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Nur Mauliska
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Interling : International Journal of English Language Teaching, Literature and Linguistics
Published by Universitas Islam Zainul Hasan Genggong
ISSN : 3025146X     EISSN : 30251451     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Interling : International Journal of English Language Teaching, Literature and Linguistics is a scientific journal published by the English Education Department of Universitas Islam Zainul Hasan Genggong. This journal aims to accommodate articles of research results in the field of English education as well as to promote knowledge-building and problem-solving in the field and to make scientific works in relevant research areas accessible to the public. Articles can be in the form of research results or literature reviews which will be published in July and November. Reviewers will review any submitted paper. Review process employs a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa.
Arjuna Subject : Umum - Umum
Articles 32 Documents
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The Correlation Between Self-confidence and Speaking Ability among International Management Students Nalma Chintia; Yeni Rahmawati; Khusnul Khatimah
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2636

Abstract

Statistical evidence from this study confirms a moderate positive link between self-confidence and speaking ability (), demonstrating that students with stronger confidence generally communicate better in English. Investigating this relationship is crucial because many EFL learners struggle to express themselves verbally in academic contexts due to self-doubt. To explore this psychological dynamic, a quantitative correlational study was conducted with International Management students at Universitas Muhammadiyah Kalimantan Timur. Out of a 120-student population across the 2023, 2024, and 2025 cohorts, 112 participants filled out questionnaires measuring self-confidence and speaking skills. The collected responses were processed via SPSS, covering validity, reliability, normality, descriptive metrics, and Spearman's rho correlation. Because higher confidence correlates with clearer oral expression, language educators should adopt classroom activities that build student confidence while offering frequent chances for authentic practice.
Investigating Efl Students` Writing Practices Through Grammarly - Supported Learning Jailani Jailani; Muhammad Hifdil Islam; Zainuddin Zainuddin
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2615

Abstract

Using a descriptive qualitative design, this study involved six EFL students who had experience using Grammarly in their English writing activities. The study aimed to examine how Grammarly is integrated into students’ writing practices and to identify the aspects of writing supported by the application. Data were collected through semi-structured interviews, documentation, and screenshots comparing students’ writing before and after revision using Grammarly. The data were analyzed through data reduction, conclusion drawing, and verification. The findings revealed that Grammarly supported students in reflective learning by assisting them in reviewing, revising, and evaluating their writing. The application provided immediate feedback that enhanced students’ engagement and metacognitive awareness, while encouraging them to critically evaluate suggestions before applying revisions. Grammarly supported several aspects of writing, including grammatical accuracy, consistency in tense usage, subject–verb agreement, sentence structure, vocabulary choice, writing clarity, and overall writing quality. These improvements contributed to more accurate, coherent, and readable texts. Students also reported increased confidence and greater independence in completing writing tasks. However, participants emphasized that Grammarly could not replace lecturers’ feedback, particularly in understanding contextual meaning and supporting idea development. Overall, Grammarly functioned as a learning companion that encouraged EFL students to engage in more critical, process-oriented, and autonomous writing practices. These findings suggest that integrating Grammarly into English writing instruction can enhance grammatical accuracy, self-editing skills, and writing confidence while enabling teachers to provide more effective feedback and foster learner autonomy in the writing process.

Page 4 of 4 | Total Record : 32

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