Journal of Language and Literature Studies
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Peer Assessment in Writing Classroom: Exploring its Potential in Developing Students Communication Skills
No full textIn higher education in Algeria, assessment in the English as a Foreign Language classroom remains a contentious issue, as educators continue to express skepticism towards the adoption of the new assessment paradigm. In this regard, stakeholders successfully implemented alternate evaluation methods to evaluate students' performance more accurately. This research aims to investigate the importance of genuine assessment, specifically peer evaluation, in the EFL writing classroom. A quantitative technique was used for the research, including a survey delivered to a randomly chosen sample of forty (40) EFL students at ENS of Laghouat. The study used descriptive statistics and regression analysis. The results confirmed that most students possess favorable attitudes towards peer assessment, as it enhances their self-reflection by incorporating real-life experiences and providing them with a degree of control over their learning through tasks, thereby fostering greater responsibility and independence in their learning process. Students may encounter challenges when participating in peer assessment in their writing classroom. However, they have the capacity for self-regulation and can develop greater awareness and responsibility for their own learning
Sociolinguistic Dimensions of Language Shift and Identity Renegotiation Among Belait Speakers in Brunei Darussalam: Sociopolitical Implications
No full textThis study investigates the ongoing shift of the Belait language in Brunei and its impact on identity renegotiation among its speakers. The research examines socio-political, cultural, and cognitive factors contributing to language attrition, particularly the dominance of Dialek Melayu Brunei and English. Using qualitative methods, including in-depth interviews and observations, data were analyzed through a sociocognitive framework to explore how Belait speakers navigate linguistic and cultural changes. Findings indicate that intra-marriage plays a crucial role in language preservation, fostering intergenerational transmission and reinforcing cultural identity. Conversely, mixed marriages accelerate the shift toward dominant languages, diminishing the use of Belait within households. Socio-political pressures, including language policies that prioritize Malay and English in education and administration, further marginalize Belait, limiting its functional domains. Additionally, economic influences, such as increased labor migration, contribute to the preference for dominant languages in professional settings. Despite these challenges, community-driven efforts, including familial language practices and cultural initiatives, demonstrate resilience in preserving linguistic heritage. The study highlights the urgent need for comprehensive language policies, educational inclusion, and institutional support to revitalize the Belait language. Addressing structural and attitudinal barriers is essential to sustaining linguistic diversity and strengthening cultural identity within Brunei’s evolving multilingual landscape
Unveiling the Preferred Methods in Grammar Learning: Beliefs from EFL Undergraduates
No full textDue to its fluidity, learners’ beliefs in English language teaching (ELT) have long been a topic of discussion among scholars. This paper sheds light on what learners believe about grammar learning. This study involved forty-five undergraduate students from the English language education (ELE) department in five different universities in East Java, Indonesia. Then, using a survey design, the current investigation aims to reveal the beliefs of undergraduates concerning instructional methods they prefer while learning grammar in the classroom. Data were collected through a questionnaire covering statements representing form- and meaning-focused instruction, focus on form and focus on forms instruction, implicit and explicit instruction, deductive and inductive instruction. The questionnaire results were analyzed using descriptive statistics to facilitate the interpretation of numerical findings. Based on empirical evidence, it was found that Indonesian EFL undergraduates prefer methods that give them a central focus on grammar, such as form-focused instruction, focus on forms, explicit instruction, and deductive instruction. Furthermore, this study offers valuable insights into how teachers in higher education can effectively teach grammar to students by considering their individual learning preferences
Understanding Students’ Experiences with Project-Based Assessment across Educational Levels and Contexts
No full textProject-based assessment (PBA) is often highlighted as a more authentic, engaging, practical, and student-centered approach compared to traditional exams. However, despite its growing use, there is limited and unified understanding of how students actually experience PBA across different educational levels and learning contexts. This gap in the literature is crucial, as student experiences are central to determining the effectiveness and inclusiveness of assessment practices in diverse classroom settings. It is crucial to understand how students experience PBA to ensure that this assessment approach fulfills its potential of meaningful, equitable, and effective learning. This article aims to systematically review empirical studies that explore students’ experiences with PBA, focusing on how these experiences vary across primary, secondary, and tertiary education as well as cultural and institutional contexts. The study is grounded in qualitative data drawn from published research articles, analyzed using thematic synthesis under the PRISMA framework. Inclusion criteria targeted peer-reviewed studies that foreground student voices and were published within the last 10 years. Findings indicate a combination of positive experiences, such as increased engagement, collaboration, and real-world skill development, alongside persistent challenges, including perceived workload imbalance and unclear assessment criteria. The review underscores the significance of adapting PBA to specific contexts and advises that future research systematically include student perspectives to refine assessment methods better and promote fairness. Implications of these findings for practice for educators and policy makers are that more nuanced and responsive assessment strategies have the potential to improve inclusiveness and instruction. Future research should also look into how school support, teacher support, and cultural contexts influence the efficacy of PBA interventions
Enhancing Career Development for Engineering Students Through Role Play: Developing English Speaking Skills For Professional Settings
No full textThis study explores the implementation of role-play activities in enhancing English speaking skills for engineering students, particularly in the context of career development. The research was conducted with 20 fifth-semester students enrolled in the Electrical Power System Engineering program at the State Polytechnic of Malang, who were enrolled in the English for Career Development (ECD) course. A descriptive qualitative design was employed, utilizing observation and questionnaires to assess the effectiveness of role-play in improving students' speaking abilities, focusing on areas such as vocabulary acquisition, confidence, and professional communication. The role-play activity centered around job interviews, where students took on the roles of both interviewer and interviewee, requiring them to engage with professional language and real-world scenarios. The results indicated that role-play significantly enhanced student participation, with the highest scores observed in the participation aspect. The students also showed notable improvements in vocabulary use, confirming the role-play's ability to activate and expand students' vocabulary in a professional context. However, the study also revealed challenges in grammar, particularly in tense usage, which impacted clarity and accuracy. The feedback provided to students helped address these issues. Additionally, the questionnaire results highlighted the positive impact of role-play on students' motivation, knowledge, skills, and attitudes, indicating that the technique fosters active engagement and enhances soft skills. The findings suggest that role-play is a valuable tool for improving English speaking skills among non-English major students, especially in technical fields, and can be effectively integrated into language curricula for career development
AR-Based Flashcards to Improve Primary School Students’ English Vocabulary Mastery: Insights from Vocabulary Learning Research
No full textThis study aims to develop and test the effectiveness of Augmented Reality (AR) flashcards to improve English vocabulary mastery for 25 students in the fifth-grade primary school. The research method used is Research and Development (R&D) with the ADDIE development model that includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data collection was carried out through questionnaires, and vocabulary tests before and after treatment. The results of the study indicate that AR flashcards are very effective in supporting vocabulary learning. Validation by material experts showed a feasibility level of 93%, indicating that the content in this media is accurate, relevant, organized coherently, and appropriate to the level of cognitive development of students. Media experts also assessed AR flashcards as valid in terms of visual appearance and functionality. Teachers gave very positive responses, especially in aspects of media use and management in the classroom. Students showed high engagement, enjoyment, and increased learning motivation during learning with this media, although some experienced difficulties in understanding the language used. The test results showed a significant increase in vocabulary mastery, from 40% in the pre-cycle to 92% in the third cycle. These findings demonstrate that AR flashcards are effective and technologically innovative. The implications of this study suggest that AR flashcards can be an alternative contextual and student-centered learning medium in accordance with the Independent Curriculum. However, limitations include the limited number of subjects and the need for simplified language. Further research is recommended for broader coverage and long-term evaluation
Enhancing Instructional Clarity in Teaching English: A Case Study in Pre-Service Microteaching in Uzbekistan
No full textThis applied research case study investigates whether the pre-service teachers use Instruction Checking Questions (ICQs) and Concept Checking Questions (CCQs) to improve their instructional clarity in the microteaching of the practicum course. According to the study, 24 out of 26 pre-service teachers (92.31 %) did not apply ICQs, and no one effectively used CCQs. Even though they had passed the instructional methods, teaching English to Young learners, and lesson planning courses, the participants of this study failed to give clear instructions and check students' understanding of grammar and vocabulary in the classroom. The author used qualitative applied research with basic descriptive statistics. The observations and analyses were conducted on the recordings of the practicum microteaching course. The findings represent that overuse of teacher talk, lack of instructional scaffolding, and no application of conceptual understanding are the essential issues. The gaps found in the literature also align with the findings from the studies on pre-service educator practices. In conclusion, there is a need for more experiential and practice-oriented courses in higher educational institutions in Uzbekistan. The research advocates for a structured reflective approach, explicit modeling, clear demonstration, reduction of Teacher Talking Time (TTT), and feedback sessions. The article suggests that the curriculum should incorporate more practical topics on ICQs, CCQs, a discussion of the reflective approach, modeling technique, the use of TTT, constructive feedback, and as well as critical pedagogy
Aartificial Intelligence and Teacher Collaboration in Enhancing English Fluency: Evidence from EFL Vocational Schools Learners
No full textThis study explores the challenges of enhancing English fluency among students at vocational high schools and evaluates the potential of integrating artificial intelligence (AI) tools with teacher collaboration as a strategy for improvement. In a region marked by limited teaching resources, geographical isolation, and a shortage of qualified educators, traditional English instruction often fails to meet students’ communicative needs. The research aimed to determine whether the combined use of AI-based interventions and collaborative teaching practices could yield more effective outcomes in speaking fluency compared to conventional methods. Utilizing a quasi-experimental design without random assignment due to logistical constraints, the study involved 200 participants from five vocational schools. Data were collected through surveys and in-depth interviews. Quantitative analysis, using independent t-tests and ANOVA, revealed a statistically significant improvement in fluency scores for the experimental group. Pre-test mean scores were 18.2 (experimental) and 17.9 (control), while post-test scores increased to 24.5 and 20.1, respectively, with Cohen’s d values indicating a strong effect (1.21 for experimental, 0.42 for control). Qualitative findings showed that students developed greater confidence and motivation, influenced by the interactive and adaptive features of AI, while teachers reported increased instructional alignment through collaborative efforts. The study concludes that integrating AI tools with teacher collaboration creates a supportive, engaging, and effective environment for developing fluency. It recommends broader implementation of such models in similar educational contexts and suggests future research focus on long-term impacts and sustainable strategies for embedding AI in teacher training and classroom practices
Structural Approach of Miss Peregrine's Home for Peculiar Children Through Fantastic Theory
No full textThis study investigates the fantastic elements in Miss Peregrine’s Home for Peculiar Children through a structural analysis grounded in Tzvetan Todorov’s Fantastic Theory. The film was chosen because of its rich and complex depiction of a supernatural world that remains embedded within a coherent and believable narrative framework. Adopting a qualitative descriptive method, the research examines how motifs, plot structures, characters, settings, and decor work together to construct the fantastic dimension of the story. Data were obtained primarily through close observation of selected film scenes, with additional insights drawn from relevant secondary literature to strengthen interpretation. The analysis demonstrates that the film skillfully blends both marvelous and uncanny elements, such as recurring time loops, peculiar abilities possessed by children, and the presence of mythical creatures, in order to sustain the logic of its fantasy world. These elements function not merely as imaginative spectacle but as integral narrative devices that support broader thematic concerns. Central to these are issues of identity formation, the protective boundaries of community, and the tension between freedom and safety, which resonate with universal human dilemmas. The findings suggest that Todorov’s theoretical framework is particularly effective for dissecting the layered structures of fantasy in contemporary cinema, as it highlights the interplay between realistic and supernatural elements that define the genre. In conclusion, the study affirms that fantasy in film is not solely a mode of escapism but also a medium for deeper reflection on social, psychological, and existential aspects of human experience
Empowering Academic Writing Through AI: A Systematic Review of Benefits and Challenges Impact
No full textArtificial Intelligence (AI) has significantly impacted academic writing. AI-powered tools such as ChatGPT, Grammarly, and Quilbot enhance writing efficiency by providing benefits for the users. This systematic literature review analyzed 14 studies from 2019 to 2024 to examine the benefits and challenges of using AI for academic writing. From the findings, it was found that AI helps improve writing quality and efficiency (e.g, grammar correction features to help revise quickly), and accessibility (e.g, offering grammar correction, paraphrasing tools, and content generation). However, some of the studies highlight the need to be concerned about plagiarism risk due to uncritical copying of AI-generated texts, reduced creativity and critical thinking as students became over-reliant on AI suggestions, and the inaccuracy of information produced. These challenges highlight the need for ethical guidelines and responsible AI integration to balance innovation with academic integrity. Therefore, this study emphasizes the importance of collaboration among educators, students, and policymakers in developing appropriate frameworks for AI integration in the academic context, especially in academic writing