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Journal of Linguistic Metacognition and Language Learning
Published by Yayasan Masyarakat Cita Insani
ISSN : -     EISSN : 31633609     DOI : 10.66957
Core Subject :
The Journal of Linguistic Metacognition and Language Learning (JLMLL) is a prominent open-access academic journal dedicated to exploring a wide range of topics within linguistics, metalinguistic awareness, and language education. It serves as a platform for presenting and engaging with significant contemporary issues in the fields of Applied Linguistics, Linguistics, Language Teaching, Language Curriculum Development, Language Learning Materials Development, and Metacognition in Language Learning. This journal is committed to promoting a deeper understanding of how linguistic theories intersect with practical language learning and teaching practices. One of its primary goals is to provide researchers and practitioners with a space to investigate the relationship between theoretical concepts and their real-world applications, encouraging a continuous dialogue between research and practice. As an open-access journal, it offers readers the freedom to read, download, copy, distribute, print, and link to the full text of all published articles directly from the journal’s website. This open-access model ensures that the knowledge shared within the journal is readily available to a global audience, promoting wider dissemination of important linguistic and educational research. The journal aims to foster innovation and collaboration in the field of language learning by presenting high-quality research that addresses key issues in language acquisition and instruction.
Arjuna Subject : -
Articles 5 Documents
 1 
Metacognitive Language Learning Integrated with Linguistic Awareness in Improving EFL Learners’ Reading Comprehension Tri Setianingsih; Baiq Zohratun Nafisah; Sadaff Hamaros
Journal of Linguistic Metacognition and Language Learning Vol. 1 No. 1 (2026): March
Publisher : Bale Jurnal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66957/q3k8sq62

Abstract

This study investigates the integration of metacognitive strategies and linguistic awareness in enhancing reading comprehension among English as a Foreign Language (EFL) learners. Metacognitive strategies, such as self-regulation, goal-setting, and reflection, have been shown to improve learners' ability to monitor their understanding of texts, while linguistic awareness—encompassing phonological, morphological, and syntactic knowledge—enables learners to process and decode complex language structures. The research adopts a qualitative design, with data collected through semi-structured interviews and classroom observations of ten certified EFL teachers in Indonesia. The participants, each with 5-10 years of teaching experience, shared their insights on how these strategies were implemented in the classroom to support reading comprehension. The study found that the combination of metacognitive strategies and linguistic awareness significantly enhanced learners' reading comprehension. Teachers reported that students who actively used metacognitive strategies were better able to identify comprehension gaps and apply corrective strategies, such as re-reading or summarizing, to improve understanding. Additionally, linguistic awareness facilitated learners' ability to decode vocabulary and understand sentence structures, contributing to greater fluency and accuracy in reading. The research highlights the importance of integrating both metacognitive and linguistic elements into EFL instruction to provide a holistic approach to language learning. These findings offer valuable insights for educators seeking to improve their teaching practices and enhance the reading comprehension skills of their students. The study concludes with recommendations for further research and professional development in integrating these strategies into EFL classrooms.
The Effectivess of Literacy Circles in Encouraging Learners’ Peer Learning and Critical Thinking: A Lesson from Reading Courses Agus Wismanto; Linda Qiann
Journal of Linguistic Metacognition and Language Learning Vol. 1 No. 1 (2026): March
Publisher : Bale Jurnal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66957/87mmk692

Abstract

This study examines the effectiveness of literacy circles in promoting peer learning and critical thinking among Indonesian language learners at the University of PGRI Semarang. Literacy circles, a collaborative learning strategy, are explored as a means to enhance student engagement, encourage deeper analysis of reading materials, and foster meaningful peer interactions. The research employs a qualitative design, utilizing interviews and classroom observations to capture students’ experiences with literacy circles during reading courses. Findings reveal that literacy circles significantly improve critical thinking skills by encouraging students to analyze, evaluate, and synthesize information from diverse perspectives. Peer learning is also promoted, as students engage in reflective discussions that help them clarify misunderstandings and deepen their comprehension. However, challenges such as unequal participation, difficulty in articulating thoughts, and the need for teacher guidance were identified. The study suggests that clear role assignments, structured discussion prompts, and ongoing teacher support are essential for maximizing the effectiveness of literacy circles. The findings contribute to the growing body of research on collaborative learning in reading instruction, offering practical insights for educators seeking to enhance student engagement and cognitive development. The study also highlights the potential of literacy circles to address the limitations of traditional, teacher-centered reading instruction in Indonesian language classrooms.
Interactive Reading Model in Enhancing Arabic Learners’ Reading Comprehension: Evidence from Islamic Boarding Schools Muhammad Arisuddin; Jimmy Hasan Carter
Journal of Linguistic Metacognition and Language Learning Vol. 1 No. 1 (2026): March
Publisher : Bale Jurnal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66957/zr9j1n76

Abstract

Arabic reading comprehension requires more than word recognition because learners must manage morphological density, syntactic flexibility, and frequent omission of short vowels (harakāt), which can increase ambiguity and cognitive load. Therefore, this study investigates the efficacy of an interactive reading model in improving Arabic reading comprehension among students in an Indonesian pondok pesantren and examines how learners experience and negotiate reading difficulties during interactive reading. Using a qualitative case study design, the research involved 25 pesantren students who had studied Arabic for one to two years. Data were collected through semi-structured interviews and classroom observations to capture both students’ perceptions and their observable reading behaviors across pre-reading, while-reading, and post-reading phases. Thematic analysis was applied through iterative coding, codebook refinement, and category development to generate themes describing comprehension development, breakdown-and-repair processes, and cross-language differences in reading strategies. Findings indicate that interactive reading shifted students from predominantly word-for-word translation toward more meaning-oriented comprehension. Students reported improved ability to identify main ideas, select relevant details, and track cohesion through pronoun reference and discourse markers. Confidence in reading unvowelled texts increased because interactive routines normalized uncertainty and enabled collaborative clarification. When comprehension broke down, students commonly employed repair moves such as rereading for context, testing root-pattern clues, consulting peers, and seeking teacher scaffolding for confirmation. Compared with Indonesian reading, Arabic comprehension was slower and more form-focused, making rapid skimming and automatic inferencing difficult; however, interactive reading reduced these constraints by supporting negotiation of meaning through dialogue. The study contributes a context-sensitive account of how interactive reading can be integrated with pesantren literacy traditions to strengthen comprehension processes in classical and unvowelled Arabic texts.
The Efficacy of Fluency-Based Instruction Model in the Teaching of Reading Comprehension: Evidence from Early English Readers Muhammad Muhlisin; Ahmed Ayoub; Mohammed Yasser
Journal of Linguistic Metacognition and Language Learning Vol. 1 No. 1 (2026): March
Publisher : Bale Jurnal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66957/5mkv8017

Abstract

This qualitative case study investigated the efficacy of a fluency-based instructional model in supporting early English readers’ reading fluency and reading comprehension in a real classroom context. The study focused on how core fluency routines such as repeated reading and oral reading with feedback were enacted, how learners’ observable reading behaviors changed over time, and which comprehension difficulties persisted during and after fluency practice. Data were collected through non-participant classroom observations using structured checklists and narrative field notes, complemented by semi-structured interviews with the classroom teacher and learners. Analysis followed an iterative qualitative framework of data condensation, data display, and conclusion drawing and verification, supported by triangulation across data sources. Findings indicate strong evidence of improvement in oral reading accuracy and reading rate, reflected in fewer decoding breakdowns, reduced hesitation, increased self-correction, and smoother sentence-level progression during repeated reading cycles. Moderate improvement was observed in prosody, particularly when teacher modeling and feedback emphasized phrasing and punctuation as cues for meaning. Comprehension gains were more selective: learners demonstrated modest growth in literal comprehension, especially on texts with familiar vocabulary and clear structure, while higher-level comprehension such as inference-making and cross-sentence integration remained limited. Persistent barriers included restricted academic vocabulary, weak morphological awareness, difficulties parsing complex syntax, weak cohesion and reference tracking, background knowledge gaps, and limited comprehension monitoring strategies. Overall, the study suggests that fluency-based instruction effectively strengthens oral reading fluency but supports comprehension most consistently when integrated with explicit vocabulary development, sentence-level unpacking, cohesion instruction, schema activation, and strategy training for monitoring and repair.
Exploring Duolinggo and Babbel Mobile Applications in Improving EFL Slow Learners’ Speaking Performance: A Classroom Action Research Baiq Zohratun Nafisah; M Wahyu Hadi; Muhammad Yani; Teresso Tafaa
Journal of Linguistic Metacognition and Language Learning Vol. 1 No. 1 (2026): March
Publisher : Bale Jurnal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66957/9q9hbn37

Abstract

This study explores the impact of Duolingo and Babbel, two widely used mobile applications, on improving the speaking performance of slow learners in English as a Foreign Language (EFL) contexts. The research adopted a qualitative approach within the framework of Classroom Action Research (CAR), targeting 35 slow EFL learners who were identified based on their previous academic performance and difficulties in speaking skills. The study aimed to assess the effectiveness of these mobile applications in enhancing learners' pronunciation, fluency, and vocabulary mastery. Data were collected through semi-structured interviews and classroom observations, providing both subjective insights and objective behavioral data. The findings indicated that both Duolingo and Babbel significantly improved learners’ pronunciation by offering consistent pronunciation practice and real-time feedback through speech recognition technology. The applications also contributed to improved fluency by providing repetitive language tasks, which helped reduce pauses and hesitation in speech. In terms of vocabulary mastery, the apps facilitated vocabulary acquisition through context-based exercises, enabling learners to expand their active vocabulary. However, the study also found that while these applications were effective in controlled tasks, learners still faced challenges in applying their skills during spontaneous conversations. The study concludes that Duolingo and Babbel are effective tools for supporting slow learners in language acquisition but highlights the need for a blended learning approach combining mobile apps with real-life communicative tasks for more substantial improvements in speaking skills.

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