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Jusak Patty
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HUELE: Journal Applied Linguistics, Literature and Culture Jl. dr. Tamaela, Kampus PGSD FKIP UNPATTI, Ambon, 97114
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Kota ambon,
Maluku
INDONESIA
Huele: Journal of Applied Linguistics, Literature and Culture
Published by Universitas Pattimura
ISSN : -     EISSN : 27755703     DOI : https://doi.org/10.30598/huele.v1.i1.y2021
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The HUELE Journal of Applied Linguistics, Literature, and Culture focuses on the multifaceted dimensions of language education and its interconnections with literature and culture. We aim to provide a comprehensive platform for scholars and practitioners to share innovative research, theoretical frameworks, and practical applications in the following areas: Language Learning and Teaching: Exploration of effective methodologies, strategies, and practices in language acquisition and pedagogy. Language Curriculum and Materials Development: Research on the design, implementation, and evaluation of language curricula and educational materials that enhance language learning experiences. Language Assessment and Evaluation: Investigating assessment tools and evaluation methods that accurately measure language proficiency and learning outcomes. Language Teacher Education: Studies focused on the preparation, professional development, and ongoing support of language educators. Instructional Design in Language Teaching: Innovative approaches to instructional design that promote effective language teaching and learning environments. Literature in Language Teaching: The role of literature as a pedagogical tool in language education, including its impact on language skills and cultural understanding. Culture and Language Teaching: Examination of the interplay between culture and language instruction, highlighting the importance of cultural competence in language education. Psychology and Language Teaching: Insights into the psychological factors that influence language learning and teaching, including motivation, cognitive processes, and learner differences. Sociolinguistics and Language Teaching: Exploration of sociolinguistic theories and their implications for language teaching practices in diverse contexts. TESOL (Teaching English to Speakers of Other Languages): Research and practices specifically related to teaching English to non-native speakers, addressing the unique challenges and opportunities in this field. TEAL (Teaching English as an Additional Language): Focus on methodologies and practices for teaching English as an additional language, emphasizing inclusive and effective approaches for multilingual learners.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 54 Documents
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From Classroom to Chatbot: The Use of AI in Developing Speaking Proficiency Gultom, Eva Solina
Huele: Journal of Applied Linguistics, Literature and Culture Vol 6 No 1 (2026): Huele: Journal of Applied Linguistics, Literature and Culture (In Press)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v6.i1.p01-12

Abstract

This study examines the use of ChatGPT as a conversational partner to support speaking practice among first-semester EFL students in a blended learning setting. Using a qualitative descriptive approach, data were collected through classroom observations, reflective responses, and informal interviews with sixty-five English Literature students. The findings show that AI-supported rehearsal mainly influenced students’ emotional readiness and willingness to participate rather than immediate linguistic improvement. Many learners used ChatGPT to practise privately, organise their ideas, and prepare for classroom interaction, which reduced the fear of judgement and encouraged more active participation. At the same time, students recognised that AI could not replace authentic peer communication, particularly during spontaneous discussions. The study suggests that conversational AI functions most effectively as a preparatory space that complements classroom speaking activities. These results contribute to ongoing discussions about the role of AI in EFL speaking development by highlighting how private rehearsal and collaborative interaction can work together to support early-stage university learners.
English Learning Needs of Accounting Students: A Basis for ESP Module Development Marles Yohannis Matatula; Sophia Binnendyk; Hendrik Jacob Maruanaya
Huele: Journal of Applied Linguistics, Literature and Culture Vol 6 No 1 (2026): Huele: Journal of Applied Linguistics, Literature and Culture (In Press)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v6.i1.p13-24

Abstract

This study investigated the English learning needs of 55 accounting students at Pattimura University to inform the development of an ESP module. Data were collected through a structured questionnaire administered in Indonesian, covering learning objectives, self-reported proficiency, preferred topics, language task preferences, and exercise format preferences, and analyzed using frequencies and percentages. The findings revealed that academic purposes dominated students' learning motivations (49.1%), followed by career preparation (25.5%). Speaking emerged as the weakest skill, with the highest proportion of beginners (29.1%) and no advanced-level reporters, while reading showed the strongest profile (76.4% intermediate). Students preferred foundational business topics over specialized content and gravitated toward structured, scaffolded task formats such as summary writing, note completion, and contextual vocabulary gap-fill exercises. Based on these findings, the study proposes a five-unit module framework that maps empirically preferred topics and task types onto a scaffolded instructional sequence for ESP curriculum development at the institutional level.
Digital Portfolio-Based Assessment in EFL Contexts: A Systematic Literature Review Alvons Habibie; Adimawati Helingo; Titin Suhartini Kaaba; Hasan Ayuba
Huele: Journal of Applied Linguistics, Literature and Culture Vol 6 No 1 (2026): Huele: Journal of Applied Linguistics, Literature and Culture (In Press)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v6.i1.p25-35

Abstract

This review summarizes research on digital portfolio-based assessment in EFL to address gaps in knowledge about teaching benefits, technology tools, student involvement, cross-cultural use, and assessment methods. Following PRISMA 2020 guidelines, fifty highly relevant studies published between 2016 and 2025 were systematically identified, screened, and analyzed using thematic and chronological synthesis frameworks. Findings indicate that digital portfolios significantly enhance language skills, self-regulated learning, and reflective practices while supporting formative assessment through multimodal feedback. However, technological barriers, increased workload, and inconsistent instructional design limit their effectiveness. Diverse platforms including Facebook, Google Sites, Edmodo, Moodle, and AI-integrated tools such as Notion AI facilitate accessibility and collaboration but face infrastructural and digital literacy challenges. Cross-cultural variations underscore the need for context-specific training and policy support. The review concludes by calling for standardized assessment frameworks, longitudinal research designs, and targeted teacher professional development to optimize the implementation of digital portfolios in global EFL education.
Literacy Practices in EFL Context: Insights from English Teachers in Rural Areas of Maluku Felicia Miranda Lekatompessy; Jeny Lekatompessy; Jusak Patty
Huele: Journal of Applied Linguistics, Literature and Culture Vol 6 No 1 (2026): Huele: Journal of Applied Linguistics, Literature and Culture (In Press)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v6.i1.p36-48

Abstract

Literacy practices in EFL contexts within geographically marginalized regions remain understudied, particularly in eastern Indonesia. This study examined how English teachers in rural areas of the Aru Islands Regency, Tual City, and Southeast Maluku Regency enact literacy practices in their classrooms. A mixed-methods explanatory sequential design was employed, with quantitative data collected through an adapted PISA 2018 Language Teacher Questionnaire administered to 19 teachers, followed by semi-structured Zoom interviews with five participants to deepen the survey findings. Descriptive and thematic analyses revealed that teachers demonstrated meaningful commitment to students' literacy development through pre-lesson reading routines, vocabulary enrichment tasks, and integration of digital tools such as Canva and Quizizz. Nevertheless, most teachers held a narrow view of literacy, associating it predominantly with reading skills. Limited infrastructure and students' declining reading motivation posed persistent challenges. Future research should incorporate students' perspectives to provide a more comprehensive account of literacy outcomes.

Page 6 of 6 | Total Record : 54

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