cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Amirullah Abduh
Contact Email
jlla@naifaderu.org
Phone
+6285239994928
Journal Mail Official
jlla@naifaderu.org
Editorial Address
Yayasan Naifaderu Cipta Sejahtera BTN Sehtera Permai Blok A/9 Jl Mangka Dg Bombong Gowa Sulawesi Selatan
Location
Kab. gowa,
Sulawesi selatan
INDONESIA
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 30 Documents
 1   2   3 
Assessing TikTok for Language Learning and Pedagogy: Challenges of Public Hoax Information Israr, Mohammad; Aeni, Nur; Abduh, Amirullah
Journal of Language Learning and Assessment Volume 3, Number 1, June 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i1.118

Abstract

Purpose This research aims to find out the impact on the spread of hoaxes on social media, especially TikTok. How the TikTok recommendation algorithm affects the spread of hoax news, how TikTok user behavior, including interaction, sharing and content consumption, is related to the spread and control of hoax news and to find out what impact hoax news spreading via TikTok has on public trust, public opinion and social decisions.   Methodology This research uses descriptive qualitative research methods as the main research methodology. This qualitative descriptive research uses an online survey method in the form of a questionnaire distributed via platforms such as Google Forms. Apart from the survey, face-to-face in-depth interviews were also conducted at a predetermined place. The sampling technique used in this research was purposive sampling.   Result/Findings The finding of this research indicated that a majority of respondent’s report using Tik Tok for 1 to 2 hours, with 26.5% using it for more than 2 hours. The majority of social media users use Tik Tok for entertainment, including dance and music videos (2.9%). However, Tik Tok has also developed into a platform that provides all kinds of information, including hoaxes that can spread widely. In the respondents' opinion, false information is something that is very detrimental if it continues to circulate on TikTok. One respondent stated that TikTok hoaxes have the potential to cause hatred or fear and have the potential to exacerbate political, social or religious conflict.   Implication This research contributed to address this critical gap in the literature by examining the influence of TikTok social media in curbing and filtering hoax news. By conducting a comprehensive analysis of Tik Tok's content ecosystem, user behaviors, and its approach to content moderation, this study aims to shed light on TikTok's role in the broader discourse surrounding miss information and the promotion of factual information in the digital era.
English-Major Student Reflections on Challenges of Consecutive and Simultaneous Interpretation in an EFL Country Vu Van, Tuan; Bui Thi Kieu, Giang
Journal of Language Learning and Assessment Volume 3, Number 1, June 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i1.121

Abstract

Purpose Interpretation is a crucial skill for English-major students in EFL countries, particularly as they prepare for professional careers in language services. However, both consecutive and simultaneous interpretation have many difficulties, needing good cognitive, linguistic and memory skills. This study investigated students' perceived difficulty, cognitive load, memory, fluency, accuracy, effectiveness of training, language proficiency, and stress and coping strategies in both modes of interpretation.   Methodology Using a quantitative research approach, data were collected from 125 English-major students through structured Likert-scale questionnaires and performance-based assessments. Statistical analyses, including t-tests and ANOVA, were conducted to identify gender and residence-based differences in interpretation challenges.   Results/Findings The findings reveal that simultaneous interpretation is perceived as significantly more difficult than consecutive interpretation, with students reporting higher cognitive load, more significant mental fatigue, and fluency breakdowns under pressure. Difficulties in memory and note-taking appeared as consistent challenges of consecutive interpretation and stress, as well as confidence in one's own language capacity, affected overall performance. Gender analysis showed that female students rated their linguistic proficiency lower than male students despite similar performance levels.   Implications The study concludes that enhanced cognitive training, fluency-building exercises, stress management techniques, and earlier interpretation training in academic curricula can improve student interpreters' skills. The findings provide insights for developing curriculum and interpretation training programs in EFL contexts.
Exploring the Cognitive Impact of Bilingualism: Challenges and Advantages of Dual Language Use Zahirah M, Nur Fadilah; Meilani, Puja Renita; Suhardi, Nur Asfira
Journal of Language Learning and Assessment Volume 3, Number 1, June 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i1.123

Abstract

Purpose This study explores the lived experiences of bilingual individuals regarding the cognitive demands and advantages associated with the regular use of two or more languages, focusing particularly on the cognitive challenges of language switching and the cognitive benefits such as enhanced executive control and cognitive flexibility. Methodology A qualitative phenomenological approach was employed, utilizing semi-structured interviews with bilingual adults to capture their subjective perceptions of cognitive functioning in real-life language switching situations. The data were analyzed using thematic analysis. Results/Findings Thematic analysis revealed a balance between cognitive load—such as mental effort and interference—and cognitive benefits including improved problem-solving and attentional control among bilingual individuals. Implications These findings contribute to a comprehensive understanding of bilingual cognition and have important implications for educational practices and language policy that aim to optimize cognitive and communicative outcomes for bilingual individuals.
Exploring the Social Functions of Language and Its Relationship with Society Among English Major Students Jumarizah, Andi Astuti; Walianna, Andi Bunga; Rahayu, Sri; Bustan, Sri Rezki
Journal of Language Learning and Assessment Volume 3, Number 1, June 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i1.124

Abstract

Purpose This study aims to identify and analyze the main functions of language in social interactions and to explain the relationship between language and society as perceived by English department students. Methodology The research employs a qualitative approach with Halliday’s theory of language functions and the sociolinguistic perspectives of Wardhaugh and Holmes as its theoretical framework. Data were collected through observations and interviews with students to understand language use in social contexts and the influence of social factors on their language practices. Results/Findings The findings reveal that students use various language functions such as expressive, informative, and interactional according to social context, but their awareness of sociolinguistic factors remains limited. This emphasizes that mastery of linguistic forms alone is insufficient without understanding the social contexts that influence language use. Implications The practical implication of this research encourages enhancing the English language curriculum by incorporating awareness of language functions and social factors in order to develop students’ communicative competence more comprehensively and effectively in various social situations.
Improving English Reading Comprehension via Murdoch Integrated Approach on Students of Grade 5 in Thailand Weerawong, Prissana; Chano, Jiraporn; Wu, Chicheng
Journal of Language Learning and Assessment Volume 3, Number 1, June 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i1.125

Abstract

Purpose This study aimed to test the effect of the Murdoch Integrated Approach (MIA) on English reading comprehension and analytical reading skills among Thai Grade 5 students. Methodology A one-group pretest-posttest design was employed with 37 Grade 5 students as participants. The intervention consisted of eight 16-hour MIA learning sessions conducted over one semester. Two 30-item multiple-choice tests—one for reading comprehension and one for analytical reading—were administered before and after the intervention. The tests were validated by experts, with Item-Objective Congruence (IOC) values between 0.60 and 1.00. Discrimination indices and reliability coefficients were also reported for both tests. Results/Findings Dependent t-test results showed significant improvements in both reading comprehension and analytical reading scores. Reading comprehension scores increased from 15.08 to 20.78 (t(36) = 9.5, p < .000), and analytical reading scores improved from 14.57 to 18.11 (t(36) = 8.77, p < .000). Implication These findings suggest that the Murdoch Integrated Approach has potential to enhance students' reading skills. However, the absence of a control group means findings should be interpreted with caution. Future research using a true experimental design is recommended to provide stronger evidence of MIA's effectiveness
An Exploratory Factor Analysis of the Strategy Inventory for Language Learning (SILL) in Ukrainian Philology Students Kush, Joseph; Krasulia, Alla
Journal of Language Learning and Assessment Volume 3, Number 2, December 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i2.122

Abstract

Purpose This study examines the factor structure of the Strategy Inventory for Language Learning (SILL) in a sample of English- and Ukrainian-speaking, Ukrainian college students. There is abundant research supporting the pedagogical belief that the use of learning strategies by second language learners is strongly associated with language learning success. Worldwide, the SILL is the most popular instrument that assesses these skills; however, studies evaluating the psychometric properties of the scale have offered mixed results.   Methodology This study used exploratory factor analysis (EFA) to examine the factor structure of the SILL with a sample of 193 Philology students enrolled in a large university in northeastern Ukraine.   Results/Findings Our modification of the 50-item SILL resulted in a condensed, 38-item, two-factor revision of the scale which was more psychometrically defensible for the assessment of second language learner characteristics. To reflect the more psychometrically-sound revision, the modified scale is called the SILL-KK. Results of our study failed to find support for the original six-factor structure put forward by Oxford and instead found the data best characterized by a two-factor model.  Our refinement of Oxford’s 50-item SILL resulted in an abbreviated, 38-item, two-factor version of the instrument   Implications First, this study addresses criticisms of the dearth of SILL psychometric validation research. Second, the study responds to some theoretical concerns raised in the literature regarding strategy category overlap. From a practical standpoint, the SILL-KK will hopefully lead to more accurate diagnoses of language learning strategies for both students and instructors in addition to the design and development of better individualized instructional materials.
Developing and Scaling a CEFR-Aligned English Placement Test for University Level: A Psychometric Validation Study Yacoub, Eslam
Journal of Language Learning and Assessment Volume 3, Number 2, December 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i2.135

Abstract

PurposeThis study reports on the development, scaling, and validation of the AIU-STEP, a CEFR-aligned English placement test designed for incoming university students. The aim was to create a psychometrically robust instrument capable of accurately classifying learners across CEFR levels and supporting institutional decisions related to course placement and curriculum planning. MethodologyThe test, consisting of reading, grammar, writing analysis, and listening components, was administered to two large student cohorts (N = 1,942 in 2024/2025; N = 2,662 in 2025/2026). Analyses included descriptive statistics, reliability estimation, item difficulty and discrimination indices, exploratory factor analysis, and ROC-based standard setting to establish cut scores linked to CEFR bands. Results/FindingsThe AIU-STEP demonstrated strong psychometric properties, with reliability coefficients ranging from .72 to .93 across subtests and .95–.96 for the full test. Most items fell within optimal difficulty and discrimination ranges, and cut scores remained highly stable across administrations. CEFR distributions revealed an upward shift in proficiency in the second cohort, particularly at the C1 and C2 levels. Factor analysis confirmed a clear four-factor structure aligned with the test's intended constructs. ImplicationsFindings indicate that the AIU-STEP is a valid, reliable, and scalable tool for CEFR-aligned placement in higher education. The test provides accurate classification across proficiency levels, supports data-driven curriculum placement, and offers a model for institutional adoption of CEFR-based assessment. Ongoing validation and periodic recalibration are recommended to maintain long-term alignment and responsiveness to changing student proficiency profiles.
The Implementation of Project Based Learning to Enhance Computational Thinking Ability for Primary School Students Ying, Li; Chano, Jiraporn
Journal of Language Learning and Assessment Volume 3, Number 2, December 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i2.139

Abstract

Purpose This study examines the efficacy of Project-Based Learning (PBL) in enhancing Computational Thinking Ability (CTA) among fifth-grade students in Guilin, Guangxi, China, addressing a critical gap in primary education by integrating PBL with computational pedagogy. Grounded in Pappert’s (1980) constructionist theory and Vygotsky’s (1978) sociocultural theory, the research aims to compare CTA development through PBL versus traditional methods, offering insights into innovative teaching strategies aligned with the Curriculum Standards for Information Technology in Compulsory Education (2022) and global digital literacy demands (OECD, 2019). Methodology A quasi-experimental design was employed, involving 60 fifth-grade students from a primary school in Guilin, divided into an experimental group (n=30) using PBL and a control group (n=30) using traditional teaching. The 7-week intervention, conducted from May to July 2025 with 14 class hours, utilized pre- and post-tests, observational checklists, and teacher interviews to assess CTA across decomposition, abstraction, pattern recognition, and algorithmic thinking. Data were analyzed using paired- and independent-samples t-tests. Results/Findings (1) The experimental group’s total CTA mean score increased significantly from 63.43 (SD = 2.81) to 90.74 (SD = 2.43), with effect sizes (Cohen’s d) ranging from 3.36 to 10.32 , indicating substantial within-group improvement; (2) Compared to the control group’s post-test mean of 63.79 (SD = 2.85), the experimental group outperformed with a mean difference of 26.95 (t (58) = 39.45, p < 0.001, d = 10.01) , confirming PBL’s superiority; (3) Among CTA dimensions, pattern recognition showed the largest gain (mean difference = 7.52, d = 8.91), while algorithmic thinking had a smaller effect (d = 2.95), suggesting variability due to limited coding experience. Qualitative feedback supported PBL’s collaborative benefits, though time and resource challenges were noted
The Complex Interplay of Factors and Strategies on Second Language Acquisition Fitriady, Muh. Hasrun; Zalsabila, Riska Alifiah; Ramlah, Ramlah; Hayah, Lia Maisyaratul
Journal of Language Learning and Assessment Volume 3, Number 2, December 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i2.140

Abstract

Purpose This research paper aims to investigate the methods learners use to acquire second languages and the factors that affect Second Language Acquisition (SLA). Methodology The study collected data from two participants via semi-structured interviews: one via Zoom and the other face-to-face. Results/Findings The study found that SLA results from a combination of personal factors and environmental factors, which include age of acquisition, motivation, attitude, self-confidence, and anxiety, along with the teacher's role, technology use, social environment, and family support. Students utilized cognitive, metacognitive, social, and affective learning approaches that proved successful and appeared unique to them. Implication Research indicates that second language acquisition involves a complex and individualized process that demands contextually appropriate instruction along with emotional and social and technological assistance.
Investigating Impact of ChatGPT on Creativity Among Literature and Non-English Majors in Bangladeshi Private Universities Ashraf, Tasleem Ara
Journal of Language Learning and Assessment Volume 3, Number 2, December 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i2.141

Abstract

Purpose The rapid rise of artificial intelligence tools, particularly ChatGPT, has transformed academic learning and creativity among university students. This study explores the comparative impact of ChatGPT usage on creativity among literature students and non-English majors. Specifically, it examines how students use ChatGPT, the challenges they face, and the effects of AI reliance on creative thinking and problem-solving. Methodology A mixed-methods approach was adopted, utilizing a structured questionnaire to collect data from both groups. The quantitative component, through a structured survey, will measure usage patterns, perceived benefits, challenges, and the perceived impact on creativity. The qualitative component, using open-ended survey responses, will capture deeper insights into students’ experiences, helping to explain the patterns observed in the quantitative data. This approach allows for triangulation, enhancing the validity and reliability of the study’s findings Results/Findings Findings suggest that while literature students tend to use ChatGPT as a tool to enhance idea generation and critical thinking, non-English majors are more likely to depend on it for ready-made answers, potentially limiting their creative engagement. Common challenges identified include inaccurate outputs, difficulty in formulating effective prompts, and occasional over-reliance on AI assistance. The study proposes a “Differential AI-Mediated Creativity” framework, highlighting that the impact of AI on creativity is mediated by students’ academic background, motivation, and engagement. Implication These insights emphasize the need for guided AI integration in academic settings, enabling students to harness ChatGPT effectively without compromising independent thinking. The research contributes to understanding how AI tools can be leveraged to foster creativity while minimizing dependency across diverse academic disciplines

Page 3 of 3 | Total Record : 30

 1   2   3 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Volume 3, Number 2, December 2025 Volume 3, Number 1, June 2025 Volume 2, Number 2, December 2024 Volume 2, Number 1, June 2024 Volume 1, Number 2, December 2023 Volume 1, Number 1, June 2023