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Journal of Applied Linguistics and Language Practice
Published by CV. Simpati Cloud
ISSN : -     EISSN : 31240461     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Journal of Applied Linguistics and Language Practice is a scientific journal that publishes research articles, theoretical studies, and practical applications in the fields of applied linguistics and language use. This journal serves as a platform for academics, researchers, educators, and practitioners to share knowledge, innovative ideas, and critical perspectives on language teaching, learning, and communication in diverse contexts. The scope of this journal includes, but is not limited to: Language teaching and learning methodologies Second and foreign language acquisition Discourse analysis and pragmatics Sociolinguistics and intercultural communication Translation and interpreting studies Language testing and assessment Educational linguistics and language policy Technology-enhanced language learning Language use in professional and social settings
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Enhancing EFL Learner Motivation through Task Based Translanguaging Practices in Indonesian Secondary Schools Muhammad Nasirudin; Hanifan Hamid Rifaie
Journal of Applied Linguistics and Language Practice Vol. 1 No. 1 (2025): June: Journal of Applied Linguistics and Language Practice
Publisher : CV. Simpati Cloud

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Abstract

This study explores how task-based translanguaging practices can enhance English as a Foreign Language (EFL) learner motivation in Indonesian secondary schools. Recognizing that learners often draw on their full linguistic repertoires, this research examines how integrating translanguaging into task-based learning fosters engagement, confidence, and communicative competence. The study employed a mixed-methods approach involving classroom observations, student questionnaires, and semi-structured interviews with teachers. Data were analyzed to identify motivational shifts and changes in learner participation across various task types. Findings indicate that translanguaging practices significantly improve learner motivation by reducing anxiety, promoting collaborative learning, and increasing comprehension. Furthermore, task-based translanguaging encourages meaningful language use and provides students with greater agency in the learning process. The results suggest that combining task-based learning with translanguaging strategies offers an effective pedagogical framework for motivating EFL learners in multilingual contexts like Indonesia. These findings have implications for curriculum design, teacher training, and classroom practices aimed at creating inclusive and dynamic EFL learning environments that acknowledge students’ linguistic and cultural resources.
Teachers' Attitudes towards Digital Game Based Assessment in English Language Teaching: A Mixed Methods Study Hasna Sabila; Zakia Maulina
Journal of Applied Linguistics and Language Practice Vol. 1 No. 1 (2025): June: Journal of Applied Linguistics and Language Practice
Publisher : CV. Simpati Cloud

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Abstract

This study explores teachers’ attitudes toward Digital Game-Based Assessment (DGBA) in English Language Teaching (ELT) using a mixed methods design. The integration of digital technology in education has encouraged innovative approaches to assessment, including game-based tools that enhance learning engagement. Teachers’ perceptions, however, determine the effectiveness of such implementations. Data were collected from 80 English teachers through questionnaires and semi-structured interviews. Quantitative data were analyzed statistically, while qualitative data were examined thematically. The results indicate that most teachers hold positive attitudes toward DGBA, perceiving it as an engaging and motivating assessment tool for students. Despite these positive views, several challenges were identified, including technical limitations, time management, and concerns about assessment validity. The study highlights the need for adequate training and institutional support to promote effective use of DGBA in language classrooms. The findings contribute to understanding how teachers can integrate technology-based assessments to enhance teaching and learning outcomes in ELT contexts.
Improving Speaking Fluency through Project-Based Learning in Online EFL Classrooms Vena Amoris; Neria Anetotia Sitarda
Journal of Applied Linguistics and Language Practice Vol. 1 No. 1 (2025): June: Journal of Applied Linguistics and Language Practice
Publisher : CV. Simpati Cloud

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Abstract

This study explores the implementation of Project-Based Learning (PBL) to enhance speaking fluency among students learning English as a Foreign Language in online classrooms. The research was motivated by the persistent challenges learners face in expressing ideas fluently and confidently during virtual English sessions. A qualitative descriptive method was employed involving observation, interviews, and speaking performance assessments to gain a comprehensive understanding of students’ progress. The participants were university-level English learners who engaged in online project-based tasks focusing on real-life communication and problem-solving activities. The findings indicated that PBL effectively improved students’ speaking fluency through increased opportunities for interaction, collaboration, and authentic language use. Moreover, students reported higher motivation and confidence as they worked collaboratively to plan, design, and present their projects in English. The use of PBL also encouraged learner autonomy and creativity, fostering active participation and meaningful learning experiences even in a virtual environment. The study concludes that integrating Project-Based Learning into online English instruction promotes not only linguistic fluency but also critical thinking and social skills necessary for academic and professional communication. These findings highlight the pedagogical value of PBL as an innovative approach for developing speaking fluency in online language learning contexts.
The Role of Digital Literacy in Enhancing EFL Learners’ Autonomy: Evidence from Indonesian Higher Education Wisnu Murti Wibowo; Yuslim Alif Pudin
Journal of Applied Linguistics and Language Practice Vol. 1 No. 1 (2025): June: Journal of Applied Linguistics and Language Practice
Publisher : CV. Simpati Cloud

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Abstract

Autonomy, digital literacy, and English as a Foreign Language (EFL) learning have become increasingly important in higher education, particularly in Indonesia where technological integration is accelerating. This study investigates the role of digital literacy in enhancing EFL learners’ autonomy, aiming to identify how digital skills influence independent language learning. Using a mixed-methods approach, the research collected quantitative data through surveys from 150 university students and qualitative insights via semi-structured interviews with 20 participants. Findings indicate that higher levels of digital literacy significantly correlate with increased learner autonomy, enabling students to plan, monitor, and evaluate their own learning more effectively. Moreover, learners with strong digital competencies reported greater confidence in utilizing online resources, participating in collaborative digital tasks, and self-assessing progress. The study highlights the mediating effect of digital tools in fostering autonomous learning behaviors and emphasizes the importance of integrating digital literacy training into English language curricula. Implications suggest that educators and curriculum developers should prioritize digital literacy development as a strategic approach to promote learner autonomy, ultimately improving language proficiency outcomes and lifelong learning skills among Indonesian EFL students.
The Effectiveness of Project-Based Learning in Enhancing Speaking Skills among Senior High School Students Siti Nur Imas; Cesa Putri Rahmadan
Journal of Applied Linguistics and Language Practice Vol. 1 No. 1 (2025): June: Journal of Applied Linguistics and Language Practice
Publisher : CV. Simpati Cloud

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Abstract

The study investigates the effectiveness of project-based learning (PBL) in enhancing speaking skills among senior high school students. Speaking proficiency is a critical component of language learning, yet many students face difficulties in expressing ideas fluently and confidently. This research aims to determine whether the implementation of PBL can improve students’ oral communication abilities by engaging them in collaborative, real-world tasks. A quasi-experimental design was employed, involving a sample of senior high school students divided into experimental and control groups. Data were collected through pre-tests and post-tests, along with observational checklists to evaluate students’ speaking performance. The findings reveal that students who participated in PBL demonstrated significant improvement in fluency, pronunciation, vocabulary usage, and overall confidence compared to the control group receiving conventional instruction. Moreover, PBL fostered greater student motivation, collaboration, and creativity, which contributed to the enhancement of speaking skills. The study implies that integrating project-based learning into the English language curriculum can serve as an effective strategy for promoting active learning and practical language use in classroom settings. These results provide valuable insights for educators aiming to implement innovative teaching methods to support language development.

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