Indonesian Journal of Applied Linguistics
type: channel
description: 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. Due to the exceptionally high number of submissions currently received by the journal, the desk evaluation and peer-review process will take longer than usual. At present, hundreds of manuscripts are awaiting review. We sincerely thank you for your patience, understanding, and continued trust in our journal.
publisher: Language Center, Universitas Pendidikan Indonesia
language: en
publication name: Indonesian Journal of Applied Linguistics
issn: 2301-9468
items: Novice teachers’ beliefs and practices in outcome-based education within Indonesian higher education
items: Phonological awareness as a linguistic foundation in reading instruction for children with learning disabilities in rural Indonesian communities
items: Beyond the page: Unearthing local wisdom in the Sundanese classic manuscript Wawacan Bermana Sakti
items: From home to classroom: A 20-year global bibliometric analysis of children’s reading literacy
items: Acoustic analysis of English vowel contrast by age and gender among Mainland Chinese speakers
items: Academic writing in multilingual EHL classrooms: Learners and teachers’ perspectives on feedback, strategies, and challenges in a South African IEB context
items: Generative AI ethics guidelines for academic writing: A content analysis of international publisher policies and a roadmap for the Indonesian context
items: Translingual practice in Indonesian popular song lyric writing: Creative multilingualism
items: Seeing Aceh from afar: A critical discourse analysis of Sharia law in BBC and CNN
items: Javanese women’s resistance to masculine domination in Palaran short story
items: Emergence of figurative usages of color terms in Thai
items: A corpus-based move analysis of highly-cited biochemistry research articles in high-impact Scopus journals
items: Insights into English proficiency: The analysis of test results among undergraduates in Thailand
items: A cross-cultural pragmatic analysis of refusal speech acts among Malay and German native speakers
items: Dialectological analysis of Arekan, Mataraman, and Pendhalungan regional linguistic features in East Java
items: “Dear my dearest me”: Reading self-image through students’ haikus
items: Plug in, listen in, rise up: Climate change education through podcast-based learning in English pre-service teacher education
items: Determinants of digital competence among English language teachers in Indonesian madrasahs
items: Digital storytelling as a dual-purpose pedagogical tool for developing literacy proficiency and creative expression in Indonesian EFL writing classrooms
items: Concession conjunctions in American, Pakistani, and Indonesian companies’ shareholder letters: A World Englishes perspective
items: Critical discourse analysis of social media responses to GP-performed caesarean section policy in Indonesia
items: The CEFR in Thailand: Reevaluation, recontextualization and integration into language policy and practice
items: Language anxiety symptoms, self-efficacy and willingness to communicate among Malaysian university students
items: Transitivity, modality, and power relations: A critical discourse analysis of leadership styles in East Java's 2018 gubernatorial election debates, Indonesia
items: A corpus-based comparison of EFL, ESL, and ENS lexical bundles in the ICNALE corpus
items: Language ideology of two escapees of Auschwitz-Birkenau camp: A CDA and corpus linguistics in German media
items: Qualitative analysis of the impact of deleting swearwords on their communicative effect in Arabic subtitling
items: Enhancing grammar mastery through Climbing Castle app: A game-based learning for secondary students
items: Poetics and consumption: A discourse analysis of Vietnamese culture
items: Influence of teacher dispositions on TPACK: Insights from pre-service EFL teacher education

Novice teachers’ beliefs and practices in outcome-based education within Indonesian higher education
type: item
description: The adoption of Outcome-Based Education (OBE) has gained prominence in Indonesian higher education, emphasizing measurable student competencies aligned with industry demands. While OBE is seen as a means to prepare students effectively for the global workforce, its successful implementation among novice teachers remains challenging due to limited training and resources. This study explores novice teachers’ beliefs, which are influential in achieving curriculum objectives, and compares those with extensive OBE training with those with minimal preparation, examining their teaching practices. Data were gathered through questionnaires, semi-structured interviews, and classroom observations, with 20 novice teachers invited to participate. By adopting Fives and Buehl’s (2016) belief model focusing on teachers’ beliefs about knowledge, teaching, and students, the findings reveal that teachers with more OBE training demonstrate higher confidence and greater appropriateness in student-centered methods, show flexibility in instructional strategies to support student outcomes, and tend to have a growth mindset. Conversely, teachers with less OBE training found the transition challenging, which affected their ability to implement OBE effectively and led them to adopt a fixed mindset. Besides, novice teachers’ classroom activities demonstrate appropriate practices in OBE, emphasizing results-oriented knowledge, behavior, professional skills, problem-solving, strong teamwork, and digital literacy, applying a student-centered approach to achieve learning outcomes. The study also underscores the critical role of continuous professional development and institutional support in shaping effective OBE practices, suggesting that sustained training can enhance OBE alignment in Indonesian higher education.
subject: Articles
  topic: section
subject: novice teachers
  topic: keywords
subject: outcome-based education
  topic: keywords
subject: teachers’ beliefs
  topic: keywords
subject: teaching practices
  topic: keywords
creator: Roviqur Riziqien Alfa
creator: M. Abdul Hamid
creator: Finda Muftihatun Najihah
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
starting page: 185
ending page: 197
doi: 10.17509/q64rnd27

Phonological awareness as a linguistic foundation in reading instruction for children with learning disabilities in rural Indonesian communities
type: item
description: Phonological awareness plays a vital role in supporting reading development, particularly for children with learning difficulties. This qualitative case study explores the impact of targeted phonological awareness training on 30 educators, consisting of 15 female and 15 male participants from three rural regions in Indonesia. The participants included elementary school teachers, early childhood educators, community tutors, and education facilitators, with teaching experience ranging from 3 to 25 years (average 12.4 years). Data were collected through classroom observations, interviews, written reflections, and document analysis, and analyzed using the constant comparative method, which included open, axial, and selective coding. Educators in these areas face a range of systemic challenges, including limited teaching resources, limited access to professional development, unreliable electricity and internet, low parental involvement, large class sizes, and differences between the language spoken at home and the language used in schools. Before the training, most participants struggled to teach sound-letter relationships explicitly. The training helped address this issue by introducing practical and context-based strategies that could be applied in daily classroom settings. After the intervention, teachers reported feeling more confident and demonstrated better approaches in teaching phoneme-grapheme connections. While many structural barriers remain, this study shows that professional growth is possible when educators receive the right support. The findings highlight the need for continuous teacher development, locally relevant materials, and supportive policies to improve literacy outcomes for children with learning challenges in rural contexts.
subject: Articles
  topic: section
subject: Learning difficulties
  topic: keywords
subject: non-formal education
  topic: keywords
subject: phonological awareness
  topic: keywords
subject: rural educators
  topic: keywords
creator: Fadly Halim Hutasuhut
creator: Ranti Novianti
creator: Ach. Rasyad
creator: Endang Sri Redjeki
creator: Lasi Purwito
creator: Syihabuddin
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
starting page: 92
ending page: 105
doi: 10.17509/h9ckxj08

Beyond the page: Unearthing local wisdom in the Sundanese classic manuscript Wawacan Bermana Sakti
type: item
description: Although the Sundanese manuscripts have been thoroughly studied, critical examination remains limited, and unearthing their underlying messages or wisdom could yield new insights. To fill the gap, this article examines the layered meanings of a traditional Sundanese folktale, Wawacan Bermana Sakti, by exploring how narrative motifs and symbolic codes articulate nature as an ecological, ethical, and spiritual concern within Sundanese society. Written in Pegon script between the 18th and 19th centuries, in verse form for performance as songs, Wawacan Bermana Sakti narrates the journey of Prince Bermana Sakti, an exiled prince who becomes a true king. Guided by Dundes’ folkloristics (2007) and Eco’s semiotics (1976), the analysis positions nature, in relation to the characters in the text, as a partner, the sacred, and power. This positioning is constructed through the recurring narrative structures examined in Dundes’ categories, while Eco’s semiotic lens reveals multilayered signs embedded in the various forms of nature as a partner, the sacred, and as power. The analysis indicates that the constructed nature has reflected an ethic of interdependence in which humans must learn from and live with nature. It can be assumed that nature has an enabling agentive quality that transforms Bermana Sakti into an accomplished leader. Wawacan Bermana Sakti anticipates ecological crises by perpetuating the notion that human survival and legitimacy depend on recognizing nature’s agency rather than subordinating it. Reflecting on the current ecological disaster, revisiting old manuscripts from various parts of Indonesia might shed light on local wisdom, which should be sustained as it may offer alternative solutions to contemporary issues at both the national and global levels.
subject: Articles
  topic: section
subject: agentive quality
  topic: keywords
subject: Bermana Sakti
  topic: keywords
subject: nature
  topic: keywords
subject: Sundanese manuscript
  topic: keywords
subject: wawacan
  topic: keywords
creator: Raden Safrina
creator: Nia Nafisah
creator: Ruhaliah
rights: Copyright (c) 2026 Raden Safrina , Nia Nafisah, Ruhaliah (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-31
publication date: 2026-05-31
starting page: 173
ending page: 184
doi: 10.17509/p3d6tc90

From home to classroom: A 20-year global bibliometric analysis of children’s reading literacy
type: item
description: Reading literacy is crucial for children's academic achievement. This bibliometric analysis aims to study children's reading literacy development from 2005 to 2024. Data were obtained from the Web of Science Core Collection by applying inclusion criteria that narrowed the search to peer-reviewed journal articles and conference proceedings published in English. Utilizing VOSviewer, 190 documents meeting the eligibility criteria were assessed to identify notable works, establishing publishing trends, and examine subject structures via co-occurrence, co-citation, and performance analyses. The results indicate a continuous enhancement in research input, with notable contributions to socioeconomic challenges, educational strategies, domestics literacy environments, and the application of extensive assessment frameworks such as PISA and PIRLS. A comprehensive conceptual framework grounded in modern literacy models, sociocultural points, and comparative educational research was illustrated through co-citation analysis. Co-occurrence analysis identified key themes in educational environments, including reading comprehension, achievement, linguistic proficiency, motivation and early intervention. Cluster analysis revealed four principal thematic categories, underscoring the intricacy and interrelation of literacy studies. The results underscore the intricacies of reading literacy, shaped by structural, cognitive, emotional, and societal factors. To offer more comprehensive frameworks for literacy development, they also disclose opportunities for enhanced integration across academic subjects. This study offers an evidence-based synthesis aligned with Sustainable Development Goal 4 (Quality education) to inform future research, policy and instructional activities aimed at promoting equitable and effective reading outcomes for children globally.
subject: Articles
  topic: section
subject: Children; education quality; home literacy environment; literacy achievement; reading literacy
  topic: keywords
creator: Shanina Sharatol Ahmad Shah
creator: Seong Pek Lim
creator: Zuwati Hasim
creator: Simah Mamat
creator: Yueh Yea Lo
creator: Huzaina Abdul Halim
rights: Copyright (c) 2026 Dr. Shanina Sharatol Ahmad Shah, Dr Lim Seong Pek, Associate Professor Dr Zuwati Hasim, Dr Simah Mamat, Dr Lo Yueh Yea, Dr Huzaina Abdul Halim (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
starting page: 1
ending page: 15
doi: 10.17509/kcah6019

Acoustic analysis of English vowel contrast by age and gender among Mainland Chinese speakers
type: item
description: The rapid growth of English language learners in Mainland China and of Chinese students in English-medium institutions of higher education has sparked scholarly interest in Chinese English (CE). Yet, from a phonetic perspective, few studies have examined how age and gender affect the production of CE vowels, despite research showing that these factors are important for understanding phonetic variation. This includes differences in English vowel quality and length. To address this gap, this quantitative study acoustically examined vowel contrast in English monophthongs among 23 male and female participants from two age groups comprising English majors and teachers from a public university in Mainland China. Participants read two passages from which 3481 monophthongs were extracted. The first (F1) and second (F2) formants and durations from the recordings were acoustically measured using Praat and statistically analysed using R. The findings revealed a consistent lack of vowel quality and length contrast across age and gender groups for typical vowel pairs. These findings echo previous studies suggesting that this pattern is becoming a common feature of CE. In terms of the vowel space, the vowels produced by older and female speakers were more spread out in the vowel space compared to those of younger speakers. This could indicate more carefully produced pronunciation among these groups of speakers. The findings of this study enhance our understanding of the evolutionary process of CE, an emerging variety of English, and can inform English pronunciation teaching and learning in Mainland China.
subject: Articles
  topic: section
subject: Age
  topic: keywords
subject: Chinese English
  topic: keywords
subject: gender
  topic: keywords
subject: monophthongs
  topic: keywords
subject: vowel contrast
  topic: keywords
creator: Huihui Wang
creator: Stefanie Pillai
creator: Yunisrina Qismullah Yusuf
rights: Copyright (c) 2026 Stefanie Pillai, Huihui Wang, Yunisrina Qismullah Yusuf (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-25
publication date: 2026-05-25
starting page: 143
ending page: 158
doi: 10.17509/hhwnng14

Academic writing in multilingual EHL classrooms: Learners and teachers’ perspectives on feedback, strategies, and challenges in a South African IEB context
type: item
description: This article examines how multilingual English home language (EHL) learners and their teachers at an Independent Examinations Board (IEB) school use strategies and feedback to address challenges in developing academic writing. It aims to reflect on learners’ perspectives on teachers’ strategies and techniques for enhancing their academic writing skills, and on whether they felt the assessment and feedback methods were effective in helping them meet the expectations set out in the IEB subject assessment guidelines. The study used a qualitative design to collect detailed insights into classroom writing practices and the challenges encountered, thereby contributing to pedagogy in multilingual English classrooms. Data were collected through analysis of curricular documents and learners’ written work, as well as through focus group discussions with learners and semi-structured interviews with teachers. The findings, which were supported by the autonomous and ideological models as well as the pedagogy of multiliteracies, revealed that learners value both structured support for developing technical writing skills and interactive, socially engaged learning environments. Teachers employed a mix of systematic skill-building techniques and contextual, multimodal approaches to enhance academic writing. However, challenges arose when aligning learner writing proficiency with curriculum expectations, particularly in mastering academic language and critical analysis. The study contributes to applied linguistics by demonstrating how feedback can be reconceptualised as a dialogic, identity-affirming practice rather than mere correction. It provides transferable pedagogical strategies for teachers in postcolonial language hierarchies and argues for assessment frameworks that recognise multilingual repertoires as cognitive resources and support equitable academic literacy development in the Global South.
subject: Articles
  topic: section
subject: academic writing development
  topic: keywords
subject: feedback
  topic: keywords
subject: IEB school
  topic: keywords
subject: learners’ perspectives
  topic: keywords
subject: multilingual English home language learners
  topic: keywords
subject: teachers’ strategies
  topic: keywords
creator: Tina Zinth-Wood
creator: Kershnee Sevnarayan
rights: Copyright (c) 2026 Tina Zinth-Wood, Kershnee Sevnarayan (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-28
publication date: 2026-05-28
starting page: 159
ending page: 172
doi: 10.17509/n9s8wt66

Generative AI ethics guidelines for academic writing: A content analysis of international publisher policies and a roadmap for the Indonesian context
type: item
description: The rapid rise of generative artificial intelligence (AI) tools such as ChatGPT and Grammarly has affected academic writing and literacy, a core concern in applied linguistics that encompasses genre conventions, authorial voice, and scholarly textual practices. While these tools enhance linguistic quality and efficiency, they pose ethical risks, including inadvertent plagiarism, reduced originality, and algorithmic bias. This study employs discourse analysis to examine AI ethics policies from five leading international publishers, Elsevier, Springer Nature, Wiley, Taylor & Francis, and SAGE. It focuses on how these policies linguistically construct norms of AI use through modality, lexical choice, and author accountability. Results reveal convergences (e.g., prohibition of AI as author, mandatory disclosure, human accountability) and divergences (e.g., Wiley’s documentation requirements, Springer’s confidentiality rules for reviewers, Taylor & Francis’ explicit mention of generative tools, and SAGE’s broader scope). Based on these findings, we propose a roadmap for standardized AI ethics guidelines for Indonesian journals, including: (1) tiered AI disclosure policies distinguishing language polishing (simple acknowledgment) from generative content creation (detailed documentation), and (2) institutional oversight committees comprising editors, ethicists, and AI literacy experts to review borderline cases. This roadmap also advances applied linguistics research on GenAI and textual patterns, including corpus-based detection of AI-generated academic text in non-native English contexts. Recommendations include policy harmonization, editor training, and disclosure templates to ensure ethical integration of AI in scholarly publishing.
subject: Articles
  topic: section
subject: academic writing
  topic: keywords
subject: disclosure policies
  topic: keywords
subject: ethics policies
  topic: keywords
subject: generative AI
  topic: keywords
subject: Indonesia
  topic: keywords
subject: publisher guidelines
  topic: keywords
creator: Lamhot Naibaho
creator: Fahrus Zaman Fadhly
creator: Taufiqulloh
creator: Ahdi Riyono
creator: Nur Alfayn Fathan Qarieba
creator: Nur Fathiyya Zahira Mujahidah
rights: Copyright (c) 2026 Lamhot Naibaho, Fahrus Zaman Fadhly, Taufiqulloh, Ahdi Riyono, Nur Alfayn Fathan Qarieba, Nur Fathiyya Zahira Mujahidah (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-25
publication date: 2026-05-25
starting page: 16
ending page: 28
doi: 10.17509/9n6vsa84

Translingual practice in Indonesian popular song lyric writing: Creative multilingualism
type: item
description: The multilingual turn in sociolinguistics has repositioned language as a dynamic social practice enacted across diverse settings, including second language education and non-educational creative domains. While translingual practices in educational contexts have received considerable scholarly attention, their manifestation in creative arts, particularly popular music, remains an underexplored area of inquiry. This study examines how Indonesian popular song lyricists employ diverse linguistic repertoires in their music. Ten bilingual (Indonesian–English) songs released between 2001 and 2021 were purposively selected based on genre diversity, release date, and cultural popularity. The songs were analysed through van Dijk’s (2015) Socio-Cognitive Approach (SCA), employing macro-, super-, and microstructural frameworks to examine their thematic content, translingual elements, lexical choices, and stylistic features. A structured perception survey administered to 67 audience members with varied demographic backgrounds was used to triangulate textual findings with audience reception data. The findings indicate that (1) love and romance are the dominant themes across the corpus, consistent with patterns in monolingual popular music; (2) translingual elements appear most frequently in the refrain or chorus section, signaling deliberate message emphasis by the writers; and (3) the socio-political freedoms of the post-New Order era appear to have contributed to greater artistic and linguistic experimentation in Indonesian popular music.
subject: Articles
  topic: section
subject: Creative multilingualism
  topic: keywords
subject: Indonesian popular music
  topic: keywords
subject: socio-cognitive approach
  topic: keywords
subject: song lyric writing
  topic: keywords
subject: translingual practice
  topic: keywords
creator: Else Liliani
creator: Ayu Niza Machfauzia
creator: Ashadi
rights: Copyright (c) 2026 Else Liliani (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-31
publication date: 2026-05-31
starting page: 198
ending page: 208
doi: 10.17509/kkzdez38

Seeing Aceh from afar: A critical discourse analysis of Sharia law in BBC and CNN
type: item
description: The implementation of sharia law in the northernmost autonomous province of Aceh, Indonesia, has been widely discussed in international news outlets. This qualitative study explores how Sharia law is implemented in Aceh, as represented by BBC and CNN from afar. For these reasons, three BBC and CNN reports were analyzed using the three-dimensional framework (text, interpretation, and explanation) of the critical discourse analysis (CDA) model proposed by Fairclough. The findings indicate that BBC and CNN shaped negative representations of the implementation of Aceh Sharia law in their reporting. Furthermore, the findings expose that BBC and CNN reports utilized particular offensive language that damagingly characterize Aceh sharia implementation as “draconian,” “abusive,” and “barbaric.” The BBC and CNN deficit discourse must be situated within diverse standpoints informed by CDA principles and media impartiality. In light of the findings, this study challenges the inadequately constructed deficit discourse and stigmatization of Aceh sharia law’s image. It provides valuable suggestions for CDA lecturers and students, including media professionals, on adopting more astute language and applying CDA awareness to complex legal and cultural topics.
subject: Articles
  topic: section
subject: Aceh Sharia law
  topic: keywords
subject: BBC
  topic: keywords
subject: CNN
  topic: keywords
subject: critical discourse analysis
  topic: keywords
subject: representation
  topic: keywords
subject: Fairclough
  topic: keywords
creator: Saiful Akmal
creator: Teuku Zulfikar
creator: Zawil Marjan
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 659
ending page: 670
doi: 10.17509/nhqtpx84

Javanese women’s resistance to masculine domination in Palaran short story
type: item
description: In patriarchal culture, women have always been given a disadvantaged place. It is often expressed in many ways, including in literary works. This study examines how masculine domination is exercised over women and the forms of women’s resistance to it in the Palaran story. Pierre Bourdieu’s theory of masculine domination is applied to dissect the short story “Palaran,” from the collection “Iblis Ngambek” (2003) by Indra Tranggono. Data were collected through a literature review and, drawing on Bourdieu's (2008) theory of masculine dominance, analyzed using a textual analysis method. The results of the study show that the masculine domination exercised by Adipati Anom over Nyi Adipati comprises two types: physical violence and symbolic violence. The resistance carried out by Nyi Adipati as a representation of Javanese Women was to take Adipati Anom's life because she could no longer resist the masculine dominance that she had suffered. The study’s results underscored the importance of public awareness of masculine dominance over women. Further research can examine the form of radical resistance exercised by the feminine against the masculine in literary works.
subject: Articles
  topic: section
subject: Masculine dominance
  topic: keywords
subject: Palaran
  topic: keywords
subject: patriarchal culture
  topic: keywords
subject: women’s resistance
  topic: keywords
creator: Imam Baihaqi
creator: Suminto Ahmad Sayuti
creator: Suroso
creator: Taufik Arochman
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 671
ending page: 681
doi: 10.17509/3j6mng50

Emergence of figurative usages of color terms in Thai
type: item
description: In Thai, color terms have been used figuratively since ancient times. This study aims to investigate the development of figurative usages of color terms in Thai from the Sukhothai period, the first Thai era in which written documents have been found, until the Rattanakosin period (the current period, which commenced in 1782 A.D.; records up until 2019 A.D.), the semantic processes involved, including the semantic domains of the figurative usages. The data was retrieved from selected literary works of the Sukhothai, Ayutthaya, and Rattanakosin periods, as well as from the Thai National Corpus. The findings reveal that among twelve color terms used in Thai language, the color term /dɛ:ŋ/ (RED) was used figuratively in the Sukhothai period while the color terms /kʰǎ:w/ (WHITE), /dam/ (BLACK), /lɨ̌aŋ/ (YELLOW), and /kʰǐaw/ (GREEN) which emerged in the same period, were used figuratively in the Ayutthaya period. Of the other seven color terms, /ʨʰom.pʰu:/ (PINK), /sôm/ (ORANGE), /fá:/ (LIGHT BLUE), and /mûaŋ/ (PURPLE), which were found in the Ayutthaya period, and /tʰaw/ (GREY), /ná:m.ŋən/ (DARK BLUE), and /ná:m.ta:n/ (BROWN), which were discovered during the Rattanakosin period, were used figuratively. The semantic processes involved in the usages of figurative meanings are metonymy and metaphor. The semantic domains that color terms refer to figuratively include characteristics, anomalies, items from daily life, emotions and feelings, the human life cycle, race, number, place, gender, class, time, nature, political regime, temperature, cooperation group, person, and food.
subject: Articles
  topic: section
subject: color terms
  topic: keywords
subject: figurative meanings
  topic: keywords
subject: order of emergence
  topic: keywords
subject: semantic domains
  topic: keywords
subject: semantic processes
  topic: keywords
creator: Thanatthakul Phornthipphayaphanit
creator: Nuntana Wongthai
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 549
ending page: 560
doi: 10.17509/67750v77

A corpus-based move analysis of highly-cited biochemistry research articles in high-impact Scopus journals
type: item
description: Rhetorically well-structured manuscripts are crucial for achieving successful publication in high-impact international journals. While a plethora of studies have explored the rhetorical structures of research articles across disciplines, scant attention has been given to the move-step patterns in highly cited biochemistry articles. Addressing this gap, the present study examines the rhetorical organization of 30 biochemistry research articles indexed in Scopus to identify structural conventions that characterize impactful scientific writing. Drawing on a qualitative, corpus-based approach, the analysis applied established models to investigate the rhetorical moves in four key sections: Abstracts, Introductions, Methods, and Results and Discussions. The conventionality of moves and sub-steps was assessed using Kanoksilapatham’s criteria. Findings reveal that all four sections exhibit conventional rhetorical structures: the abstracts contain four moves (introduction, purpose, product, conclusion), the introductions three (establishing a territory, a niche, the present work), the methods one (describing the study), and the results and discussions two (presenting key results, explaining/discussing effects). However, only a subset of the associated sub-steps met the threshold for conventionality. These findings offer a new rhetorical organization of high-impact research articles in biochemistry and practical implications for biochemistry researchers aiming to enhance the rhetorical quality of their manuscripts and increase their chances of successful publication in international journals.
subject: Articles
  topic: section
subject: biochemistry
  topic: keywords
subject: genre analysis
  topic: keywords
subject: move analysis
  topic: keywords
subject: research articles
  topic: keywords
subject: Scopus
  topic: keywords
creator: Eri Kurniawan
creator: Mutiara Elsa Putri
creator: Rachelle B. Lintao
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 523
ending page: 536
doi: 10.17509/z03ztb73

Insights into English proficiency: The analysis of test results among undergraduates in Thailand
type: item
description: Despite Thailand’s 2014 educational reform, which introduced the Common European Framework of Reference for Languages (CEFR) to enhance English proficiency, achievement levels among university students remain relatively low. Data-driven evidence is therefore essential for identifying learners’ specific weaknesses and informing curriculum and instructional design in higher education. This study examines areas for improvement in English skills among three groups of undergraduate students based on CEFR levels: Group 1 (Starter and Pre-A1), Group 2 (A1 and A1+), and Group 3 (A2 and A2+). The data consist of English proficiency test results from 6,618 undergraduates who took the UP-STEP, an adaptive standardized test of English proficiency assessment, during the 2022 academic year. The analysis employed thematic analysis to identify recurring problem areas, followed by frequency analysis to determine their prevalence. Three key domains emerged: listening, vocabulary, and grammar. The findings reveal that Group 1 struggled with basic wh-questions, verb meanings (e.g., live, like), and possessive constructions using have. Group 2 showed weaknesses in listening to clock time, vocabulary related to weather and daily activities, and expressing duration. Group 3 experienced difficulties with tag questions, vocabulary describing change, and perfect continuous tenses. These results offer empirical insights to support proficiency-level–specific curriculum development in Thai higher education.
subject: Articles
  topic: section
subject: CEFR
  topic: keywords
subject: English proficiency test
  topic: keywords
subject: English skills
  topic: keywords
subject: undergraduate students
  topic: keywords
creator: Chuanpit Sriwichai
creator: Chanapa Duangfai
creator: Narisa Paicharoen
creator: Sanit Yuensak
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 630
ending page: 644
doi: 10.17509/hv44am08

A cross-cultural pragmatic analysis of refusal speech acts among Malay and German native speakers
type: item
description: Successful communication requires not only mutual understanding between interlocutors but also a comprehensive understanding of how cultural rules are used in everyday language. The study aims to identify the refusal strategies employed by native Malay and German speakers when interacting with interlocutors of varying social status (lower, equal, and higher). A qualitative research design was used to analyse the refusal strategies, using a systematic coding scheme based on established refusal strategy taxonomies, followed by thematic analysis to identify recurring patterns across social status and cultural groups. The study included 30 participants, comprising 15 native Malay speakers and 15 native German speakers from various professional backgrounds residing in Selangor, Malaysia. Data were collected using a Discourse Completion Test (DCT), which obtained refusal behaviour across different social scenarios. The findings reveal that, although the refusal strategies used by Malay and German speakers are similar across social statuses, they differ in frequencies and pragmatic realisations. Malay speakers generally prefer more indirect and mitigated forms, while German speakers prefer more direct refusals, with age playing a greater role than social status. The study contributes to the field of foreign language teaching in German and Malay foreign languages, as well as the field of intercultural pragmatic competence, by outlining culturally the refusal behaviour and the cultural motivations underlying this speech act.
subject: Articles
  topic: section
subject: cross-cultural pragmatics
  topic: keywords
subject: refusals
  topic: keywords
subject: social status
  topic: keywords
subject: speech acts
  topic: keywords
creator: Farhana Muslim Mohd Jalis
rights: Copyright (c) 2026 Author https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 498
ending page: 509
doi: 10.17509/31exxs87

Dialectological analysis of Arekan, Mataraman, and Pendhalungan regional linguistic features in East Java
type: item
description: Javanese is often broadly categorised into Central Javanese, East Javanese, and Yogyakarta varieties; however, such a classification obscures the substantial internal dialectal variation within East Java. This article aims to analyse the dialectal differentiation (lexical, phonological, morphological, and sociolinguistic) in three regions of East Java. It emphasised the differences in accent and dialect among speakers from different regions. The data were collected through interviews with 9 informants: three from the Arekan region (Lamongan, Gresik, and Surabaya); three from the Mataraman region (Madiun, Kediri, and Blitar); and three from the Pendhalungan region (Probolinggo, Situbondo, and Jember). The participants were aged 20–40 and mostly from mid-level social backgrounds. Participants were assigned a theme for dialogue in their mother tongue, which was recorded with a voice recorder. The recording results were then analysed. To delve further, participants were interviewed to explore their family backgrounds, educational histories, and the environments in which they grew up. The research findings revealed many dialectal differences among the three areas in East Java, including vocabulary, word formation, and accent. The dialect differences reflect the intricate history and varied identities of Javanese people across East Java. Understanding these differences enriches not only the study of linguistics but also the broader appreciation of Indonesia's cultural mosaic.
subject: Articles
  topic: section
subject: accent
  topic: keywords
subject: Arekan
  topic: keywords
subject: Dialect
  topic: keywords
subject: Mataraman
  topic: keywords
subject: Pendhalungan
  topic: keywords
subject: word formation
  topic: keywords
creator: Lusia Eni Puspandari
creator: Desi Tricahyaningati
rights: Copyright (c) 2026 Lusia Eni Puspandari (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 658
ending page: 672
doi: 10.17509/6kd1sp97

“Dear my dearest me”: Reading self-image through students’ haikus
type: item
description: Adolescence is a critical stage in identity development, where individuals begin to define and express their self-image. This study explores how adolescent students construct their self-image through haiku, focusing on the diction, tone, and mood of their compositions. Drawing on Rosenberg’s (1989) theory of self-image, the study analyzed nine haikus written by second-year university students in Exploring Poetry class. Two central themes emerged: self-deprecation and self-appreciation. These themes reflect the degree to which the students’ present self-image aligns with their ideal self. The overall findings point to haiku’s potential as a creative medium that supports personal reflection and emotional awareness, serving as a meaningful outlet for identity exploration. By offering a non-intimidating medium for self-expression, haiku encourages students to engage with their internal states and articulate aspects of self that may otherwise remain unspoken. This research highlights the value of integrating reflective literary practices into the classroom as a pedagogical strategy to support adolescent development. In so doing, the study contributes to broader conversations on the role of creativity in fostering emotional and psychological well-being in educational contexts.
subject: Articles
  topic: section
subject: adolescence
  topic: keywords
subject: diction
  topic: keywords
subject: haiku
  topic: keywords
subject: poetry analysis
  topic: keywords
subject: self-image
  topic: keywords
creator: Isti Siti Saleha Gandana
creator: Kemalylla Rose Fadilah
rights: Copyright (c) 2026 Isti Siti Saleha Gandana, Kemalylla Rose Fadilah (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 582
ending page: 591
doi: 10.17509/k885r490

Plug in, listen in, rise up: Climate change education through podcast-based learning in English pre-service teacher education
type: item
description: This study investigates the use of educational podcasts to support climate change awareness and twenty-first-century competencies among pre-service English teachers. Specifically, the study examines changes in students’ climate change awareness before and after engaging in podcast-based learning activities, as well as their perceptions of podcast effectiveness, perceived challenges, and self-reported podcast themes in relation to twenty-first-century skills. The participants were 75 undergraduate students enrolled in English Language Education programs at multiple universities in Indonesia. Data were collected using a structured Likert-scale questionnaire administered before and after students participated in podcast-based learning activities, including listening to and producing educational podcasts on climate change. Quantitative data were analyzed using the Wilcoxon signed-rank test and descriptive statistics. The results after participating in podcast-based learning indicate a statistically significant increase in students’ self-reported climate change awareness (W = 0.00, Z = -7.52, p < .01). Students also reported positive perceptions of podcasts as a learning medium, particularly in supporting understanding of complex concepts, contextualizing environmental issues in English learning, and developing professional competencies as prospective teachers. Reported challenges included the need for technical and pedagogical training, difficulties with collaboration, technical constraints, and adapting climate-related content to English-language teaching contexts. Students further reported addressing themes such as environmental impacts, the role of education, and climate change mitigation and adaptation. Overall, the findings suggest that podcast-based learning represents a promising pedagogical approach for integrating climate change education into English language teacher education while supporting the development of essential twenty-first-century competencies.
subject: Articles
  topic: section
subject: Educational podcast; awareness; climate change education; English language teaching; 21st-century competencies
  topic: keywords
creator: Rita Inderawati
creator: Tita Ratna Wulan Dari
creator: Hamdi Aksan
rights: Copyright (c) 2026 Rita Inderawati, Tita Ratna Wulan Dari, Hamdi Aksan (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 605
ending page: 617
doi: 10.17509/2w9ybj39

Determinants of digital competence among English language teachers in Indonesian madrasahs
type: item
description: Digital competence seems to be important for teachers in today’s disruptive era. However, research on the determinants of digital competence among language teachers, especially in Islamic schools or madrasahs, remains scarce. This study investigates the determinants of digital competence among English language teachers in Indonesian madrasahs by examining the roles of pedagogical ability, digital learning motivation, digital literacy identity, and perceived barriers. Using a quantitative cross-sectional design, data were collected via a 116-item questionnaire administered to 186 English teachers across multiple Indonesian regions and teaching-experience strata. After establishing internal consistency and construct validity, multiple regression analysis was employed to estimate the predictive contribution of each factor to teachers’ digital competence. The results indicate that digital literacy identity emerged as the most potent positive predictor, followed by digital learning motivation and pedagogical ability, while perceived barriers showed a small but negative association. These findings suggest that strengthening teachers’ identity as digitally capable professionals, alongside sustained motivational and pedagogical support, may be more impactful than focusing solely on technical training. The study contributes to applied linguistics and digital pedagogy by clarifying how identity- and motivation-related mechanisms shape the integration of technology in EFL teaching within faith-based, resource-diverse schooling contexts.
subject: Articles
  topic: section
subject: Digital competence
  topic: keywords
subject: digital literacy
  topic: keywords
subject: digital pedagogy
  topic: keywords
subject: English language teachers
  topic: keywords
creator: Didin Nuruddin Hidayat
creator: Maya Defianty
creator: Ummi Kultsum
creator: Jee Young Lee
creator: Syahrul Ramadhan
rights: Copyright (c) 2026 Didin Nuruddin Hidayat, Maya Defianty, Ummi Kultsum, Jee Young Lee, Syahrul Ramadhan (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 510
ending page: 522
doi: 10.17509/n68yf650

Digital storytelling as a dual-purpose pedagogical tool for developing literacy proficiency and creative expression in Indonesian EFL writing classrooms
type: item
description: This study investigates the effects of digital storytelling (DST) on EFL students’writing performance and creative thinking in Indonesian higher education writing classrooms. The topic was selected because Indonesian universities continue to face uneven access to technology, while EFL writing instruction still struggles to balance linguistic accuracy with opportunities for creative development. Using an explanatory sequential mixed-methods design, this study involved 120 students and 10 lecturers from six universities in East Java, Indonesia. The quantitative phase employed a quasi-experimental pretest-posttest design. Students’ writing performance was assessed using Jacobs’ writing rubric, focusing on grammatical accuracy, lexical diversity, and textual coherence, while creative thinking was evaluated using adapted Torrance-based criteria that measured originality, elaboration, and fluency. The qualitative phase drew on semi-structured interviews, classroom observations, and analysis of students’ DST artifacts to explain the quantitative findings. The statistical analysis results showed significant improvements in grammatical accuracy (d = 0.55), lexical diversity (d = 0.62), and textual coherence (d = 0.70). Students also demonstrated substantial gains in originality (d = 1.02), elaboration (d =0.95), and fluency (d = 1.10). Qualitative evidence further showed that storyboarding, iterative script revision, multimodal design, and peer feedback helped students refine language use while expanding creative responses. The findings also indicate that DST remains applicable across institutions when structured scaffolding is provided. These findings suggest that DST can serve as a meaningful pedagogical approach for strengthening writing performance and creative thinking in resource-diverse EFL contexts.
subject: Articles
  topic: section
subject: Creative thinking
  topic: keywords
subject: digital storytelling
  topic: keywords
subject: EFL writing instruction
  topic: keywords
subject: Universal Design for Learning (UDL)
  topic: keywords
subject: writing performance
  topic: keywords
creator: Nirwanto Maruf
creator: Roshan K. Morve
creator: Slamet Asari
creator: Riska Widiyanita Batubara
creator: Sri Fitayanti
rights: Copyright (c) 2026 Nirwanto Maruf, Morve Roshan K, Slamet Asari, Riska Widiyanita Batubara, Sri Fitayanti (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-28
publication date: 2026-05-28
starting page: 209
ending page: 224
doi: 10.17509/jtnm6n97

Concession conjunctions in American, Pakistani, and Indonesian companies’ shareholder letters: A World Englishes perspective
type: item
description: Companies use impression management strategies to create narratives, distance themselves from negative events, and frame positive impressions. They employ distinctive rhetorical strategies for disclosing negative information, which are analyzable through stylistic features such as concession conjunctions. This study examines the use of concession conjunctions as a rhetorical strategy for disclosing negative information. Data were collected from 45 annual reports from the Indonesian Stock Exchange (IDX), Karachi Stock Exchange (KSE), and New York Stock Exchange (NYSE). Using WordSmith 4.0, we built a word list of English concession subordinating conjunctions (e.g., however, although, despite, though) and used the concordance feature to identify relevant sentences. Findings show all companies use these conjunctions, but patterns differ significantly. American and Indonesian companies favor the use of ‘however’, while Pakistani companies prefer ‘despite’. When disclosing negative information, U.S. and Indonesian companies tend to use clauses rather than noun phrases, whereas Pakistani companies favor noun phrases. For rhetorical strategy, all prioritize presenting negative information before positive information. The results confirm that Outer Circle countries, such as Pakistan, develop their own endonormative models rather than copying Inner Circle (U.S.) norms, whereas Expanding Circle countries, such as Indonesia, adhere to exonormative Inner Circle models. These findings advance contrastive rhetoric and World Englishes research, with practical tips for cross-cultural business communication.
subject: Articles
  topic: section
subject: concession conjunction
  topic: keywords
subject: endonormative model
  topic: keywords
subject: exonormative model
  topic: keywords
subject: letter to shareholders
  topic: keywords
subject: world Englishes
  topic: keywords
creator: Aris Munandar
creator: Syed Sajjad Ali
rights: Copyright (c) 2026 Aris Munandar, Syed Sajjad Ali (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-27
publication date: 2026-05-27
starting page: 106
ending page: 116
doi: 10.17509/abvjqk20

Critical discourse analysis of social media responses to GP-performed caesarean section policy in Indonesia
type: item
description: The Indonesian Minister of Health stated that general practitioners (GPs) could perform caesarean sections under certain circumstances, sparking public discussion on the social media platform X (formerly Twitter), particularly regarding clinical safety and policy implementation. Using critical discourse analysis (CDA) and drawing on van Leeuwen’s (2008) social actor representation framework, this study examines how key actor groups, namely the Minister of Health, GPs, OB-GYNs, and pregnant women, are linguistically represented in public posts. These actors were examined because they constitute the main institutional decision-maker, the professional groups most directly invoked in the debate, and the primary affected subjects in the context of childbirth care. The findings show recurring representational patterns that produce an apparent asymmetry in how actors are positioned within the discourse. The Minister of Health is frequently activated and personalized through repeated attribution of agency and informal nomination, which renders his role especially visible and discursively central. By contrast, GPs and OB-GYNs are commonly functionalized and passivated through occupational and institutional role labels that cast them as professional categories rather than as individual speakers. At the same time, pregnant women are represented through relational and vulnerability-oriented framings that link them to risk and consequence. Taken together, these patterns characterise how actors in social media discourse are positioned through linguistic representation, particularly with respect to agency, responsibility, and visibility.
subject: Articles
  topic: section
subject: cesarean section
  topic: keywords
subject: critical discourse analysis
  topic: keywords
subject: Indonesia
  topic: keywords
subject: social actor representation
  topic: keywords
subject: social media
  topic: keywords
creator: Untung Yuwono
rights: Copyright (c) 2026 Untung Yuwono (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 645
ending page: 658
doi: 10.17509/w88vdm13

The CEFR in Thailand: Reevaluation, recontextualization and integration into language policy and practice
type: item
description: The adoption and implementation of the Common European Framework of Reference for Languages (CEFR) in Thailand and the localized Framework of Reference for English Language Education (FRELE-TH) were part of national efforts to improve Thai students’ English proficiency to be aligned with global benchmarks, such as the ASEAN Economic Community (AEC) and the Program for International Student Assessment (PISA). Part of this evaluation involved reviewing policy documents, academic literature, and the CEFR-CV (2018/2020). Additionally, the utilization of mediation, plurilingual and pluricultural competence, and action-oriented learning in the Thai educational context was examined to offer expanded reference levels and descriptors for localizing the CEFR. Several studies have found the adoption has encountered challenges in terms of practical application. For instance, teachers face several challenges, including limited familiarity with the framework, overemphasis on high-stakes testing, resource disparities, and a lack of sustained institutional support. Its impact remains constrained by the gap between policy and classroom reality practices. The indication is that, although the CEFR is potentially beneficial to be used as a framework to transform the educational system of Thailand, a thoughtful recontextualization that foregrounds teacher agency, inclusive pedagogies, and technological integration is necessary. Hence, a recalibration of language education policy is needed to support CEFR as a pedagogical tool, rather than viewing it merely as an assessment metric. As well, curriculum development, teachers’ education, and regional collaboration are essential for a more CEFR-informed approach to innovation across multiple levels of the education system.
subject: Articles
  topic: section
subject: CEFR in Thailand
  topic: keywords
subject: Common European Framework of Reference for Languages (CEFR)
  topic: keywords
subject: Framework of Reference for English Language Education (FRELE-TH)
  topic: keywords
subject: language policy and practice
  topic: keywords
creator: Joseph Foley
creator: Marilyn Fernandez Deocampo
creator: Nita Novianti
rights: Copyright (c) 2026 Joseph Foley, Marilyn Fernandez Deocampo, Nita Novianti (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 618
ending page: 629
doi: 10.17509/rz1bhj53

Language anxiety symptoms, self-efficacy and willingness to communicate among Malaysian university students
type: item
description: Oral communication anxiety is a persistent challenge for university students, especially in multilingual settings where English is not the primary language. This study examined the relationships between communication apprehension symptoms, self-efficacy, and language anxiety among Malaysian undergraduates, using Imagined Interaction Theory as a theoretical framework. A total of 358 students from a public university in Sarawak completed a questionnaire, and the data were analysed using SmartPLS structural equation modelling. Descriptive findings revealed elevated levels of language anxiety (M = 3.88, SD = 1.25) and cognitive distress (M = 3.71, SD = 1.28) among respondents. The results indicated that cognitive (β = 0.266, p = 0.001) and physical symptoms (β = –0.137, p = 0.054) significantly predicted higher language anxiety and lower self-efficacy (cognitive: β = 0.186, p = 0.006; physical: β = 0.31, p = 0.000). However, behavioural symptoms showed no significant impact on self-efficacy (β = 0.015, p = 0.786). Self-efficacy did not mediate the effect of anxiety symptoms on language anxiety (p > 0.1 for all paths), but willingness to communicate in English significantly moderated the relationship between self-efficacy and language anxiety (β = –0.084, p = 0.073). These findings suggest that internal cognitive-affective experiences are more influential than outward behaviours in shaping communicative confidence. The study highlights the need for targeted pedagogical strategies, including mental rehearsal and cognitive-behavioural techniques, to support students in managing communication anxiety. Implications are particularly relevant for multilingual educational contexts aiming to enhance students’ English oral communication competence.
subject: Articles
  topic: section
subject: Communication apprehension
  topic: keywords
subject: imagined interaction theory
  topic: keywords
subject: language anxiety
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: willingness to communicate
  topic: keywords
creator: Marcus Gee-Whai Kho
creator: Su-Hie Ting
creator: Walftor Dumin
rights: Copyright (c) 2025 Marcus Gee-Whai Kho, Su-Hie Ting, Walftor Dumin (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 483
ending page: 497
doi: 10.17509/zk5q0b42

Transitivity, modality, and power relations: A critical discourse analysis of leadership styles in East Java's 2018 gubernatorial election debates, Indonesia
type: item
description: 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.
subject: Articles
  topic: section
subject: Critical discourse analysis
  topic: keywords
creator: Sueb
creator: Ali Wafa
rights: Copyright (c) 2025 Sueb, Ali Wafa (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 433
ending page: 445
doi: 10.17509/cazjm514

A corpus-based comparison of EFL, ESL, and ENS lexical bundles in the ICNALE corpus
type: item
description: 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.
subject: Articles
  topic: section
subject: corpus linguistics
  topic: keywords
subject: education
  topic: keywords
subject: EFL
  topic: keywords
subject: ESL
  topic: keywords
subject: lexical bundle
  topic: keywords
creator: Prihantoro
creator: Shin’ichiro Ishikawa
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 398
ending page: 419
doi: 10.17509/xq43nf49

Language ideology of two escapees of Auschwitz-Birkenau camp: A CDA and corpus linguistics in German media
type: item
description: 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.
subject: Articles
  topic: section
subject: Auschwitz-Birkenau camp
  topic: keywords
subject: Critical Discourse Analysis
  topic: keywords
subject: language ideology
  topic: keywords
creator: Antok Risaldi
creator: Anang Santoso
creator: Mimas Ardhianti
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 347
ending page: 358
doi: 10.17509/1g9s5e95

Qualitative analysis of the impact of deleting swearwords on their communicative effect in Arabic subtitling
type: item
description: Swearwords are deliberately used in movies to achieve certain communicative effects, including the expression of characters’ inner feelings, their social and educational backgrounds, and the relationships among 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 reasons, swearwords are either toned down or removed entirely in the subtitling process. In light of this, this study adopts a qualitative approach to examine the effect of deleting swearwords on their communicative impact in amateur subtitling of American crime drama movies into Arabic and to 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 deleting swearwords results in an inaccurate portrayal of the character’s personal feelings, their socio-cultural traits, or their relationships 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 swearword handling in subtitling is essential to avoid such losses.
subject: Articles
  topic: section
subject: Amateur subtitling
  topic: keywords
subject: deletion
  topic: keywords
subject: equivalent effect
  topic: keywords
subject: subtitling constraints
  topic: keywords
subject: swearwords
  topic: keywords
creator: Abed Shahooth Khalaf
creator: Ayad Hammad Ali
creator: Sabariah Md Rashid
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 421
ending page: 432
doi: 10.17509/ervx8495

Enhancing grammar mastery through Climbing Castle app: A game-based learning for secondary students
type: item
description: With the undeniable growth of digital learning as a cutting-edge educational technology, there is an increasing demand for diverse digital grammar-learning experiences for secondary-level students. This study examines the effectiveness of Android-based games in enhancing grammar learning, using a quasi-experimental design with control and experimental groups to evaluate the Climbing Castle app. 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, increasing their grammar scores from 62.71 to 68.29 from pre-test to post-test. By comparison, the control group rose from 60.86 to 61.29. A comparative analysis indicates that the Climbing Castle app had a more significant positive impact on the acquisition of grammatical skills than conventional learning methods for junior high school students. 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.
subject: Articles
  topic: section
subject: Climbing castle app
  topic: keywords
subject: effectiveness
  topic: keywords
subject: increment grammar mastery
  topic: keywords
creator: Hesty Puspita Sari
creator: Azza Jauhar Ahmad Tajuddin
creator: Zulfadli A Aziz
creator: Latifatul Isro’iyah
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 387
ending page: 397
doi: 10.17509/ctthnz26

Poetics and consumption: A discourse analysis of Vietnamese culture
type: item
description: 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.
subject: Articles
  topic: section
subject: Consumer norm
  topic: keywords
subject: Focaultian discourse analysis
  topic: keywords
subject: poetics
  topic: keywords
subject: Vietnamese consumption
  topic: keywords
creator: Ly Tuan Phan
creator: Nhung Thuy Tran
rights: Copyright (c) 2025 Ly Tuan Phan, Nhung Thuy Tran https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 465
ending page: 482
doi: 10.17509/pqmcj328

Influence of teacher dispositions on TPACK: Insights from pre-service EFL teacher education
type: item
description: 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 pra…
subject: Articles
  topic: section
subject: Dispositional factors
  topic: keywords
subject: EFL
  topic: keywords
subject: teacher dispositions
  topic: keywords
subject: teacher education
  topic: keywords
subject: technological pedagogical content knowledge
  topic: keywords
subject: TPACK
  topic: keywords
creator: Panachanok Chanwaiwit
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 359
ending page: 374
doi: 10.17509/tt54xq47