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Journal of Language Learning and Assessment
Published by Yayasan Naifaderu Cipta Sejahtera
ISSN : -     EISSN : 30315115     DOI : https://doi.org/10.71194/jlla.v2i2
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
The Journal of Language Learning and Assessment is the journal of the National Association for Language and Assessment Educators. Journal of Language Learning and Assessment aims to provide a forum for scholarly contributions on current aspects of a first language, second language, and foreign language education and assessment. Journal of Language Learning and Assessment is a peer-reviewed and open-access journal that is intended for researchers and practitioners. The scopes of the journals include: language education language learning methods and approaches of language learning language identity cultural identity, assessment and testing assessment of language learning language test accountability language proficiency assessment language achievement test language and gender
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 2 Documents
 1 
Search results for , issue "online first" : 2 Documents clear
Exploring Tertiary Students’ Perceptions of Instructors’ Oral Corrective Feedback in EFL Speaking Classes Tuan Vu Van
Journal of Language Learning and Assessment Online First
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v4i2.143

Abstract

Purpose Oral corrective feedback is an essential component of EFL speaking instruction because it helps learners notice spoken errors, improve accuracy, and develop confidence in oral communication. However, limited mixed-methods research has examined how tertiary students perceive feedback types, timing and frequency, emotional effects, and feedback uptake in EFL speaking classes. Methodology This study investigated tertiary students’ perceptions of instructors’ oral corrective feedback through a mixed-methods design. Quantitative data were collected from 385 tertiary students using a researcher-made 45-item five-point Likert-scale questionnaire, while qualitative data were obtained from 17 voluntary participants through semi-structured interviews. The questionnaire data were analyzed using SPSS v.27 through descriptive statistics and independent-samples t-tests, whereas interview data were processed with NVivo v.12 and examined through thematic analysis. Results/Findings The findings revealed that students showed generally neutral to agreeable perceptions of oral corrective feedback. They valued feedback that was clear, explanatory, regular, timely, and selective, particularly when it helped them recognize errors, improve vocabulary use, and pay greater attention to speaking accuracy. Supportive and polite feedback was viewed positively because it reduced anxiety and strengthened confidence. Implications The study concludes that oral corrective feedback should be accurate, supportive, context-sensitive, and responsive to learners’ emotional needs and speaking development.
The Effect of Using Duolingo Application on Students’ Vocabulary Mastery Anggita Ramadhani; Cheria Tri De Afril Samsul; Nuryanti Nuryanti
Journal of Language Learning and Assessment Online First
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v4i2.146

Abstract

Purpose To determine whether the use of the Duolingo application affects students’ vocabulary mastery and to identify its effectiveness in improving vocabulary learning among English Education students at Makassar State University.   Methodology This study used a quantitative experimental design with pre-test and post-test. The participants were 30 students from the English Education Department. Students practiced Duolingo for 30 days with a target of 20 XP per day. Data were collected through vocabulary tests and questionnaires.   Results/Findings The results showed that students’ post-test scores were higher than their pre-test scores, indicating improvement in vocabulary mastery after using Duolingo. The average post-test score was higher than the pre-test score, proving that Duolingo had a positive effect on vocabulary learning.   Implications Teachers can integrate Duolingo into English teaching as a modern and engaging learning tool. It can motivate students, provide equal practice opportunities, and support independent vocabulary learning through mobile devices.

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