Indonesian Journal of Applied Linguistics
The Indonesian Journal of Applied Linguistics (pISSN: 2301-9468 and eISSN: 2502-6747) is a journal that publishes original research and documentation on issues related to applied linguistics. It is published by UPT Balai Bahasa, Universitas Pendidikan Indonesia. The journal is indexed in several databases, including DOAJ, EBSCO, Google Scholar, Scopus, and SINTA (S1). Since Volume 7, the journal has been published three times a year, in January, May, and September. We accept original research articles, conceptual papers, and best practice articles that are relevant to the field of applied linguistics. The languages studied may include, but are not limited to, Arabic, English, French, German, Indonesian, Japanese, and Korean, as well as both indigenous and modern languages. Please note that the official language of the journal is English.
Language Center, Universtas Pendidikan Indonesia
Transitivity, modality, and power relations: A critical discourse analysis of leadership styles in East Java's 2018 gubernatorial election debates, Indonesia
This study examined how grammatical features reflect leadership styles and power relations in regional political discourse. Political leadership in Indonesia is shaped by linguistic choices that influence voter perceptions. Despite the importance of discourse in electoral debates, the role of grammatical features in constructing leadership styles and power relations remains underexplored. Transcripts of a 180-minute gubernatorial debate was analyzed using Halliday’s SFL framework and Fairclough’s three-dimensional CDA model to examine transitivity and modality patterns in leadership discourse. It investigated how transitivity patterns and modal expressions construct political authority in regional debates, offering insights into leadership discourse in Indonesian elections. The results revealed that variations in transitivity and modality reflect distinct leadership strategies shaped by cultural expectations, influencing voter engagement across demographic segments. The findings highlight the role of cultural context in shaping voter perceptions of political authority. This study advances theoretical discussions in CDA and political discourse by revealing the significant relationship between grammar, power, and cultural values, while offering practical implications for political communication strategies in culturally diverse democratic settings.
Copyright (c) 2025 Sueb, Ali Wafa, Ali Wafa (Author) https://creativecommons.org/licenses/by-sa/4.0
A corpus-based comparison of EFL, ESL, and ENS lexical bundles in the ICNALE corpus
The importance of lexical bundles (LBs) to shape academic writing has been extensively studied. However, few studies have investigated learners of English as a Foreign Language (EFL) and Second Language (ESL) with Native Speakers (ENS) under the same protocol. To address this gap, we investigated ICNALE’s (International Corpus Network of Asian Learners of English) data set, aiming to examine three subsets. Building on Biber et al.’s and Hyland’s LB seminal works, we examined their frequency, structure, and function. The findings show a strong positive relationship between LB use and students’ proficiency levels. In the ENS subset, the use of LBs is relatively more varied and frequent. Across the three subsets, we also discovered that prepositional phrases and text-oriented LBs were most common. This shows the roles of these LBs in managing discourse and preserving coherence. This also indicates that the LB profile may be a descriptor to reflect on a learner’s status. It calls for the integration of explicit LB instruction in the teaching of writing in Asian EFL and ESL settings. The results can be used to support curriculum design (LB-related tasks in academic writing syllabi) and materials development (creating high-frequency LB-based glossaries or phrase banks), among others. These applications can help students write more effectively and cohesively and give direction to ongoing or future corpus-based studies.
Copyright (c) 2025 Authors https://creativecommons.org/licenses/by-sa/4.0
Language ideology of two escapees of Auschwitz-Birkenau camp: A CDA and corpus linguistics in German media
The objective of this research is to analyze language ideology in the testimonies of two escapees from the Auschwitz-Birkenau Camp. This study employs a qualitative descriptive approach, oriented towards corpus-based Critical Discourse Analysis (CDA). The research data consist of the 26-page reports of Alfred Wetzler and Rudolf Vrba, which serve as the corpus source. Data collection was carried out to conduct a contrastive analysis of the language used by two escapees and to establish “camp” as a keyword, based on its frequency and occurrences in the corpus. The corpus was analyzed using Fairclough's framework of Critical Discourse Analysis (CDA). The findings reveal the presence of key terms in the corpus produced by Wetzler and Vrba, categorized into three groups: (1) words related to location, background, and origin, (2) words that introduce the purpose of the concentration camp, and (3) words implying the events that occurred within the camp. Secondly, collocations surrounding the keyword “camp” were identified, including adjectives, verbs, nouns, and adverbs. Thirdly, three ideological language constructions were found in the testimonies: (1) the language ideology of experiencing the similar misery as Jewish prisoners, (2) the language ideology of rebellion against torture, (3) the language ideology of struggling to survive. The implications of this research demonstrate how critical discourse analysis and corpus linguistics can be integrated to uncover ideological patterns in media texts through the linguistic features.
Qualitative analysis of the impact of deleting swearwords on their communicative effect in Arabic subtitling
In movies, swearwords are purposefully utilized to achieve certain communicative effects, including the expressions of the characters’ inner feelings, their social and educational background, and the relationship amongst the characters. Such traits need to be preserved in the interlingual subtitling of these movies so that the effects of swearwords on the source recipients are duly transferred to the target audience. However, for religious and cultural considerations, swearwords are either toned down or completely deleted in the subtitling process. In light of this, this study adopts a qualitative approach to examine the effect of deleting swearwords on conveying their communicative effect in the amateur subtitling of American crime drama movies into Arabic and identify the probable causes of deletion. Data collection included collating swearwords from the dialogues of two American crime drama movies (Alpha Dog, 2006, and Harsh Times, 2005) with high occurrences of swearwords and their subtitles in Arabic. In the analysis of these data, Nida’s principle of equivalent effect was adopted to examine the loss of the communicative effect of swearwords due to deletion. The findings of the study indicate that the deletion of swearwords has resulted in drawing an inaccurate portrayal either of the character’s personal feelings, the depiction of his/her socio-cultural traits or the relationship s/he holds with other characters in the movie. It is argued that the probable cause of deletion is to abide by the target socio-cultural and religious norms. Thus, careful consideration of swearwords handling in subtitling is essential to avoid such losses.
Enhancing grammar mastery through climbing castle app: A game-based learning for secondary students in Blitar
With the undeniable growth of digital learning as a cutting-edge educational technology, there is a growing demand for diverse digital grammar learning experiences for secondary-level students. This study examines the effectiveness of Android-based games in enhancing grammar learning by utilizing a quasi-experimental design, featuring controlled and experimental groups, to evaluate the effectiveness of the Climbing Castle app game. Seventy secondary-level students from an Indonesian school, aged 13 to 15, participated in the study. The results of this study indicated a significant improvement in students’ grammar skills, particularly in understanding and applying the simple present and past tenses. Using the Climbing Castle app, the experimental group demonstrated a substantial improvement in their grammar scores from the pre-test to the post-test, with a 5.5 point gain from 62 to 68. By comparison, the control group had a rise of 0.4 points from 60 to 61. A comparative analysis indicates that the Climbing Castle app had a more significant beneficial impact on the acquisition of grammatical skills compared to conventional learning methods for junior high school students in Blitar. The findings provide teachers with an alternative digital tool to foster grammar learning in engaging ways. Academically, the study contributes to the growing body of research on game-based learning and offers a foundation for further investigations into its long-term impact on language proficiency.
Poetics and consumption: A discourse analysis of Vietnamese culture
Consumption is a multifaceted social phenomenon that deeply intersects with both the social sciences and the humanities. This complexity arises from the way in which cultural, economic, and societal factors converge to shape consumer behavior. Furthermore, poetics and consumption are closely intertwined, providing insights through different cultural perspectives as poetry can combine social experiences with consumer experiences to expand the language of consumption and the scope of human understanding (Tonner, 2019). This article utilized discourse analysis and interpretive analysis within a qualitative framework to explore the intricate relationship between poetics and consumption. By employing Focaultian Discourse Analysis as a foundational theory, the study located contextual levels that facilitate the analysis and interpretation of interdisciplinary phenomena situated at the crossroads of linguistics and economics. The findings demonstrate a significant connection between poetry and consumption patterns in Vietnam, revealing how these patterns can be understood within their specific cultural context. Poetry acts as a powerful lens through which we can investigate consumption behaviors throughout different historical and cultural periods, thereby emphasizing the complex interplay between artistic expression and everyday life. Moreover, poetry not only serves as a reflection of Vietnamese culture but also functions as a critique of and engagement with various social practices, including contemporary consumption trends. Understanding these dynamics can provide valuable insights for businesses, informing them about effective marketing and promotional strategies designed to influence consumer purchasing decisions.
Copyright (c) 2025 a https://creativecommons.org/licenses/by-sa/4.0
Influence of teacher dispositions on TPACK: Insights from pre-service EFL teacher education
Developing Technological Pedagogical Content Knowledge (TPACK) in foreign teachers who teach a foreign language is essential for fostering effective learning experiences. While various factors influence teachers’ TPACK development, a significant gap remains in understanding how personal internal factors of technological, pedagogical, and subject-matter dispositions shape the growth in TPACK domains during the preparatory stages of the EFL teaching profession. This study employed a mixed-methods approach to examine the manifestation of technological, pedagogical, and subject-matter of English language dispositions and their impact on TPACK development among 29 Thai pre-service EFL teachers. Participants completed a 20-hour professional development workshop. Pre- and post-workshop self-evaluations were used to select ten participants, five with the highest and five with the lowest changes in self-evaluated TPACK scores, for classroom observations and interviews. Findings revealed significant development in TCK (81.67%), while TPK (24.67%) and overall TPACK (28.67%) were notably weaker. In addition, the study identified that a fixed mindset, limited subject-matter self-efficacy, and dependence on structured resources constrained PCK; cautious attitudes toward technology for content delivery hindered TCK; a preference for simplicity and familiar materials and an underestimation of students’ technology abilities impeded TPK; and resistance to digital collaboration and reluctance to embrace technology for assessment and feedback limited overall TPACK development. Positive dispositions toward technology aided TPACK integration but didn’t predict classroom practices. This research highlights key dispositional strategies for enhancing TPACK development in pre-service teachers, such as cultivating a growth mindset, fostering high expectations, acknowledging technology’s value, and balancing personal traits with professional competencies. To translate these strategies into practice, teacher education programs should embed positive dispositions into sustained, practice-based training that models adaptive material use and technology-supported pedagogy in authentic contexts.
technological pedagogical content knowledge
Lexical transformations in the translation of definite and indefinite articles in French sentences into Indonesian
Definiteness is a discourse property inherent to noun phrases, highlighting the identification of a unique referent. This property exhibits variability across languages, notably in the lexical transformations observed when translating French definite and indefinite articles into Indonesian. “Lexical transformation” here signifies alterations in the lexical meaning during the translation of these articles. This research aims to delineate the forms and underlying reasons for such lexical transformations and their consequent implications in the Indonesian language, both from linguistic and cultural standpoints. Drawing upon data from four French novels and their Indonesian translations, the study employs a descriptive-qualitative approach to explore the manifestation of definite and indefinite articles, the drivers of lexical transformations, and the impacts of these transformations on translations. The analysis indicates that French definiteness is characterized by quantity, type, and informational status markers, while Indonesian definiteness markers are distinguished based on informational status, linguistic proximity, social relations, temporal context, and structural considerations. The examination of translations identifies instances of meaning narrowing, expansion, or shift. Translators strategically implement these modifications in lexical aspects to align with the target audience’s preferences. Moreover, translation induces alterations in definiteness status, subsequently influencing sentence information patterns. In conclusion, definiteness in the Indonesian language is more varied in terms of forms and functions than definiteness in French. The lexical transformation in the translation of definite and indefinite articles encompasses a range of modifications, including the omission of markers and changes in definiteness status, which lead to the narrowing, expansion, or shifting of meanings.
Algorithm-enhanced English grammar learning: A structured module development approach
Grammar is an essential competence for effective communication, yet many students have difficulties understanding and mastering it. This study aims to develop a comprehensive learning module integrating algorithm principles with English grammar to enhance students' grasp of English structure by following a systematic approach encompassing Analysis, Design, Development, Implementation, and Evaluation (ADDIE). However, it focused primarily on implementation and evaluation phases. The novelty lies in the implementation of the algorithm principle used to enhance students’ grammar mastery. In this case, English structures are learned through automatic patterns to make them easier to master. Participants included students from the English Education Department at three different universities in Central Java with diverse educational backgrounds, while the product was implemented (limited test) at one of them. A thorough needs analysis revealed that students found that grammar learning was complex and challenging, necessitating simpler, more engaging instructional methods. In response, a targeted product was developed based on these insights. The validation indicated a positive reception of the module, with 66% as "Good," 17% as "Average," and 16% as "Very Good," with no evaluation falling into "Poor" or "Unsatisfactory" categories. These findings suggest that the module is a viable tool for enhancing grammar instruction. Besides, the implementation gained a p-value of 0.004 that meant having significance in using the module. The study not only contributes to the pedagogical framework for teaching English grammar but also highlights the importance of innovative approaches in language education. Further research could explore the long-term impacts of such modules in various learning contexts.
Translanguaging practices among English, Indonesian, and Arabic: Enhancing a holistic approach to tafsirin an Indonesian interpretation classroom
This study investigates the role of translanguaging practices in tafsir (Quranic interpretation) education within a multilingual Indonesian classroom. It explores the integration of Arabic, Indonesian, and English to enhance students’ comprehension, critical engagement, and sense of cultural identity. Considering the growing need to adapt Arabic education to linguistically diverse contexts, the study addresses two key questions: how students and instructors utilize multiple languages in tafsir pedagogy, and what perceived benefits and challenges arise from translanguaging in this setting. A qualitative case study approach was employed, involving classroom observations (six sessions), in-depth interviews with two instructors, and focus group discussions with 18 undergraduate students enrolled in an interpretation course. The study examines how translanguaging episodes in classroom discourse are linked to the process of textual interpretation, tracing how meaning shifts across languages during collective Quranic analysis. The data were thematically coded to identify patterns in linguistic practices, pedagogical strategies, and interpretive outcomes. Findings indicate that Arabic is used for textual precision and religious authority, Indonesian for contextual and socio-cultural elaboration, and English for introducing scholarly perspectives and engaging with global discourse. This triadic interaction enables students to construct a more holistic understanding of Arabic meanings, particularly in relation to contemporary social issues. The study also identifies pedagogical tensions, including implicit linguistic hierarchies and a lack of structured training for instructors in managing multilingual interactions. Despite these challenges, the findings highlight the transformative potential of translanguaging in Islamic higher education, suggesting that intentional multilingual pedagogy can foster inclusive, critically engaged, and culturally resonant learning experiences.
Language use and attitudes of young speakers of Skou, Tabla, and Biak in Jayapura
Indonesia is home to over 700 languages, making it one of the world’s most linguistically diverse nations. However, national language policy, migration, and globalization have increasingly shifted language use among youth toward Indonesian, raising concerns about the vitality of regional languages. This study examines language use and attitudes among youths from the Tabla, Skou, and Biak-speaking communities in Jayapura City, Papua—an area where intergenerational transmission of regional languages is weakening, and Indonesian is becoming dominant in most domains. Understanding these trends is crucial for informing language maintenance and revitalization efforts, as language is not only a means of communication but also a vessel of cultural identity and heritage. Using surveys, interviews, and observations with 125 respondents, the study reveals that while regional languages are still used in direct spoken interactions with older family members, their use is rare in written and digital communication and among peers. Indonesian is perceived as more prestigious, easier to learn, and more effective for daily life, leading to its dominance even among those who express pride in their heritage languages. The findings underscore the urgency of supporting regional language maintenance through documentation and education, as positive attitudes alone are insufficient to sustain active use. This research contributes to understanding the dynamics of language shift in multilingual Indonesia and highlights the need for targeted policies to protect linguistic diversity for future generations.
Theoretically informed students’ worksheet based on metacognitive strategies for a translation course
This study explores the necessity of equipping tertiary education students in Translation Studies with effective learning tools, particularly through the integration of metacognitive strategies. Acknowledging the persistent relevance of translation in the context of English as a Second Language (ESL) amidst advancements in machine translation, the research emphasizes the importance of contextual accuracy, idiomatic expressions, and cultural nuances in translation tasks. The study highlights the urgency for improved translation skills in the curriculum of English education programs in Indonesia, aligning educational outcomes with vocational needs. To address gaps in students' understanding and proficiency in translation strategies, this research develops a theoretically informed worksheet designed to enhance metacognitive skills. Through a qualitative methodology comprising observations, needs analysis, and focus group discussions, the research systematically applies the ADDIE model to design and refine the worksheet. Findings indicate that incorporating metacognitive strategies significantly enhances students' translation competencies by fostering self-regulation, critical reflection, and effective learning. The study concludes that metacognitive awareness is crucial for translation competence, advocating for the integration of such strategies into the curriculum to prepare students for the complexities of real-world translation challenges. Future research directions are suggested to further enhance pedagogical approaches in Translation Studies.
BIPA teachers’ perspectives on Digital Game-Based Language Learning (DGBLL): Attitudes, benefits and challenges in teaching Indonesian as a foreign language
As technology becomes increasingly integrated into foreign language education, Digital Game-Based Language Learning (DGBLL) has emerged as an innovative approach to enhance learner engagement and improve language acquisition. This study examines Bahasa Indonesia bagi Penutur Asing (BIPA) or Indonesian Language for Foreign Learners (ILFL) teachers' attitudes, perceived benefits, and challenges in integrating DGBLL into BIPA[1] teaching. While much of the existing research focuses on learners, only a limited number of studies examine teachers' perspectives on implementing DGBLL in language classrooms. This study collected data through semi-structured interviews with nine experienced BIPA teachers working in universities, language centers, and independent teaching environments. The data were then analyzed using thematic analysis. The findings reveal that BIPA teachers generally hold positive attitudes towards DGBLL, acknowledging its potential to enhance learner motivation, engagement, and vocabulary acquisition. Teachers also emphasize the benefits of DGBLL in facilitating personalized and adaptive learning as well as improving teaching efficiency and assessment practices. However, several challenges hinder the full implementation of DGBLL, including technological limitations, the need for pedagogical alignment, gaps in digital literacy, and insufficient institutional support. These findings highlight the need for targeted teacher training programs, better technological infrastructure, and the development of culturally relevant digital games to integrate DGBLL into BIPA teaching effectively. This study contributes to the expanding body of research on DGBLL by providing a region-specific perspective on its implementation in Indonesian language as a foreign language education.
Language politeness in EFL student-lecturer interactions through technology-assisted communication
Politeness is essential to human interaction, particularly in the context of lecturer-student communication in Indonesia. This study aims to investigate the use of politeness in technology-assisted communication on WhatsApp by examining the politeness strategies employed by lecturers and students in their interactions via WhatsApp. The study adopts Brown and Levinson’s (1987) politeness theory as the analytical framework, extended by Faerch and Kasper (1989). It employs a qualitative field research design, analyzing 141 WhatsApp text messages exchanged between three English as a Foreign Language (EFL) lecturers and 111 students at one Indonesian public university over an academic year. Data were collected with informed consent and pseudonymized for privacy. Findings indicate that students exhibit greater politeness than lecturers in their written communication via technology. Students predominantly initiated messages (137 of 141), using positive politeness strategies and greetings, while lecturers more often employed bald-on-record strategies. This tendency is attributed to hierarchical relationships and age differences. Religious influences also shaped interactions, often prompting double greetings. While most Indonesian EFL learners show respect toward their lecturers, the study suggests that politeness should be reciprocal. Lecturers are encouraged to serve as role models. Limitations include the absence of interview data, which future studies could address by integrating speaker intent and deeper social variables like power and distance.
Unpacking teachers’ reflective thinking levels in online teacher professional development: Insight from Indonesian EFL teachers
Reflective thinking is essential for English as a foreign language (EFL) teachers, as they help them evaluate their teaching strategies and understand the reasons behind different classroom occurrences. This case study explores the levels of reflective thinking of EFL teachers who participated in a 6-week online writing teacher professional development (OTPD) program to improve their writing of best practice papers. The data were collected from the written reflective journals and interviews of 16 EFL teachers, while thematic analysis was conducted using Hatton and Smith’s (1995) concept of RTL. The findings indicate that the EFL teachers in the research demonstrated different levels of reflective thinking. The majority of these teachers were at the higher level of dialogic reflection, suggesting a commitment to critically examining and improving their teaching practices. However, there was also a smaller group of teachers who exhibited a lower level of reflection, primarily characterized by descriptive reflection, indicating that their reflective thinking was less critical. Assessing teachers’ reflective thinking levels helps professional development facilitators and the government tailor programs to meet teachers’ specific needs by identifying gaps in their reflective thinking processes. It can inform the design of targeted training that enhances teachers’ ability to critically evaluate and refine their teaching practices by providing a structured framework for differentiated professional growth, ensuring that teachers at different levels of reflective thinking receive appropriate approaches, resources, and strategies.
Figurative expressions in Acehnese pregnancy cultural taboos as a language of protection
Cultural beliefs surrounding pregnancy are often communicated through figurative language, reflecting a society's values, fears, and protective instincts. This study investigates the figurative language used in Acehnese cultural prohibitions related to pregnancy, focusing on figurative expressions in traditional taboos. Conducted in Banda Aceh and Aceh Besar, Indonesia, the research employs a qualitative methodology, analyzing data from 12 informants, including pregnant women, those who had been pregnant, and caregivers. Data was collected through structured interviews and analyzed using a conceptual framework for figurative language categorization. The findings reveal 34 pregnancy-related cultural prohibitions about dietary restrictions, life safety, gender roles, and spiritual beliefs. Metonymy was the most common figurative device, followed by hyperbole, personification, and, less frequently, simile, paradox, and synecdoche. For instance, metonymy links specific actions, such as eating certain foods or viewing accidents, to broader cultural and health outcomes, while hyperbole exaggerates the potential consequences of these actions. Personification attributes human-like qualities to spirits or supernatural forces, accenting the prohibitions' spiritual significance. The study reveals the complex relationship between Acehnese society's cultural beliefs, language, and health practices. It illustrates how figurative language helps reinforce and communicate these traditional norms. This research contributes to a deeper understanding of the role of language in preserving cultural continuity and shaping societal behavior.
The construction of fear in Indonesian contemporary horror films: A multimodal analysis
This study explores how semiotic systems operate in contemporary Indonesian horror cinemas to construct meaning and provoke emotional responses, particularly fear. Horror films often draw from socio-cultural contexts, embedding local values, anxieties, and collective memory into their narrative and aesthetic choices. The purpose of this paper is to investigate how multimodal elements—visual, auditory, and narrative—interact to create a heightened sense of horror and reflect deeper cultural concerns. Focusing on three prominent films: Pengabdi Setan 2: Communion, KKN di Desa Penari, and Sebelum Iblis Menjemput: Ayat 2, this research employs a multimodal analytical framework to examine the interplay of lighting, image composition, symbolism (visual mode); soundtrack, sound effects, and non-verbal cues (audio mode); and cultural themes involving social and supernatural issues (narrative mode). The methodology involved a qualitative analysis of selected scenes from each film, identifying key semiotic cues and their affective functions. The findings reveal that horror is constructed through the synergistic interaction of visual darkness and tension, unsettling audio layers, and culturally resonant narratives. These elements work together not only to elicit fear but also to express societal anxieties related to religion, tradition, family, and the unknown. The conclusion emphasizes that Indonesian horror films function as cultural texts that both entertain and offer socio-cultural commentary. By highlighting the communicative power of horror cinema, this study contributes to film and cultural studies while opening pathways for future interdisciplinary research on genre, identity, and audience reception.
Enhancing Arabic writing skills using Chat GPT-based AI learning models: A tridimensional human-AI collaboration framework
As a significant personality trait that drives individuals to pursue excellence and adhere to the highest standards, perfectionism plays a vital role in language acquisition. In light of this, the present study aims to examine the relationship between perfectionism and English language proficiency among non-English majors. Utilizing the Frost Multidimensional Perfectionism Scale for Chinese (CFMPS) (Frost et al., 1990), an online questionnaire was administered to 215 non-English majors to assess various dimensions of perfectionism. The participants’ English proficiency was also measured using their College English Test Band 4 (CET-4) scores. Based on this standardized metric, their English language proficiency was quantified to further explore its association with perfectionism. To achieve the research objectives, the collected data were analyzed using various statistical techniques, including descriptive statistics, t-tests, ANOVA, and logistic regression. The results indicated that participants exhibited a high level of perfectionism both overall and across its various dimensions. Moreover, significant differences in perfectionism were observed based on gender and grade level, while no differences emerged across majors. Furthermore, a significant positive correlation was found between perfectionism and English proficiency. In summary, the findings of this study are expected to provide deeper insights into the influence of perfectionism on language learning and other behavioral aspects of learners.
Language shift between generations: Regional-speaking parents raise Indonesian-speaking children in North Sumatra
Language shift typically occurs when languages come into contact with one or more languages perceived as more superior for social, cultural, and economic reasons. This sociolinguistic phenomenon appears to be common in Indonesia due to influences from powerful languages, namely Indonesian as the national language and Javanese as the largest ethnic language spoken in the midst of hundreds of weaker vernacular languages. This study examines the occurrence of a language shift in regions of the North Sumatra Province of Indonesia, namely among middle economic class communities, and it also explores the influence of parents on their children’s preferred use of regional languages or Indonesian. The data were obtained from four regions in North Sumatra targeted for regional language revitalization by the Balai Bahasa (Language Center) of Sumatera Utara Province in 2023, i.e., Malay, Asahan, Langkat, Labuhanbatu, and Tapanuli Tengah. To collect the data, this study involved 40 parents and examined their views regarding education of their children in terms of language use at home. This study not only focuses on language shifts, but also examines the complexity of the problem, including efforts to preserve regional languages as heritage languages. This study found that there is a considerable impact of parental language use in daily communication on their children’s use of Indonesian for various reasons. It turns out that parents are willing to ensure that their children grow up in Indonesian even if it means "sacrificing" their regional language. They are content with the performance of their children at school when their children grow up in Indonesian. These findings suggest that revitalization needs to address families, especially parents, and promote the use of regional languages at home together with Indonesian to ensure intergenerational transmission without hindering educational aspirations.
Writing Arabic, particularly at the Insya’ Ric stage, is difficult due to its grammar complexity. This study employed artificial-intelligence technology, namely ChatGPT, via customized prompts to enhance and assist in Arabic writing instruction. The research and development model used was Borg and Gall (1983), and the limited trials of this study were conducted with 40 students from the Islamic Religious Education program at an Islamic university in Indonesia. Results showed 89.6% of experts rated the AI tool as excellent, 88% of students exceeded the minimum learning standard, and writing proficiency increased by 12.5%. However, when tasked with generating Indonesian words alongside their corresponding Arabic translations, the AI exhibited significant errors, producing inaccurate translations and frequently repeating the same words or phrases instead of generating distinct counterparts in each language. To counter these problems, the research used the Tridimensional Human-AI Collaboration model, with AI as a tool and humans as conceptors, validators, and executors in writing. Tools like sarf.one integrated with ar-radif were utilized for better verb morphology and noun phrase accuracy, thus improving overall lexical accuracy. The findings suggest that AI can be helpful to create structured content, but human input is necessary to achieve correct grammar and context. This research contributes to the growing field of AI-assisted language learning, particularly in Arabic writing, by offering an advanced framework for collaborative writing education.
High school L2 teachers’ enactment of translanguaging in English speaking classrooms
Translanguaging has gained significant attention in English teaching, especially in multilingual English settings; nevertheless, how teachers enact translanguaging in English language teaching remains underexplored in English as a second/foreign language (ESL/EFL) contexts, particularly in regions with less established multilingual teaching frameworks. This qualitative study delved into EFL teachers’ enactment of the translanguaging approach in English-speaking classrooms at a high school in Vietnam. A group of four high school L2 teachers teaching English-speaking classes participated in this study, and class observations and in-depth interviews were conducted to gain comprehensive insights into their translanguaging practices. The data were qualitatively analyzed using the thematic analysis approach. The findings showed that L2 teachers used a translanguaging approach widely to support students’ cognitive learning, particularly in enhancing grammar and vocabulary. Additionally, using students’ L1 helped to reduce their anxiety levels, encouraged their active participation, and created a more inclusive learning environment. While this study is believed to offer some insights into L2 teachers’ enactment of translanguaging in Vietnamese EFL classrooms, it indicates the need for more discussions among EFL educators on integrating translanguaging into English language classrooms. Furthermore, it suggests that policymakers should consider establishing clear guidelines for its implementation across language classrooms.
Copyright (c) 2025 Chau-Long Hoang Nguyen, Thao Quoc Tran (Author) https://creativecommons.org/licenses/by-sa/4.0
Linguistic markers in cross-nation suicide notes and their implications for authenticity verification
The relevance and validity of linguistic markers in distinguishing genuine from fabricated suicide notes remain a subject of unresolved debate as highlighted by past studies. However, much of the existing research relies on the same corpus; thus, the need for fresh insights using newer datasets is required. This study investigates linguistic markers in recent cross-nation suicide notes and their implications for authenticity verification. Grounded in Olsson’s (2008, 2012) linguistic feature theory, the research analyzed ten genuine and five fabricated suicide notes drawn from real cases across eight countries. The data were sourced from verified news reports with validation ensured through intertextual reports. Using a qualitative approach, the study identified both overlapping and distinctive linguistic markers between genuine and fabricated notes. Key markers consistently associated with genuine suicide notes include suicidal propositions, the framing of suicide as the only viable option, explicit references to death, and emotional ambivalence. These markers are shown to be difficult to convincingly replicate in fabricated notes, providing a potential basis for authenticity verification. Although this study has several limitations, including the small sample size, translation issue of non-English or non-Indonesian notes, and the inherent subjectivity due to qualitative nature, it contributes to clarifying the reliability of linguistic analysis in determining the authenticity of suicide notes and underscores the importance of four specific linguistic markers in distinguishing genuine from fabricated notes. This study also strengthens the relevance of suicide note linguistic markers by connecting psychological reasonings represented by linguistic expressions.
Copyright (c) 2025 I Wayan Pastika, Putu Wahyu Widiatmika, I Gusti Ayu Agung Mas Triadnyani (Author) https://creativecommons.org/licenses/by-sa/4.0
Jordanian Facebookers' attitudes: A speech act analysis
Nowadays, Facebook is widely regarded as one of the most popular networking sites, enabling users to follow local and international pages for the latest news. Status updates on Facebook address various social aspects, prompting followers to comment and express their feelings and opinions. Motivated by an interest in studying the speech acts within these comments, the researchers aimed to identify the types of speech acts (Searle, 1969) that occur in the comments on Jordanian status updates. The researchers also analyzed the role played by the speech act sequence. Status updates covering social, economic, educational, and religious topics were collected from two of the most popular Facebook pages in Jordan: Al Mamlaka TV and Roya News. A total of 200 comments were analyzed under these updates. The analysis revealed the occurrence of most of Searle's speech acts, along with additional acts such as swearing, sarcasm, and accusation. Furthermore, no gender differences were observed in the use of speech acts, except in the case of swearing. The analysis of speech act sequences demonstrated how commenters establish interactions, whether in agreement or disagreement with one another. The findings spotlight how Jordanians deliver their thoughts on various social topics, reflecting different cultural aspects. This paper contributes to the limited body of literature examining comments on Facebook status updates, offering insights into the consequences of speech act sequences and illustrating how commenters use language to communicate their intentions.
Copyright (c) 2025 Rula Ahmad Abu-Elrob, Ahmad Issa Tawalbeh (Author) https://creativecommons.org/licenses/by-sa/4.0
Exploring self-regulated learning strategies to enhance English speaking skills among EFL students
This study aims to examine EFL pre-service teachers' acceptance of ChatGPT for their writing. In this context, acceptance refers to the pre-service teachers’ willingness and intention to use ChatGPT as a support tool for their academic writing tasks. A sequential explanatory mixed-method approach was employed, combining a Technology Acceptance Model (TAM) questionnaire with semi-structured interviews. Initially, 143 EFL pre-service teachers from four universities in Surakarta, Indonesia, completed the TAM questionnaire to assess their acceptance of ChatGPT. Subsequently, semi-structured interviews were conducted with 12 participants to gain deeper insights into their perspectives on using ChatGPT for writing, a fundamental skill in EFL that demands high levels of linguistic accuracy, organization, and creativity, making it particularly sensitive to the influence of Artificial Intelligence tools like ChatGPT. The results revealed that the participants generally perceived ChatGPT as useful and easy to use, with a positive attitude toward the tool. Despite these favorable perceptions, the behavioral intention to use ChatGPT regularly was markedly lower, with participants expressing concerns about becoming overly reliant on AI. Qualitative data further confirmed that while participants acknowledged the potential of ChatGPT, many felt that further training and experience were necessary to integrate the tool effectively into their teaching practices. Ethical concerns (student over-reliance, which may lead to academic dishonesty) surrounding the over-dependence on AI for academic tasks were also noted. The findings highlight the need for targeted professional development and the careful consideration of ethical implications in integrating AI tools into language teaching, particularly for writing instruction.
Copyright (c) 2025 Kastam Syamsi, Arif Nugroho, Isah Cahyani, Woro Retnaningsih (Author) https://creativecommons.org/licenses/by-sa/4.0
Multimodal literature and CEFR reading proficiency: Improving literary reading skills in EFL learners
Using multimodal literature, incorporating the auditory, visual, and kinaesthetic elements to support the students’ diverse learning styles, enhance students’ engagement and motivation in an EFL literature classroom. It contributes to a more interactive and productive learning environment, promoting students to gain more comprehension when reading texts. This study investigated the impact of multimodal literature on the literary reading abilities of C1-level EFL students. The participants were ten fourth-year English major students (4 men and 6 women) at a public university in Northern Thailand who participated in a course incorporating six multimodal literature-based lesson plans. A pre- and post-literary reading test and a rubric assessed students’ literary reading competence. A Wilcoxon Signed-Rank Test was employed to analyse the pre- and post-test quantitative data. The findings revealed a statistically significant improvement in students’ post-test scores (z=2.176, p<.05). These findings are of significance as they demonstrated the significant impact of using multimodal literature as opposed to linear texts on EFL learners’ reading proficiency at the tertiary level. By incorporating the use of multimodal texts into pedagogical practices, the findings of this study can give English teachers and educators a guideline or roadmap for designing curricula that will address the shift in people’s reading habits that tend to rely on modern technology and move away from print reading of linear texts toward digital reading on devices like computers, tablets, and smartphones that offer them non-linear texts in multimodal forms.
Copyright (c) 2025 Sukanya Kaowiwattanakul (Author) https://creativecommons.org/licenses/by-sa/4.0
Reflection levels and teaching practices of in-service English teachers in Indonesia
Despite the recognized importance of reflective practice for teacher professional development, there is limited empirical evidence on how in-service teachers sustain and apply reflective practices following structured training interventions, particularly in the Indonesian context. This study explores the relationship between reflection levels and teaching practices among in-service English teachers in Indonesia, following their participation in a structured teacher camp designed to promote reflective practice. Using a multi-phase mixed-methods approach, the research analyzed 460 reflective writings from 92 teachers, alongside questionnaire and follow-up survey data. The findings reveal that the majority of participants engaged in dialogic reflection, with a significant minority reaching critical reflection, while none demonstrated reflection-in-action. A strong correlation was identified between higher levels of reflection and more frequent, deeper engagement with innovative teaching strategies, including the integration of technology, critical thinking activities, and formative assessment. Teachers at the critical reflection level were more likely to adapt their classroom practices and sustain reflective habits post-camp, whereas those at lower levels reflected less frequently and made fewer changes. The study highlights the effectiveness of structured reflective prompts and immersive professional development in fostering meaningful teacher growth. Recommendations include targeted support for teachers to deepen their reflective skills and further research into the long-term impact of reflection on classroom decision-making.
Copyright (c) 2025 Sisilia Setiawati Halimi (Author) https://creativecommons.org/licenses/by-sa/4.0
“I feel like I'm not dealing with people”: Posthumanism, agency, and language teaching
Language research has displayed a long-standing interest in evaluating the practical utility of particular digital tools, but this area remains under-theorized in a broader sense. A posthumanist perspective, or one that de-centers humans in a given context and reveals the diffusion of agency among various actors (human and non-human), assists in establishing how educators are enabled to act and are acted upon within a teaching event. By applying this concept to digital technologies in the EFL classroom, an area in which little posthumanist work has been done, it becomes possible to elicit how a teacher’s agency is affected by particular interfaces. In pursuit of this, we conducted 21 in-depth interviews with English as a Foreign Language instructors about their interactions with specific teaching technologies, the results of which were open coded and then focus coded for themes relevant to posthumanist concerns. The results expose the extent to which technologies can decrease an educator’s capacity of agency, limiting their ability to effectively monitor students and manage classrooms to a sufficient degree of satisfaction. Digital tools are also revealed to increase capacity of agency, particularly when used for real-time collaboration and to provide evidence of students’ comprehension and retention. Collectively, these examples indicate how teachers’ desired intent is expressed through, and sometimes limited by, non-human actors, thus justifying a perspective that argues for a more diffuse notion of agency. For the field of TESOL and education at large, this study provides practical examples of how teachers’ use of technology in their classrooms both increased and decreased their capacity of agency, encouraging all educators to consider their entire educational environment when planning to implement new technologies in their classrooms.
Copyright (c) 2025 Mark Love, Andrew Wilbur (Author) https://creativecommons.org/licenses/by-sa/4.0
Politeness and impoliteness by teachers and students in technology-assisted teaching and learning process
Communication in virtual contexts is often misunderstood, particularly regarding politeness among interlocutors. In online media such as WhatsApp, interlocutors must appropriately use positive and negative politeness strategies. This study aims to analyze the strategies employed by students toward lecturers and lecturers toward students in WhatsApp conversations. It also identifies the dominant strategies and explores the reasons behind their different uses of politeness and impoliteness. The research design is descriptive qualitative, with data consisting of text-based interactions collected through documentation of WhatsApp messages. Analysis was conducted using referential identity techniques. This study applies the theory of politeness from Brown and Levinson, supported by the theory of digital communication from Maricic and Kogetsidis. The findings revealed that students employed seven types of positive politeness strategies and three types of negative politeness strategies, with “considering the interlocutor’s presence” as the dominant one. Lecturers used a wider range of strategies, most frequently interlocutor “using identity markers.” Differences are shaped by social roles, power relations, and communicative goals. Academically, this study contributes to digital pragmatics by showing how politeness is negotiated in asynchronous written communication. Practically, the findings can guide students and lecturers to foster more respectful and effective communication in academic digital platforms.
Copyright (c) 2025 Sulis Triyono, Wening Sahayu, Fitri Yuliana (Author) https://creativecommons.org/licenses/by-sa/4.0
Metaphors of mourning in Acehnese culture: A conceptual mapping analysis
Death is a universal phenomenon shared by all human beings, yet its interpretation through language simultaneously reflects both universality and cultural diversity. Across societies, death metaphors reveal deep-seated worldviews and values, showing how people everywhere grapple with mortality while expressing it in distinct cultural forms. This study aims to analyze Acehnese metaphors of death, highlighting their cultural significance and the ways in which they convey beliefs, emotions, and social attitudes. Employing qualitative methods and purposive sampling with interviews of 10 informants, the data were analyzed using the Conceptual Metaphor Theory. The findings revealed 17 metaphors surrounding death in Aceh, with 10 conveying positive connotations that reflect a cultural inclination to find solace and meaning amid loss, framing death as a transformative journey or a return to the Creator. Positive expressions, commonly used in religious recitations, consolatory speech at funerals, and everyday conversations about loss, included phrases like geutinggai tanyoe [left us], geuwoe bak Tuhan [gone home to God], geucok pulang [been taken back by God], geujak [departed], and geupeulikôt dônya [turned his/her back to the world]. Conversely, 7 negative metaphors highlight emotional challenges and societal fears. Impolite terms such as maté [is dead], keumah [is done/finished], and wabah kireueh [scraped by a plague] carry negative connotations and lack the respect typically associated with discussions of death. The study also highlighted the use of figurative language by adults when explaining death to children, including phrases like geujak [he/she has gone] and jak beuet [gone to study (the Qur’an)]. Given the study’s qualitative scope and reliance on ten purposively selected informants, the findings should be viewed as culturally specific insights rather than universally generalizable claims. These limitations mean that the results capture in-depth cultural meanings within Acehnese society but may not fully represent the diversity of individual experiences or be generalized across other cultures. Nonetheless, they underscore the value of localized metaphor analysis in revealing how communities linguistically frame universal human experiences such as death.
Copyright (c) 2025 Kismullah Abdul Muthalib, Anisah, Rizki Amalia (Author) https://creativecommons.org/licenses/by-sa/4.0
Using ChatGPT as a writing assistant: A study on essay quality development among Indonesian EFL University Students
AI-driven tools such as ChatGPT can be used to provide feedback on content and language aspects of essay writing. This study examines the impact of using ChatGPT as a writing assistant on the quality of essays written by undergraduate Indonesian EFL students. It employed a quasi-experimental design and involved 35 participants who were divided into the experimental (N = 18) and control (N = 17) groups. Pre-test and post-test scores were compared statistically to measure essay quality. Additionally, a questionnaire was used to explore the perceptions of students in the experimental group on ChatGPT as a writing assistant. Findings indicated significant differences in the essay quality for both groups from pre-test to post-test. However, post-test scores showed no significant difference between the experimental and the control groups. The results of the survey showed that students in the experimental group expressed positive perceptions of the use of ChatGPT which was measured from four categories: usefulness, ease of use, ease of learning, and satisfaction. The study concludes that although ChatGPT did not produce a statistically significant increase in essay quality when compared to only conventional method, the findings of student perceptions show that it could be used as a secondary tool. This is evidenced by a survey showing that access to ChatGPT improved the writing experience with real-time and tailored feedback which increased student engagement, confidence, and writing autonomy. Thus, EFL instructors can adopt the use of ChatGPT in their Essay Writing course in conjunction with the conventional method.
Copyright (c) 2025 Celiacika Gustisiwi Puteri, Bambang Yudi Cahyono, Utami Widiati, Nunung Suryati (Author) https://creativecommons.org/licenses/by-sa/4.0