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Mukhlash Abrar
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Langue
Published by Universitas Jambi
ISSN : -     EISSN : 29885728     DOI : https://doi.org/10.22437/langue.v1i2.
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of Langue (Language and Education) is an open access published by Universitas Jambi, Master Program of English Language Education, Jambi, Indonesia. The aim of this journal publication is to provide a platform for the international scholars, academicians and researchers to share the research findings and conceptual ideas in the fields of language and education. The journal publishes research articles and reviews in the area of language and education, including Teaching English to the Speakers of Other languages (TESOL), Teaching English as Foreign language (TEFL), Language Skills, Second Language Acquisition (SLA), Multilingualism, Curriculum Design and Development, Applied Linguistics, Teaching English for Young Learners (TEYL), English for Specific Purposes (ESP), Phonology, Morphology, Syntax, Semantics and Pragmatics and Language Literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 53 Documents
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Students’ Perspectives on Using Natural Reader to Support TOEFL Listening Practice: An Experience-Based Study Fitria, Tira Nur
Langue (Journal of Language and Education) Vol. 4 No. 1 (2025): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i1.48095

Abstract

This research describes students’ perspectives and experiences in using Natural Reader to support learning TOEFL listening practice. This research uses a descriptive qualitative method. Students generally have a good understanding of how to use Natural Reader for TOEFL listening practice, appreciating its key features like adjustable speed, voice options, and offline use. While feedback on its features is mostly positive, some find certain functions less effective or challenging, and there are concerns about the AI voice’s naturalness and the limitations of the free version. Natural Reader is viewed as helpful for improving listening skills, boosting confidence, aiding vocabulary, and maintaining focus, though some question its effectiveness with more complex listening tasks. The tool is praised for clear audio, flexibility, and user-friendliness, with many motivated to continue using it and recommending it for TOEFL preparation. However, drawbacks include a monotonous voice, potential boredom with prolonged use, technical issues, and a preference among some students for original audio or teacher guidance. Overall, Natural Reader positively influences motivation and confidence, reduces anxiety, and is seen as suitable for both self-study and classroom use, though some learners still prefer alternative materials. Several studies have explored the use of Text-to-Speech (TTS) technology to enhance English listening skills. Overall, these studies confirm the growing effectiveness and versatility of TTS in listening comprehension development.
Understanding Culture through Textbooks: A Study on Teacher Cognition and Cultural Representation in Indonesian EFL Classrooms Hidayati, Salila Prasidya; Falianda, Fallianda; Firdausiyah, Hurrotul
Langue (Journal of Language and Education) Vol. 4 No. 2 (2026): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i2.55235

Abstract

This study investigates how cultural representation is constructed in Indonesian EFL textbooks and mediated through teacher cognition in classroom practice. Using a qualitative case study design, the research analyzed five selected chapters from the Grade 10 English textbook Work in Progress and conducted semi-structured interviews with three EFL teachers in Gresik, East Java. The study employed qualitative content analysis, multimodal discourse analysis, and teacher cognition theory to examine textual, visual, and pedagogical dimensions of culture. The findings indicate that globalized or modernized culture dominates textbook representation, while Indonesian culture is embedded implicitly through collaborative classroom practices and native-speaker culture receives limited representation. The study also reveals that teachers play an important mediating role in interpreting cultural content. However, classroom practices tend to prioritize communicative competence over explicit intercultural reflection due to curriculum demands, assessment orientation, and time constraints. Consequently, cultural learning remains largely implicit and less critically developed. The findings suggest that cultural representation in EFL classrooms emerges dynamically through the interaction between materials, pedagogy, and teacher cognition. This study highlights the importance of explicit intercultural pedagogy and teacher preparation in supporting intercultural competence development in Indonesian EFL contexts.
Factors of Speaking Anxiety on Students' Speaking Ability: A Systematic Literature Review Soma, Robi; Tanjung, Raja Mahendra
Langue (Journal of Language and Education) Vol. 4 No. 2 (2026): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i2.58652

Abstract

The purpose of this research was to examine what factors of speaking anxiety causing the EFL students to become incapable to express their ability in using English as a foreign language. The four current articles reviewed were taken from Google Scholar and Semantic Scholars databases limited to those which were published three years namely in the year of 2024 to 2026 to see the most recent development regarding factors of speaking anxiety. The researchers applied Systematic Literature Review as the method of research. The result of the review indicated that there were five main factors of anxiety obtained in the articles reviewed by the researchers such as: lack of/low self-confidence, fear of making mistakes in speaking, the limited number of vocabulary the students had, fear of negative evaluation especially by their peers and the last one was the inaccurate use of grammar. Some suggestions and recommendations to overcome foreign language anxiety problems were given at the last part of the article as well as implications and limitations.

Page 6 of 6 | Total Record : 53

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