract

This study explores the impact of teacher practices and classroom dynamics on the science performance of 75 Grade 7 female students at Rimeti Primary School, conducted in July 2024/25. Utilizing a two-way ANOVA on simulated test score data, the research assessed the effects of interactive versus traditional teaching methods and collaborative versus competitive classroom environments. Results revealed significant main effects for teacher practices (F (1, 96) = 30.56, p = 2.78e-07), with interactive methods yielding higher mean scores (72.15) compared to traditional methods (61.95), and classroom dynamics (F (1, 96) = 18.12, p = 4.82e-05), where collaborative settings outperformed competitive ones. The interaction effect was non-significant (F (1, 96) = 0.02, p = 0.885), indicating independent contributions. A box plot visually confirmed these trends, showing elevated medians for Interactive/Collaborative groups. These findings suggest that interactive teaching and collaborative dynamics independently enhance science achievement, with teacher practices explaining greater variance (1621.66 sums of squares) than dynamics (961.69). Limitations include the use of simulated data and a single-gender focus, restricting generalizability. The study aligns with social constructivist and cooperative learning theories, advocating for pedagogical innovation in under-resourced settings. Recommendations include teacher training in interactive methods and fostering collaborative classrooms, supported by resource allocation and further longitudinal research. This research provides a foundation for improving science education for female students in similar contexts.
Analysis of Defamation on the X Account of Gibran Rakabuming Raka Muhammad Ieduddien; Teguh Setiawan
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 1 (2026): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v8i1.1427

Abstract

This study examines the practice of defamation in the comment section of Gibran Rakabuming Raka’s social media account on X during the period from December 2023 to February 2024. A qualitative method was employed using reading and note-taking techniques, alongside theoretical triangulation combining Defamation Theory and Syntax Theory to ensure data validity. Data analysis was conducted using equivalence (padan) and distribution (agih) methods. The findings reveal that the linguistic forms of defamation consist of words (57 instances), phrases (82 instances), clauses (56 instances), and sentences (8 instances), with phrases and words dominating as concise yet sharply meaningful expressions. In terms of defamation types, insults (142 instances), defamation of character (38 instances), slander (22 instances), and blasphemy (1 instance) were identified, with insults being the most prevalent form. These findings indicate that defamation on social media tends to be direct, brief, and targets both the personal image and public reputation of the subject.
Language Attitudes toward English Loanwords in Youth Digital Communication and Their Impact on Academic Achievement Lukas Schneider
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2010): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v1i1.1445

Abstract

The expansion of digital communication among youth has intensified the use of English loanwords in multilingual societies. In Ethiopia, where Amharic dominates daily communication while English functions as the primary language of education, digital interaction increasingly blends local languages with English vocabulary. This study explores Ethiopian youths’ attitudes toward English loanwords in digital communication and examines their potential relationship with academic achievement. A quantitative survey was conducted among 410 high school and university students aged 16–24 in urban Ethiopia. Data were collected using a Likert-scale questionnaire measuring language attitudes, frequency of loanword usage, and self-reported academic performance indicators. Exploratory factor analysis identified underlying attitudinal constructs, while correlation and regression analyses examined relationships between attitudes, language behavior, and academic outcomes. Results show predominantly positive attitudes toward English loanwords (75.9%), particularly regarding their association with modern identity, global connectivity, and communicative efficiency. Three main attitudinal factors emerged: Prestige, Integration, and Purism. Loanword usage was highest in informal digital contexts such as messaging and social media but significantly lower in academic writing. Statistical analyses indicate minimal direct correlation between attitudes toward loanwords and academic performance, suggesting that digital linguistic practices do not necessarily hinder academic proficiency. English loanwords function primarily as pragmatic linguistic resources in youth digital discourse rather than indicators of declining academic language competence. Educational institutions should incorporate digital literacy and sociolinguistic awareness into language education to help students differentiate between informal and academic language registers.
Digital Code-Mixing among Ethiopian Youth: Attitudes toward English Loanwords in Social Media Communication Sofia Martínez
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2010): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v1i1.1446

Abstract

Social media communication has transformed language practices worldwide, fostering increased code-mixing and the adoption of English lexical items in multilingual communities. Among Ethiopian youth, English loanwords frequently appear in digital interactions across messaging platforms and social media networks. This study investigates how Ethiopian youth perceive and use English loanwords in digital communication, focusing on their sociolinguistic attitudes and motivations for code-mixing. Using a quantitative survey design, data were collected from 410 urban youth aged 16–24 through a structured questionnaire measuring language attitudes and digital language practices. Exploratory factor analysis and descriptive statistics were employed to identify attitudinal dimensions and usage patterns. The results indicate strong acceptance of English loanwords, primarily due to their perceived association with modernity, efficiency, and global connectivity. Three attitudinal dimensions were identified: Prestige, Integration, and Linguistic Purism. While most participants acknowledged the cultural value of local languages, they reported frequent use of English lexical items in informal digital contexts to enhance expressiveness and social identity. English loanwords have become integral elements of youth digital discourse in Ethiopia, reflecting broader processes of linguistic globalization and identity negotiation. Future research should incorporate corpus-based analysis of social media data to better understand real-life patterns of digital code-mixing and language evolution.
Linguistic Globalization and Youth Identity: The Role of English Loanwords in Ethiopian Digital Communication Anna Kowalska
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2010): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v1i1.1447

Abstract

Linguistic globalization has accelerated the diffusion of English vocabulary across multilingual societies. In Ethiopia, English loanwords increasingly appear in youth digital communication, particularly on social media and messaging platforms. This study examines the sociocultural meanings associated with English loanwords among Ethiopian youth and explores how these linguistic choices contribute to identity construction in digital environments. A survey-based quantitative approach was used to gather responses from 410 high school and university students. Participants evaluated their attitudes toward English loanwords using Likert-scale statements related to language identity, modernity, and cultural preservation. Factor analysis and regression techniques were used to analyze the data. The study reveals that English loanwords are widely perceived as symbols of modern identity and global belonging. The majority of participants expressed positive attitudes toward integrating English vocabulary into digital communication while maintaining respect for their native languages. Three attitudinal dimensions Prestige, Integration, and Purism accounted for most of the variance in responses. English loanwords serve not only as communicative tools but also as markers of social identity and global orientation among Ethiopian youth. Language educators and policymakers should recognize digital multilingualism as part of evolving linguistic identities and incorporate these realities into contemporary language education strategies.
The Role of Classroom Emotional Climate in Predicting Student Engagement and Learning Satisfaction Muhammad Ridwan
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 1 (2026): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v8i1.1456

Abstract

The emotional climate of university classrooms has emerged as an important factor influencing student engagement and learning experiences. This study explores how classroom emotional climate influences student engagement and learning satisfaction among undergraduate students. The study involved 312 undergraduate students enrolled in social science courses at University of Copenhagen. Students completed validated scales measuring perceived classroom emotional climate, engagement, and learning satisfaction. Data were analyzed using multiple regression and path analysis. Classroom emotional climate significantly predicted student engagement (β = 0.483, p < 0.001) and learning satisfaction (β = 0.451, p < 0.001). Engagement also significantly predicted satisfaction (β = 0.372, p < 0.001), suggesting a partial mediation relationship. Positive classroom emotional climates enhance student engagement and improve overall learning satisfaction. Universities should support teaching practices that foster supportive and emotionally positive classroom environments.
Enhancing Students’ Conceptual Mastery of Mechanics through Smartphone-Based Inquiry Laboratories in Introductory Physics Alexander Schmidt
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2015): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Introductory physics courses, particularly in mechanics, continue to pose significant conceptual difficulties for first-year University students, largely due to persistent misconceptions related to force, motion, and acceleration. Conventional laboratory instruction often emphasizes procedural verification rather than conceptual reconstruction, limiting its effectiveness in addressing these misconceptions. The integration of smartphone-based laboratories offers a promising, accessible, and cost-efficient alternative that supports inquiry-based learning. This quasi-experimental study examines the effectiveness of smartphone-based laboratories in enhancing students’ conceptual understanding of mechanics. A total of 128 first-year university students participated in the study and were assigned to either an experimental group or a control group. The experimental group engaged in five inquiry-oriented laboratory activities utilizing the phyphox mobile application, while the control group conducted traditional verification-based experiments covering equivalent topics. Students’ conceptual understanding was assessed using the Force Concept Inventory (FCI) administered as both pretest and posttest measures. The findings indicate a statistically significant improvement in the experimental group compared to the control group. Furthermore, students in the smartphone-based laboratory group reported higher levels of engagement, perceived authenticity of experimentation, and stronger connections to real-world contexts. These results demonstrate that smartphone-based laboratories represent an effective pedagogical approach for fostering deeper conceptual understanding in introductory mechanics. The study underscores the potential of mobile technologies to support active, inquiry-driven learning in physics education.
Digital Code-Mixing and Language Creativity among Youth: A Linguistic and Educational Perspective on English Loanwords in Social Media Marco Bianchi
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2015): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid expansion of digital communication has significantly reshaped language practices, particularly among young people in multilingual contexts. Social media platforms have become dynamic spaces where linguistic creativity, identity construction, and informal learning intersect, leading to increased code-mixing and the widespread use of English loanwords. This study explores the use of English lexical items in youth digital discourse from the perspectives of linguistics, arts, and education. Adopting a quantitative survey design, data were collected from 410 urban youth aged 16–24 through a structured questionnaire examining language attitudes, creative expression, and digital communication practices. Descriptive statistics and exploratory factor analysis were employed to identify patterns of usage and underlying attitudinal dimensions. The findings reveal that English loanwords are widely accepted and frequently used, primarily due to their association with modernity, stylistic flexibility, and global cultural affiliation. Three key dimensions emerged: Linguistic Prestige, Creative Expression, and Cultural Integration. From an artistic perspective, code-mixing serves as a medium for stylistic innovation and identity performance, enabling youth to experiment with hybrid language forms. From an educational standpoint, digital communication functions as an informal learning environment where exposure to multilingual practices enhances linguistic awareness and adaptability. Despite the widespread use of English loanwords, participants also expressed awareness of the importance of maintaining local languages as part of their cultural identity. The study highlights the role of digital spaces as sites of both linguistic transformation and creative expression, suggesting that educators should consider integrating digital language practices into language learning to better align with students’ communicative realities. Future research is recommended to incorporate discourse and corpus-based approaches to further examine authentic language use and its implications for language education and cultural studies.

Page 22 of 23 | Total Record : 226

 19   20   21   22   23 

Filter by Year

2009 2026


Reset
Filter By Issues
All Issue Vol 8 No 1 (2026): Britain International of Linguistics, Arts and Education - March Vol 7 No 3 (2025): Britain International of Linguistics, Arts and Education - November Vol 7 No 2 (2025): Britain International of Linguistics, Arts and Education - July Vol 7 No 1 (2025): Britain International of Linguistics, Arts and Education - March Vol 6 No 3 (2024): Britain International of Linguistics, Arts and Education - November Vol 6 No 2 (2024): Britain International of Linguistics, Arts and Education - July Vol 6 No 1 (2024): Britain International of Linguistics, Arts and Education - March Vol 5 No 3 (2023): Britain International of Linguistics, Arts and Education - November Vol 5 No 2 (2023): Britain International of Linguistics, Arts and Education - July Vol 5 No 1 (2023): Britain International of Linguistics, Arts and Education - March Vol 4 No 3 (2022): Britain International of Linguistics, Arts and Education - November Vol 4 No 2 (2022): Britain International of Linguistics, Arts and Education - July Vol 4 No 1 (2022): Britain International of Linguistics, Arts and Education - March Vol 3 No 3 (2021): Britain International of Linguistics, Arts and Education - November Vol 3 No 2 (2021): Britain International of Linguistics, Arts and Education - July Vol 3 No 1 (2021): Britain International of Linguistics, Arts and Education - March Vol 2 No 3 (2020): Britain International of Linguistics, Arts and Education - November Vol 2 No 2 (2020): Britain International of Linguistics, Arts and Education - July Vol 2 No 1 (2020): Britain International of Linguistics, Arts and Education - March Vol 1 No 2 (2019): Britain International of Linguistics, Arts and Education - November Vol 1 No 1 (2019): Britain International of Linguistics, Arts and Education - July Vol 1 No 1 (2015): Britain International of Linguistics, Arts and Education - March Vol 1 No 1 (2010): Britain International of Linguistics, Arts and Education - March Vol 1 No 1 (2009): Britain International of Linguistics, Arts and Education - March More Issue