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alan Urip Sumoharjo Km 4 Kampus 2 Lantai 5 Fakultas Keguruan dan Ilmu Pendidikan Universitas Bosowa, Makassar, Sulawesi Selatan, Indonesia
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The Academic: English Language Learning Journal
Published by Universitas Bosowa
ISSN : 25283677     EISSN : 2988408X     DOI : https://doi.org/10.52208/aellj
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Focus and Scope The Academic: English Language Learning Journal publishes a scientific paper on the results of the study and review of the literature in the sphere of education, language teaching and linguistic in primary education, secondary education and higher education. The Academic: English Language Learning Journal publishes academic articles that recognize successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The journal invites submission of 1) Research that emanates from or informs campus-community partnerships; 2) Studies co-authored by faculty, students, and/or community partners; 3) Literature and Teaching English as Foreign Language; and 4) Commentary on emerging trends, developments, and/or challenges. The publication of this journal aims to spread conceptual thinking or ideas and the research findings obtained in the field of Education, Language Teacing, English Education, Literature and Lingustic
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 63 Documents
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LECTURER INSTRUCTIONAL STRATEGIES IN EFL CLASSROOM: CLASSROOM MANAGEMENT PERSPECTIVES Asriati, Asriati; Muhayyang, Maemuna
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 2 (2025): The Academic: English Language Learning Journal
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i2.1574

Abstract

This research aimed at describing the instructional strategies used by the lecturers in knowledge and language skills subjects in English for both instructional and management talks. The method employed was an exploratory descriptive qualitative method in which the observation and open-ended interviews with individuals were conducted. The data resources were lecturer talk in knowledge and skill subjects consisting of seven lecturers. The result of this research shows that the lecturers both in knowledge and language skills employed whole class, group/pair, and individual instructional strategies. The reasons for utilizing them lied on the nature of the subject, the purpose and objectives of each sub course material to scan and see the general ability and the basic interpersonal communication skills of the students in English. Based on these findings, it implicitly takes into account that varying instructional strategies bridge the lecturers to manage their talks in EFL classroom interaction to foster and sharpen the students’ English language development.
THE IMPACT OF ARTIFICIAL INTELLIGENCE LITERACY ON LECTURERS' ACADEMIC PERFORMANCE AND WORKFLOW EFFICIENCY Lely Novia; Noni, Nurdin
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 2 (2025): The Academic: English Language Learning Journal
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i2.1579

Abstract

This study evaluates the Artificial Intelligence (AI) literacy of university lecturers and examines its subsequent impact on their academic performance, covering teaching, research, and administrative tasks. With the rapid advancement of generative AI in education, AI literacy is crucial for maximizing efficiency and effectiveness. A mixed-methods approach, combining quantitative surveys and qualitative thematic interviews, was employed to measure understanding, needs, and perceived impact. The quantitative results reveal a high conceptual AI literacy (average score: 4.36) among lecturers, alongside strong optimism regarding AI’s transformative role in education (90.9% believing in major change). Quantitatively, AI significantly increases efficiency in lecture preparation and research productivity. Qualitatively, however, the implementation is challenged by critical issues of academic integrity and a lack of systemic readiness (regulations, infrastructure). The key finding is the dual role of AI: it acts as a valuable "thinking partner" that boosts creativity and productivity, yet simultaneously introduces ethical concerns regarding humanistic teaching and student dependency. The study concludes that continuous, specific training on AI ethics and prompt engineering is an urgent institutional necessity to harness AI’s benefits responsibly.
STRATEGIC SPEECH: A FUNCTIONAL LINGUISTIC ANALYSIS OF CORPORATE STRATEGY DISCOURSE Asfah, Indrawaty; Lely Novia; Nurwahida
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 2 (2025): The Academic: English Language Learning Journal
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i2.1584

Abstract

This paper explores how linguistic choices in corporate strategy discourse reflect strategic goals—informing, persuading, and engaging—through the lens of Halliday’s Systemic Functional Linguistics and Jakobson’s Communication Model. Using data from the video “The Great Debate on Corporate Strategy”, the study analyzes how expert speakers deploy ideational, interpersonal, and textual functions (Halliday) alongside referential, conative, emotive, and poetic functions (Jakobson). The findings reveal that corporate discourse is multifunctional, blending technical precision, rhetorical appeal, and stylistic engagement to achieve communicative impact. The paper concludes that integrating both linguistic frameworks offers a comprehensive understanding of strategic speech in professional contexts.

Page 7 of 7 | Total Record : 63

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