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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 25 Documents
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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. 
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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