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Linguistics Initiative
Published by Pusat Studi Bahasa dan Publikasi Ilmiah
ISSN : -     EISSN : 27753719     DOI : https://doi.org/10.53696/27753719
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
Linguistics Initiative is an academic journal that presents issues in linguistics and applied linguistics from multi-disciplinary approaches. This journal publishes articles that discuss research on language as a system of communication or a cognitive, social, and historical phenomenon as well as its acquisition in an educational context.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 64 Documents
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English writing errors among multilingual foreign language learners: A psycholinguistic approach Dini Eka Maulida; Madeleine Winday; Gustianingsih Gustianingsih
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62449

Abstract

This research investigates the types and sources of English writing errors among students and alumni from non-English foreign language departments, including German, French, Mandarin, Arabic, and Japanese. The study aims to bridge the gap in error analysis research which predominantly focuses on English majors. A descriptive qualitative method was employed, utilizing an Error Analysis (EA) framework. Data were collected from 10 spontaneous essays on the topic "Why did you choose your major?" and analyzed using Ellis’s (1994) procedure and Dulay et al.’s (1982) surface strategy taxonomy. To ensure authenticity, participants were prohibited from using AI or translation tools. The findings reveal that misformation is the most dominant error type, accounting for 55% of the total findings, followed by omission (30%), addition (9%), and misordering (6%). This demonstrates that learners primarily struggle with accurate grammatical and lexical formations. Regarding error sources, the results show a significant dominance of intralingual interference (77%) over interlingual interference (23%). This leads to the conclusion that the participants’ difficulties stem more from the inherent complexity of the English grammatical system and incomplete mastery of its rules than from native language interference. These results highlight a unique linguistic profile for multilingual learners, where developmental confusion outweighs mother-tongue influence. The study recommends that English instruction for foreign language majors should prioritize target language rules to mitigate internal linguistic confusion.
Digital tools in blended learning for improving EFL students’ speaking skills at the university level: A systematic review Sutrah Sutrah
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62474

Abstract

The integration of digital tools within blended learning environments has become increasingly central to English as a Foreign Language (EFL) instruction at the university level, particularly for developing speaking skills which require spontaneous interaction and extended practice opportunities. However, the evidence base remains fragmented, with existing reviews often aggregating across educational levels and geographical contexts, thereby limiting generalizability to tertiary EFL settings. This systematic literature review aims to synthesize empirical evidence on the types, effectiveness, and implementation challenges of digital tools used in blended learning to improve EFL speaking skills among university students. Following PRISMA guidelines, a systematic search of Google Scholar yielded 447 records, with 24 peer-reviewed empirical studies published between 2021–2026 meeting inclusion criteria. Data were extracted and analyzed using a convergent integrated approach. Findings reveal that Learning Management Systems, video-based tools, and synchronous conferencing platforms are most widely adopted, while AI-powered and immersive technologies remain nascent. Fluency and vocabulary emerged as the most consistently improved speaking sub-skills, followed by learner confidence and engagement, whereas coherence and grammar demonstrated selective gains. Technical infrastructure instability, inadequate teacher training, and AI’s discourse-level limitations constitute persistent challenges, mitigated by scaffolded instructional design, immediate personalized feedback, and peer collaboration. The review concludes that pedagogical intentionality and institutional readiness, rather than technological sophistication alone, determine successful integration.
“English in Pesantren Soundscape”: Linguistic identity and pronunciation development among Indonesian EFL learners in pesantren Faiz Rizki Muhammad; Dian Fajrina Mubarokah; Dinar Dipta
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62475

Abstract

This study investigates how linguistic identity and educational ecology shape English pronunciation development among Indonesian EFL learners in a pesantren context. Situated within a multilingual Islamic boarding school environment where English is practiced alongside Indonesian, local languages, and Arabic, the study examines pronunciation not merely as a phonological skill, but as a socially negotiated and educationally mediated process. Using a qualitative case-study design, the research involved 11th-grade students at one of modern pesantren in East Java, Indonesia. The preliminary data were collected through pronunciation tasks and followed with semi-structured interviews, and contextual analysis of students’ language practices within the practical environment. Preliminary pronunciation findings revealed systematic interlanguage patterns in the form of substitution, epenthesis, deletion, and cluster reduction, particularly in multisyllabic words and vowel production. These phonological modifications indicate the influence of first-language transfer and learners’ adaptation to unfamiliar English sound structures. However, deeper analysis demonstrated that pronunciation development was also strongly shaped by broader educational and sociolinguistic factors. The findings show that peer interaction, institutional language practices, limited exposure to authentic pronunciation models, and affective pressures such as anxiety and fear of negative evaluation significantly influenced learners’ confidence and spoken English performance. In addition, the pesantren soundscape created a unique linguistic environment in which non-target-like pronunciation patterns were collectively circulated and normalized among learners. From an educational linguistics perspective, the study argues that pronunciation acquisition in EFL settings should be understood as both a linguistic and identity-forming process embedded within social interaction and institutional culture. This study contributes to the growing discussion on educational ecology and second language pronunciation by highlighting how multilingual boarding school environments mediate learners’ interlanguage development and English-speaking identity formation.
Rhetorical steps of IELTS essay writings band 7 Warsidi Warsidi
Linguistics Initiative Vol. 6 No. 2 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.62591

Abstract

Studies on rhetorical structures within academic texts have become a growing trend in applied linguistic studies. However, studies on this area within the International English Language Testing System (IELTS) are still undeveloped, while understanding their rhetorical structures may help those intending to take IELTS tests. Understanding this need has encouraged me to execute this study, by focusing on analyzing an essay writing part. To do so, this study used a genre approach for analyzing 20 IELTS essay writings band seven because this band is considered acceptable both in national and international universities. A top-down approach was also employed to find their rhetorical steps. The results showed that test takers accepting band seven employed five rhetorical steps. Then, the length of each rhetorical step seems different from one to another. The findings were then used to design a rhetorical guide for writing an essay for IELTS. These findings imply that writing an essay to reach band seven in the IELTS test better requires understanding these rhetorical steps. By understanding these steps, test takers may more easily develop and organize their ideas when writing their essays.

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