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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 2, December 2024" : 5 Documents clear
Storytelling in Higher Education: Comparing Expectancy- Value in Task-Exposed and Non-Exposed English Learners Wang, Ran
Journal of Language Learning and Assessment Volume 2, Number 2, December 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i2.111

Abstract

Purpose This research aimed to investigate the impact of storytelling with higher complexity on English majors’ attitudes and expectancy-value for tasks from the perspectives of their perception, confidence, challenge, and motivation.   Methodology This quasi-experimental research exposed three storytelling tasks to English majors (N=73) in the experimental group and assigned two control groups(N=74, 152) without storytelling task intervention. Along with and after the experiment, a questionnaire for attitudes and expectancy-value toward storytelling tasks in English learning was administered to English majors (N=299) in the three groups from private and vocational colleges in Guangzhou. Quantitative data was collected through the questionnaire.   Results/Findings The results showed that many English majors considered storytelling simple and childish, disregarding its role in shaping personal experiences and world values. However, exposure to complex storytelling tasks heightened the challenge of accomplishing the tasks, thus leading to a decline in their overall expectancy and value toward tasks. Students without exposure to complex storytelling tasks, regardless of self-reported relevant experience, demonstrated higher and non-significant differences in expectancy-value components, except challenges. The study emphasized the alignment of storytelling tasks with English majors’ career objectives, highlighting the role of storytelling in narrative.   Implications The results contribute to a theoretical understanding of storytelling in higher education and provide practical insights into designing storytelling tasks for English learners at an advanced level.
How Do English Teachers Prepare Diagnostic Assessment for Students? Insight from Teachers’ Experiences in an Indonesian Remote Island Masbara, Abdi; Abduh, Amirullah; Iskandar, Iskandar
Journal of Language Learning and Assessment Volume 2, Number 2, December 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i2.112

Abstract

Purpose This research aims to describe the preparation of diagnostic assessment used by English teachers in an Indonesian remote island in Central Sulawesi.   Methodology This research was conducted at two Junior High Schools located far from the city center of Central Sulawesi. The researcher applied a qualitative case study design. A purposive sampling was used to gain the sample with theory of data saturation. The subject of this research was the three English teachers in the schools that implement Merdeka Curriculum. The data were collected through interview, observation and documentation. The data analysis technique used was thematic analysis.   Results/Findings The result of the research showed that the English teachers prepared the diagnostics assessment by scheduling time of assessment, identifying material of assessment and compiling assessment questions or instrument to be used in the implementation of the diagnostic assessment.   Implications The findings of this research underscore the critical importance of developing a curriculum that effectively supports the implementation of diagnostic assessments. Educational institutions and policymakers are encouraged to leverage these insights to create targeted training programs that enhance teachers’ abilities to design and execute diagnostic evaluations. Furthermore, the study highlights the potential for improving the overall quality of English language instruction in remote areas, as understanding the preparatory processes for diagnostic assessments can enable educators to identify students’ learning needs and tailor their interventions more accurately accordingly. Additionally, the research advocates for the adoption of the best practices in diagnostic assessment preparation, suggesting that other schools, particularly those in similar contexts, could benefit from implementing the successful strategies employed by the teachers at these junior high schools. Finally, this study paves the way for future research into the effectiveness of diagnostic assessments in enhancing student learning outcomes, encouraging subsequent investigations into the relationship between such assessments and academic achievement across diverse educational setting
Fostering Self-Directed Learning through Local Wisdom Project-Based Learning Rosmayanti, Vivit; Sukmawati, Sukmawati; Mohamed, Sheik; Sujarwo, Sujarwo; Amin, Sulvahrul
Journal of Language Learning and Assessment Volume 2, Number 2, December 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i2.115

Abstract

Purpose This study aims to enhance the efficacy of Local Wisdom Problem-Based Learning (LWPBL) in fostering students' Self-Directed Learning (SDL). The PjBL elements proposed by Larmer and Mergendoller include Providing a problem, Involvement in the inquiry process, Authenticity, Students' Voice, Reflection, Critique and Revision, and Public Product were adopted.   Methodology To accomplish the research goals, questionnaires were employed as the primary means of data gathering and disseminated to a sample of 100 students from four public high schools in South Sulawesi, who were taught using the LWPjBL method in their English class. The samples were chosen using the quota sampling technique. Garrison’s model of the Self-Directed Learning Aptitude Scale (SDLAS) was used to measure the student’s aptitude for SDL. The data were analyzed using Partial Least Squares (PLS).   Results/Findings The findings of this study indicated that the eight elements mentioned above, have a favorable impact on students' SDL. The result of data analysis indicated that 98% of the eight elements could explain the influence on students’ SDL.   Implications The LWPjBL is strongly recommended for teachers, particularly those teaching English in high schools, to enhance the student’s learning experience and SDL.
The Importance of English Language in Tourism Sector: A Study in Socotra Island AL-Ragdhi, Ahmed; AL-Rakbi, Abdulhamid; AL-Ragdhi, Khaled; Bin-Hady, Wagdi
Journal of Language Learning and Assessment Volume 2, Number 2, December 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i2.116

Abstract

Purpose This study aims to highlight the significance of English language proficiency for sustainable tourism development on Socotra Island. It explores the impact of enhancing English language skills among professionals in the tourism sector and local residents. Methodology The study utilizes a quantitative research approach, with a close-ended survey shared with 27 professionals in the tourism industry on the island.". Results/Findings Results of the study revealed that tourist guides place great importance on mastering the English language in developing tourism on Socotra Island, M= 4.14. Furthermore, the results showed a high level of recognition among tourist guides that improving English proficiency could lead to economic opportunities for the local population and contribute to the growth of the tourism sector in Socotra, M= 4.05. Implications The results emphasize the urgent need to enhance English language skills to promote positive interactions between tourists and locals, provide economic opportunities for residents, and contribute to sustainable development in the tourism industry on Socotra Island. This study contributes to the existing literature by emphasizing the strategic importance of English language proficiency for sustainable tourism development on Socotra Island.
Role-Play in Language Learning: A Bibliometric Analysis and its Impact on Thailand Secondary Education Kongsaenkham, Ananta; Chano, Jiraporn
Journal of Language Learning and Assessment Volume 2, Number 2, December 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i2.117

Abstract

Purpose This study investigates the trends, challenges, and pedagogical implications of role-play as a method for English language learning in Thai secondary schools. Methodology Utilizing bibliometric analysis, 800 publications from 2019 to 2024 were analyzed to identify research patterns and thematic developments. Results/Findings The results reveal a consistent decline in research output, with the highest number of publications recorded in 2019 and 2020 (170 articles each), followed by a significant decrease in subsequent years. The bibliometric analysis identified 44 key terms distributed across six thematic clusters, emphasizing areas such as communication skills, student engagement, and interdisciplinary applications. Despite the declining research focus, role-play remains an effective pedagogical tool for enhancing English speaking proficiency, fostering authentic communication, and building learner confidence. However, its implementation in Thai secondary schools faces challenges, including traditional teacher-centered approaches, large class sizes, and limited resources. To address these challenges, this study highlights the potential of integrating modern technologies, such as virtual and augmented reality, into role-play activities to enhance accessibility and engagement. Furthermore, it underscores the importance of adopting performance-based assessments to evaluate students’ progress more effectively. Implications This research contributes to the understanding of role-play's enduring relevance and offers practical recommendations for its revitalization in language education. By addressing existing barriers and leveraging innovative approaches, role-play can remain a transformative strategy for fostering English language proficiency and student engagement in Thai secondary school contexts.

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