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Research and Innovation in Applied Linguistics
Published by Politeknik Negeri Ujung Pandang
ISSN : -     EISSN : 29645344     DOI : https://doi.org/10.31963/
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Ga Bisa selalu dapat error no special character. Ini apaan admin, kami bingung mau ketik descrption namun tidak bisa di submit karena error no special character dan kami tidak memakai special character apapun di deskripsi jurnal kami. Tes tes
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2025): [August]" : 8 Documents clear
Developing Learner Autonomy: Moroccan University EFL Teachers’ Perceived Views and Practices OUSSOU, Said; ELBOUZIANY, Abdelhak; BOUALI, Hajare
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5370

Abstract

Learner autonomy, or the ability to take control of one’s learning, has been in emergence for decades, and its importance has been widely acknowledged. However, there remains obscurity as to what teachers think about this concept and whether or not they are willing to promote it. Accordingly, this paper aimed to investigate 21 university professors’ views regarding their understanding of learner autonomy and the principles underlying it. The study used a mixed-method approach to provide rigorous analysis of the professors’ responses. Data were collected through a questionnaire after which ten professors were invited for a semi-structured interview to allow for more explanations of the views analyzed, thus adhering to the explanatory sequential design. Findings demonstrated that professors showed an understanding of the basic characteristics of learner autonomy. While each of the four orientations were maintained, the most supported was the technical orientation followed by the psychological orientation, a finding that was corroborated by the qualitative analysis wherein notions such as ‘motivation’, ‘metacognitive strategies’, and ‘decisions’ recurred. It was observed that their views were far less socially driven. This study has various implications for both theory and practice, particularly for EFL teachers both in this context and in other similar contexts.
Empowering Regional Tourism Stakeholders through Cooperative Learning: A Case Study Approach MUSTAKIM; EMIRATI; MUTMAINNAH; JABRI, Umiyati; ARIANI, Nina
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5396

Abstract

Tourism holds great potential for regional development, particularly in culturally rich but underdeveloped areas like Enrekang Regency, South Sulawesi, Indonesia. However, limited human capital and fragmented stakeholder collaboration often hinder growth. This study explores the integration of the Cooperative Learning (CL) model into tourism education to enhance student competencies and support community-based tourism (CBT) development. Using a qualitative case study approach, data were collected through classroom observations, focus group discussions, and interviews with educators, students, tourism practitioners, and government officials. The findings reveal that CL significantly increased student engagement, strengthened English communication, leadership, and teamwork skills, and empowered students to lead real-world projects. These included the creation of 12 local tour packages, 7 digital promotional videos used by tourism offices, and the coordination of 5 village tourism events, contributing to increased local tourism visibility. Institutional support and cross-sector collaboration emerged as key success factors. The study concludes that embedding CL in tourism education not only enhances academic outcomes but also creates meaningful contributions to local tourism development. The model presented offers a replicable framework for aligning education with regional development goals, particularly in rural areas where tourism potential remains untapped
English for Occupational Purposes (EOP): Public and Environmental Health Employees’ Needs for English Language MOHAMMED, Abuelgasim Sabah Elsiad
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5430

Abstract

English language is of great demand in all sectors and professional purposes are no exception. This is because learners of English language have become aware of the role that it plays in both academic and professional purposes. Employees who have a good command of English language can serve their area well, so it is necessary to cater for those employees’ needs for English language regardless their area of specialization to raise their employability. This paper aimed at analysing Public and Environmental Health (PEH) employees' needs for English for Occupational Purposes (EOP) to identify their use of English in their job, English usefulness to them, their present situation in English, and the most important language skills to them. The study adopted mixed method design. Data were collected through a questionnaire and a structured interview. The participants were 29 employees and two heads of departments at the Ministry of Health, Khartoum State, Sudan. Results showed that PEH employees frequently used English in their jobs. It is also revealed that English language was useful to the participants in their jobs. The employees’ proficiency was found to be good according to them, but it was regarded as average by the interviewees. All the language skills were considered important. The study recommends that the Ministry of Health, Khartoum State, should consider this NA results to prepare training courses in English for its employees.
The Challenges and Best Practices of English Language Teaching in Indonesian Secondary School: A Systematic Literature Review AZAHRA, Mona; ABDULRAHMAN, Tryanti; TAMELA, Ellis
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5478

Abstract

This systematic literature review of seventy-one studies provides a comprehensive overview of English language teaching in Indonesian senior and vocational high schools over the last 10 years. Using the Publish or Perish (PoP) tool, a systematic search was conducted through Google Scholar and CrossRef. The study identified three main themes: current trends, challenges encountered by teachers and students, and best practices. Most of the studies were qualitative and published in SINTA-indexed journals. The result highlighted several challenges, including barriers to teaching and learning, Inadequate infrastructure, concerns about student well-being, and low student motivation and engagement. Meanwhile, best practices include continuous teacher development, student-centered approaches, technology integration, language skill development, and support from schools and families. Tailoring sustainable implementation to the local context has the potential to improve teaching quality. The study highlights the need for coordinated collaboration among policymakers, educators, and stakeholders to ensure the effective implementation of the proposed recommendations.
The Impact of Mobile Augmented Reality on Vocabulary Acquisition, Learner Engagement, and Experience in Higher Education DE VEGA, Nofvia; RAFIQA, Syarifa
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5514

Abstract

The primary objectives of this study were to (1) assess the effectiveness of a Mobile Augmented Reality (AR)-based English learning program and (2) provide a human-centered analysis of students lived experiences within this innovative pedagogical setting. This work fills a critical research gap where much of the existing literature on AR in language learning emphasizes quantifiable results at the expense of students' subjective experiences and challenges. Utilizing a convergent parallel mixed-methods design, this study quantified English proficiency improvements and explored student experiences (interviews/observations). 173 diverse students engaged with a Mobile AR program featuring interactive 3D visualizations and customized content to enhance overall English, vocabulary, and grammar skills. The primary outcomes revealed a statistically significant and practically substantial positive impact of the AR intervention across all English language proficiency measures (p < 0.001; Cohen's d > 1.95; N-gain 0.74-0.75). Qualitative findings indicated that Mobile AR significantly enhanced comprehension through visualization, substantially increased learning interest and immersion, and fostered a deeper understanding of English's practical relevance through major-specific content. However, students reported challenges, notably technical issues such as device compatibility problems and occasional unstable internet connectivity. Future research should prioritize optimizing AR integration strategies and infrastructure development for wider, sustainable pedagogical application
Fostering Learner Autonomy in EFL Classroom: The Impact of New Learning Guidelines and Relational Pedagogy EPPENDI, Jhoni; ANWAR, Azwar; LAKSANA, Jamie Anugerah Keeyan
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5523

Abstract

Learner autonomy is a critical outcome in EFL education, yet the mechanisms through which instructional frameworks and educator behavior influence autonomous learning remain underexplored. This study investigates the impact of the New Learning Guidelines, a structured pedagogical framework, on the development of learner autonomy among undergraduate EFL students. Employing an explanatory sequential mixed-methods design, the study involved 539 students categorized into positive (n = 78) and negative (n = 462) attitudinal groups. The quantitative data were collected through structured questionnaires, and qualitative data were collected via semi-structured interviews. Quantitative findings revealed that students with positive attitudes demonstrated substantial gains in goal setting, strategic planning, and self-monitoring, whereas those with negative attitudes showed limited improvement from structure alone. Thematic analysis underscored the role of relational scaffolding, emotionally responsive, supportive teacher-student interactions as a critical factor in fostering autonomy among disengaged learners. These findings challenge deficit-based perspective on learner motivation and advance autonomy theory by emphasizing its socio-relational dimension. The study suggests EFL educators may integrate clear instructional guidelines with affective and relational pedagogies to address diverse learner dispositions. Practically, the findings underscore the need for teacher training programs to integrate relational strategies with structural management to promote learner autonomy effectively.
Classroom Praxis of Applied Oral Communication Strategies in Enhancing English Speaking Skills in Indonesian Secondary School KAFABIH, Abdullah; HERDA, Rozanah Katrina; MONTEZA, Ana Mae M
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5526

Abstract

Speaking is widely recognized as one of the most challenging skills for EFL students to acquire, due to its demand for real-time language processing, confidence, and adequate linguistic resources. This mixed-method study investigates students’ perceived difficulties in speaking English, combining questionnaire data from 91 participants and semi-structured teacher interviews as the instruments. Quantitative findings reveal that learners experienced significant affective barriers, including low self-confidence, fear of making mistakes, and nervousness when speaking in front of others. Linguistic limitations, particularly restricted vocabulary and pronunciation challenges, were also found to disrupt fluency and promote reliance on first-language translation. Furthermore, insufficient opportunities to practice speaking and limited support outside the classroom emerged as additional constraints. The qualitative data reinforced these issues, pointing to motivational gaps and institutional limitations. The findings provide valuable insights into the multifaceted nature of speaking difficulties and suggest actionable pedagogical responses. Drawing on theories of Foreign Language Classroom Anxiety and sociocultural learning, the study emphasizes the need for learner-centered instruction that fosters emotional security, meaningful interaction, and increased speaking opportunities. These include the integration of digital tools to reduce anxiety, implementation of peer interaction activities, pronunciation-focused tasks, increased speaking time in lessons, and more structured teacher feedback practices. The study also points to the potential of longitudinal research to track the development of speaking proficiency over time. Keywords: EFL learners, speaking anxiety, linguistic challenges, classroom interaction, language learning
Trends, Challenges, and Benefits of the Flipped Classroom Model in EFL Context: A Systematic Literature Review Hairuddin, Nurul Hidjrah; HALIM, Shanty; SAHRIANA, Sitti; IRMAWATI, Irmawati
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5529

Abstract

This research aims to do a thorough evaluation and analysis of the trends, challenges, and benefits of Flipped Learning (FL) instruction within the English as a Foreign Language (EFL) setting. Instructional techniques in the EFL environment have been attempting to transition from a teacher-centered approach to a student-centered one. Emerging technology has enabled EFL educators to contemplate the FC model to achieve their educational aims. This study seeks to examine the current literature on the FL approach within the EFL setting and offers instructional recommendations for EFL trainers. This report synthesizes global quantitative and qualitative studies on flipped learning within the EFL context. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is utilized for selection, screening, and reporting objectives. This study investigated chosen articles published throughout the last ten years (2014-2024), culminating in the inclusion of 88 articles for comprehensive analytical examination. There has been a heightened prevalence of flipped learning in the EFL context since 2020. The analysis indicated that the majority of studies on Flipped Learning within the EFL environment concentrated on students' language competencies, engagement, and academic performance. To enhance the evidence base and facilitate wider, context-aware adoption, future research should explore under-explored domains, diversify methodologies (particularly longitudinal and comprehensive qualitative designs).

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