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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 5 Documents
 1 
Search results for , issue "Volume 2, Number 1, June 2024" : 5 Documents clear
A Systematic Review of EFL Students' Self-Efficacy in The Learning Context Gunawan, Gunawan; Rizky, Muh. Faizal; Wulandari, Samian
Journal of Language Learning and Assessment Volume 2, Number 1, June 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i1.106

Abstract

Purpose This study reviews the empirical literature on self-efficacy, a central concept in self-efficacy theory. Methodology A comprehensive review spanning from 2013 to 2023 was conducted, focusing on the impact of student learning. The review analyzed 25 scholarly articles on student self-efficacy within the context of learning. Results/Findings The findings demonstrate positive correlations among student self-efficacy, engagement, pedagogy, classroom instruction, student experiences, and teaching strategies. The literature review categorized publications into two main themes: the effects of self-efficacy and factors influencing self-efficacy in learning environments. The study concludes that various factors enhance students' perceptions of their capabilities in the classroom, which strongly predicts their performance across language-related tasks. Implications The study underscores the critical role of student self-efficacy in learning and its potential for future improvement
A Validation Study of a Self-Assessment Questionnaire for Middle School Students' Self-Presentation Skills Tong, Weiwei
Journal of Language Learning and Assessment Volume 2, Number 1, June 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i1.107

Abstract

Purpose This study validates a self-assessment questionnaire to measure middle school students' self-presentation skills. Methodology The questionnaire was developed based on a comprehensive literature review and expert consultations. A sample of 200 students from two representative junior high schools in Fuzhou, China, participated in the study. The questionnaire underwent expert content validity assessment, and revisions were made based on the experts' feedback. Results/Findings The final questionnaire consists of 13 items. The reliability of the questionnaire was assessed using Cronbach's alpha, resulting in a value of 0.778, indicating good internal consistency. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was 0.818, suggesting good sample fitness for factor analysis. Bartlett's test of sphericity yielded a statistic of 807.915, supporting the appropriateness of factor analysis. These results demonstrate that the questionnaire is reliable and valid for assessing middle school students' self-presentation skills. Implications This study provides a valuable tool for both researchers and practitioners interested in understanding and fostering adolescents' social and personal development
Research Gap on Differentiated Learning in The EFL Classroom: A Conceptual Framework Mahmud, Adi F.; Idul, Muhammad; Sarmadani, Sarmadani
Journal of Language Learning and Assessment Volume 2, Number 1, June 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i1.108

Abstract

PurposeDifferential learning emerged as a solution to address the limitations of uniform learning approaches and the diverse characteristics present in the classroom, such as group heterogeneity, cultural diversity, background, language, and individual uniqueness. This study aims to: (1) analyses how Tomlinson, scholars, and researchers have applied differential learning in online articles and books; (2) identify the gaps in the implementation of differential learning in the EFL classroom; and (3) produce a conceptual framework for differentiated learning in the EFL classroom. MethodologyThe qualitative approach employing content analysis design is utilized to scrutinize articles and books that have been published online via Google Scholar, Crossref, and Scopus indexing, using the published and Perish 8 programs. The following articles and books are analyzed with three rare ones adopted by Siyoto & Sodik, (2015), namely: (1) information reduction entails condensing, selecting the most salient elements, prioritizing significant aspects, identifying key subjects and patterns, and eliminating superfluous content; (2) drawing inferences based on the acquired information; and (3) deriving conclusions pertaining to strategies that can effectively address the specific intricacies of the situation. Results/FindingsThe results of the research show that there are three research gaps that need to be followed up on from the implementation of differential learning in the EFL classroom: (1) the theoretical gap, (2) the practical knowledge gap, and (3) the methodological gaps. ImplicationsThe study not only reviews existing literature but also aims to fill critical gaps in understanding and application through the proposed conceptual framework, thereby advancing research and practice in this area.
Language Skills in Business Context: A Bibliometric Analysis Using the VOS Viewer Application Suprayogi, Yogi; Luckyardi, Senny; Kurnia, Dede; Khairusy, Mirza Abdi
Journal of Language Learning and Assessment Volume 2, Number 1, June 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i1.109

Abstract

Purpose The purpose of this study is to use VOSviewer to conduct a bibliometric examination of language skills in a business context. A quantitative description method is employed in this investigation. Methodology The data utilized in this study came from Google Scholar search results for the term "Language skills in business context," which were obtained utilizing the publish or perish program. The data source was taken from the Google Scholar database for the period 2013 – 2023. The total documents found during the last 10 years were 616 documents. Results/Findings Based on the research results, it was found that the number of publications regarding the test language skills in business contex experienced fluctuations. The results of mapping the article data produce three forms of visualization, namely network visualization, overlay, and density. Implications The study provides valuable insights into the evolution, methodologies, and trends within research on language skills in a business context, emphasizing the importance of bibliometric analysis in understanding scholarly landscapes.
Research Gap on Oral Corrective Feedback in Second Language Acquisition Theory - Affective Filter Analysis: A Conceptual Framework Ramdani, Amaliah; Musa, Nur Ainun; Nurchalis, Nur Fadillah; Dahlan, Suratman
Journal of Language Learning and Assessment Volume 2, Number 1, June 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i1.110

Abstract

Purpose Oral corrective feedback, despite its historical precedence, continues to captivate researchers' interest, driving ongoing discourse within the scholarly community. The existing body of research on this subject displays a degree of controversy, with divergent perspectives regarding its efficacy. While proponents endorse its utilization, opposing voices question its impact. This study seeks to identify research gaps within the last decade to provide a comprehensive understanding of the current state of oral corrective feedback literature.  Methodology Employing content analysis, data are extracted from pertinent documents, shedding light on the existing landscape.  Results/Findings This study suggests that while oral corrective feedback is widely used and debated in language learning, there is insufficient research addressing its potential drawbacks. It calls for further studies to fill this gap and ensure that oral corrective feedback practices effectively benefit language learners. Implications This study emphasizes the importance of future research in refining practices and ensuring positive outcomes in language education. 

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