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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 37 Documents
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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.
Exploring Teachers’ Practices in Implementing Sociocognitive Reading Assessment in EFL Classrooms Musdalipa Dalle; Ummu Kalsum A. Hamzah; Nurfadilah Nurfadilah
Journal of Language Learning and Assessment Volume 4, Number 1, June 2026
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v4i1.145

Abstract

Purpose The purpose of this study is to explore teachers’ practices in implementing sociocognitive reading assessment in EFL classrooms. It specifically aims to investigate how teachers integrating cognitive and social dimensions in reading assessment and what factors influencing their practices.   Methodology This qualitative study involved EFL teachers from secondary higher education contexts. The data were collected through classroom observations, semi-structured interviews, and document analysis. The data were analyzed using a thematic approach to identify recurring patterns related to sociocognitive assessment practices.   Results/Findings Based on the data collected through classroom observations, semi-structured interviews, and document analysis, the findings of this study are categorized into three elements : (1) teachers’ practices in implementing sociocognitive reading assessment, (2) factors influencing teachers’ practices, and (3) challenges faced by teachers.   Implications The findings suggest the need for professional development programs to enhance teachers’ understanding of sociocognitive assessment. Additionally, curriculum design and assessment guidelines should support more integrated and process-oriented reading assessment than traditional reading assessment practices in EFL classrooms.
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.
The Effectiveness of Using Wayground Application in Enhancing Students’ Grammar Mastery at Vocational High School Amanda Pratama Putriyani; A. Tenriawaru Atmarani Atmarani; Hamrana Hakim
Journal of Language Learning and Assessment Volume 4, Number 1, June 2026
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v4i1.147

Abstract

Purpose To explore the use of the Wayground application as a digital medium for English daily tests in enhancing students’ grammar learning experience at SMK Kesehatan Bahagia Primanegara Maros.   Methodology This study employed a descriptive qualitative design involving ten tenth-grade students who had used Wayground in an English daily test. Data were collected through classroom observation and semi-structured interviews.   Results/Findings The findings showed that Wayground created a more enjoyable and interactive testing atmosphere. Students felt motivated and actively participated because of the score display feature. However, students still faced difficulties in understanding grammar and interpreting English questions, which affected their performance in answering some test items.   Implications Wayground can be used as a supportive digital tool for English daily tests to increase students’ motivation and engagement. Nevertheless, teacher guidance is still important to help students improve grammar understanding and vocabulary comprehension.
Between Dependence and Autonomy: Students' Reflections on AI Use in English Language Learning Andi Fuada; Indri Feybe Barauntu; Nuraeni
Journal of Language Learning and Assessment Volume 4, Number 1, June 2026
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v4i1.148

Abstract

Purpose This study explored how English Education students use artificial intelligence (AI) in English language learning and how they negotiate the relationship between AI use and learner autonomy.   Method The study employed a qualitative design. Semi-structured interviews were conducted with nine students who regularly used AI tools such as ChatGPT, Grammarly, and translation applications in academic writing activities. The data were analyzed using thematic analysis.   Key Finding The findings revealed that participants perceived AI as a mediational and supportive tool rather than a replacement for human thinking. AI was primarily used to improve language accuracy, generate ideas, organize writing, and complete academic tasks more efficiently. However, participants also expressed awareness of the potential risks of excessive AI dependence, particularly regarding critical thinking, deep learning, and independent cognitive engagement. To maintain learner autonomy, students actively regulated their AI use by cross-checking AI-generated responses, limiting dependence on AI, and maintaining ownership of their ideas and writing voice. The study further found that learner autonomy in AI-assisted learning was understood not as the absence of technological support, but as the ability to critically evaluate, manage, and control AI use responsibly.   Implication These findings suggest that AI does not necessarily reduce learner autonomy when learners engage with it reflectively and critically. Therefore, educators should guide students toward responsible and reflective AI literacy while encouraging independent thinking and cognitive engagement in language learning.
The Development of Thai Reading Literacy among Grade 10 Students through the Implementation of the KWL Plus Instructional Approach Wiwatchai Ketkarn; Phamornpun Yurayat
Journal of Language Learning and Assessment Volume 4, Number 1, June 2026
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v4i1.150

Abstract

Purpose The purpose of this study was to achieve three main objectives: 1) to determine the efficiency of the KWL Plus instructional management framework based on the 75/75 criterion; 2) to compare students' Thai reading literacy before and after the intervention; and 3) to compare students' Thai reading academic achievement before and after the implementation of the KWL Plus model. Methodology This study employed a one-group pretest-posttest experimental design. The sample comprised 40 tenth-grade students from Sarakhampittayakom School during the 2025 academic year, selected through cluster random sampling. The 12-hour intervention utilized seven structured lesson plans. Data were collected using a Thai reading literacy test and a reading academic achievement test, and subsequently analyzed using percentages, means, standard deviations, and paired-samples t-tests. Results/Findings The results of the study revealed three main outcomes: 1) the efficiency of the KWL Plus lesson plans for Thai reading literacy was 84.82/81.21, which exceeded the established 75/75 criteria; 2) the students’ Thai reading literacy after the implementation was significantly higher than before the implementation at the .01 level; and 3) the students' Thai reading academic achievement after the implementation was significantly higher than before the implementation at the .01 level. Implications The findings suggest that the KWL Plus approach serves as an effective metacognitive scaffolding tool for language educators to enhance students' reading comprehension and analytical skills. By guiding learners through structured inquiry, collaborative mind mapping, and summarizing, this pedagogical framework enables students to systematically process and understand complex literary texts, ultimately transforming passive readers into active, self-regulated learners.
Cooperative learning using CIRC techniques with mind mapping on reading comprehension skills and summarizing skills of local literature for Grade 7 students Araya Saenboran; Jiraporn Chano
Journal of Language Learning and Assessment Volume 4, Number 1, June 2026
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v4i1.151

Abstract

Purpose This research aimed to (1) compare students’ reading comprehension and summary writing skills before and after participating in Cooperative Learning using the CIRC technique combined with mind mapping, and (2) examine differences in these abilities between students who learned through the CIRC technique with mind mapping and those who received conventional instruction. Methodology The study involved 80 Grade 7 (Mathayom 1) students, split equally into an experimental group (40) and a control group (40). Pre-tests were administered to both groups before the 5-week intervention (15 hours total). The experimental group received CIRC combined with mind mapping on local literature, while the control group received conventional instruction. Post-tests were administered immediately after the intervention to measure skill gains and analyze differences statistically. Results/Findings The results showed that: (1) post-test scores of the experimental group were significantly higher than their pre-test scores (), and (2) students taught using the CIRC technique with mind mapping achieved significantly higher scores than those in the conventional group (). This indicates that CIRC's structured cooperative framework effectively enhances language skills, critical thinking, and main idea identification. Implications Teachers should integrate the CIRC model with mind mapping to systematically improve reading comprehension and summary writing skills. To optimize results, instructors should strictly follow the CIRC procedure while catering to individual differences. Additionally, consistent mind mapping practice, supported by guidance and examples, will enable students to synthesize content and write summaries more proficiently.

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