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Maspul Journal of English Studies (Majesty)
Published by Universitas Muhammadiyah Enrekang
ISSN : -     EISSN : 26570157     DOI : https://doi.org/10.33487/majesty
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Maspul Journal of English Studies (MAJESTY) is an academic journal that provides a scholarly forum for the exchange of ideas, research findings, and current developments in the broad field of English studies. The journal welcomes contributions from academics, researchers, lecturers, teachers, and practitioners from diverse institutions and disciplinary backgrounds. MAJESTY focuses on English language teaching, applied linguistics, linguistics, literature, translation, literacy, discourse studies, cultural studies, and other relevant areas within English studies. Through this scope, the journal seeks to contribute to the advancement of knowledge, theory, and practice that support language learning, communication, literacy development, intercultural understanding, and educational innovation.
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Articles 32 Documents
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Psycholinguistics and Language Learning in the 21st Century: Theoretical and Empirical Perspectives Mantasiah Mantasiah; Sry Wahyuni; Ita Sarmita Samad
Majesty Journal Vol. 8 No. 1 (2026): Technology Mediated Langauge Learning, Teaching and Assessment
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v8i1.118

Abstract

Background. Psycholinguistics plays an important role in explaining how individuals acquire, process, understand, and produce language through various cognitive mechanisms. Purpose. This study aims to examine the role of psycholinguistics in language learning and language development by integrating theoretical foundations and recent empirical findings. Methods. It employed a literature review method using data from peer-reviewed journal articles published between 2020 and 2025, as well as seminal books and theoretical works in psycholinguistics relevant to the topic. The selected literature focused on language learning, language acquisition, cognitive processes, social interaction, affective factors, and digital technology in language education. Data were analyzed descriptively and critically to identify major concepts, research trends, and practical implications. Results. The findings indicate that language learning is influenced by the interaction of cognitive, social, and affective factors. Working memory, attention, and information processing contribute significantly to language acquisition, while social interaction and positive affective conditions support language development and communicative competence. Empirical evidence also demonstrates that digital technologies enhance cognitive engagement, vocabulary retention, and personalized learning experiences. Conclusion. The study concludes that psycholinguistics serves not only as a theoretical framework for understanding language processes but also as a practical foundation for developing effective, adaptive, and learner-centered language learning strategies in the digital era.
Exploring EFL Students' Digital Literacy Practices in Navigating Digital Resources for Academic Writing Muawwal Al As'ary
Majesty Journal Vol. 8 No. 1 (2026): Technology Mediated Langauge Learning, Teaching and Assessment
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v8i1.124

Abstract

Background. The rapid development of digital resources and artificial intelligence (AI) technology has changed the way English as a Foreign Language (EFL) students’ access, evaluate, and utilize information for academic writing. Although digital literacy is increasingly important in higher education, research exploring how EFL students navigate digital resources during the academic writing process is still limited. Purpose. This study aims to explore EFL students' digital literacy practices in navigating digital resources for academic writing. Methods. This study uses a qualitative approach with a case study design involving 15 students of the English Education master's program at one of the universities in Indonesia. Data were collected through semi-structured interviews and document analysis, then analyzed using thematic analysis based on Braun and Clarke's framework. Results. The research findings reveal four main themes, namely accessing digital resources for academic writing, evaluating the credibility of digital sources, utilizing digital resources and AI-based tools in academic writing, and ethical challenges and considerations in the use of digital resources. Students utilize academic databases and AI-based platforms, evaluate the credibility of sources through academic indicators and verification strategies, and use AI as a cognitive and linguistic support in the writing process. However, they also face challenges related to information credibility, the abundance of digital information, technical constraints, and ethical issues in the use of AI. Conclusion: EFL students' digital literacy practices are multidimensional and include technical, cognitive, and ethical dimensions. These findings affirm the importance of integrating digital literacy and AI literacy in academic writing learning to encourage critical, responsible, and effective use of digital technology in higher education.

Page 4 of 4 | Total Record : 32

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