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2026
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About the Journal
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.
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Current Issue
Vol. 15 No. 2 (2025): Indonesian Journal of Applied Linguistics
Published:
30-09-2025
Articles
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Comprehensibility of Indonesian teachers’ translanguaging: Insights from higher education English classrooms
Yulia Hapsari Universitas Pendidikan Indonesia Indonesia , Fuad Abdul Hamied Universitas Pendidikan Indonesia Indonesia , Emi Emilia Universitas Pendidikan Indonesia IndonesiaThe continuously refined definition of translanguaging potentially leads to classroom translanguaging practices whose benefits in EFL contexts are still debatable. Regarding translanguaging as a multilingual speakers’ strategy to draw linguistic features from their full repertoire to convey meaning, this study examined multilingual English teachers’ translanguaging practices in English classrooms and the comprehensibility of these practices. The teachers’ translanguaging practices were described based on qualitative data analysis of classroom observations and V-SRIs involving two teachers from an English department at a university in Indonesia. The comprehensibility of the teachers’ translanguaging practices was measured using a comprehensibility rating scale filled out by ten students who also noted down their responses to open-ended questions exploring factors contributing to their comprehension. The results showed that one teacher practiced translanguaging by drawing linguistic features from English and Indonesian, while the other drew from Javanese in their language repertoire. Three dominant translanguaging strategies were identified: alternating drawing in sustained speech, alternating drawing in minimal speech, and fluid drawing in sustained speech. The comprehensibility rating indicated that the teachers’ translanguaging in the first strategy was more intelligible than in the second strategy, while in the third strategy it was the least intelligible. Students’ judgments of the teachers’ capability in using English, confusion regarding the contexts of the topics discussed, and (un)supportive learning environments contributed to the comprehensibility of the teachers’ translanguaging practices. Hence, teachers’ awareness of their translanguaging practices and their effect on students’ comprehension of the material is urged.
Pages: 261-274Views: - Downloads: -From lyrics to meaning: Student reflections on pragmatic meaning in French song lyrics
Sri Rejeki Urip French Literature Study Program, Universitas Negeri Semarang, Indonesia Indonesia , Tommi Yuniawan Indonesian Language Education Study Program, Universitas Negeri Semarang, Indonesia Indonesia , Eko Raharjo Music Education Study Program, Universitas Negeri Semarang, Indonesia Indonesia , Anastasia Pudjitriherwanti French Literature Study Program, Universitas Negeri Semarang, Indonesia Indonesia , Yuliarti Mutiarsih French Education, Universitas Pendidikan Indonesia IndonesiaPragmatics plays a prominent role in French language teaching, since it serves as the foundation for authentic communication that allows for interpretation beyond the literal meaning. This role is especially important in French language education, where different forms of language use often signal various levels of politeness. While songs have been generally used with children or school students, due to their characteristics that help with retention and rich use of mnemonics, there is a paucity of research investigating how songs can be used to teach French pragmatics at the university level. To address this gap, this study explored French Literature students’ reflections on pragmatic elements, such as speech acts, the cooperative principle, and deixis in songs. It draws on established theories by Austin and Warnock (1962), Searle (1969, 1975), and Grice (1975) to analyze how language use in lyrics serves communicative functions, not just artistic expression. Sixty French Literature undergraduate students enrolled in La Pragmatique (Pragmatics) classrooms in Indonesia participated in this inquiry. Data were obtained from interviews, reflective journals, and students’ reports on pragmatic analysis. This 15-week study employed thematic analysis across multiple data sources to investigate how French Literature students identified and interpreted pragmatic features in songs. The findings highlight that students analyzed songs not only at the level of lyrics but also by drawing on contextual cues such as emotion, cultural background, social situation, and personal experience in meaning-making. The findings further show that songs are favored among French Literature students, as they create a stress-free learning environment for A2 level French students. The implications and recommendations for the effective integration of songs into pragmatic instruction for French literature students are also provided
Pages: 275-288Views: - Downloads: -International students’ strategies for overcoming barriers in learning Indonesian
Hary Soedarto Harjono Universitas Jambi Indonesia , Sri Wachyunni Universitas Jambi IndonesiaThe number of international students from diverse cultural and linguistic backgrounds is growing, largely due to increased global mobility, which leads to more interactions with their local counterparts in host nations. These interactions often present cultural, linguistic, and psychological barriers, particularly when it comes to adapting to new environments and engaging with different social and cultural norms. This qualitative study examines the barriers that overseas students encounter when studying Indonesian in an academic setting in Indonesia, as well as the strategies they employ to overcome these barriers. Qualitative data were collected through semi-structured interviews and focus group discussions with 11 international students from Gambia, Pakistan, Egypt, and Yemen who voluntarily participated in this case study. Thematic analysis revealed that these students encounter barriers in their Indonesian language learning journey. These barriers include linguistic barriers (such as a lack of vocabulary, pronunciation, and grammatical difficulties), cultural barriers (misunderstandings related to language politeness and social norms), and psychological barriers (including anxiety, frustration, and low self-efficacy) when learning the Indonesian language. To overcome these challenges, students employ diverse strategies, including interacting with native speakers, utilizing technology, engaging with the local community, seeking peer support, and practicing self-regulated learning, to enhance their language acquisition and cultural integration. The findings have both academic and practical implications for curriculum development and teacher training, helping to create more enriching learning experiences for international students studying Indonesian within a rich intercultural and applied linguistics framework.
Pages: 289-304Views: - Downloads: -“I feel like I'm not dealing with people”: Posthumanism, agency, and language teaching
Mark Love Woosong University Korea, Republic of , Andrew Wilbur Seoul National University Korea, Republic ofLanguage 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.
Pages: 305-319Views: - Downloads: -Politeness and impoliteness by teachers and students in technology-assisted teaching and learning process
Sulis Triyono Universitas Negeri Yogyakarta Indonesia , Wening Sahayu Universitas Negeri Yogyakarta Indonesia , Fitri Yuliana Universitas Negeri Yogyakarta IndonesiaCommunication 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.
Pages: 320-331Views: - Downloads: -Using ChatGPT as a writing assistant: A study on essay quality development among Indonesian EFL University Students
Celiacika Gustisiwi Puteri Universitas Negeri Malang Indonesia , Bambang Yudi Cahyono Universitas Negeri Malang Indonesia , Utami Widiati Universitas Negeri Malang Indonesia , Nunung Suryati Universitas Negeri Malang IndonesiaAI-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.
Pages: 332-346Views: - Downloads: -Language ideology of two escapees of Auschwitz-Birkenau camp: A CDA and corpus linguistics in German media
Antok Risaldi Indoneisan Language, Universitas Internasional Semen Indonesia Indonesia , Anang Santoso Indonesian and Regional Literature Language Education, Department of Indonesian Literature, Faculty of Literature, Universitas Negeri Malang, Indonesia , Mimas Ardhianti Indonesian Language Education, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya, IndonesiaThe 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.
Pages: 347-358Views: - Downloads: -Influence of teacher dispositions on TPACK: Insights from pre-service EFL teacher education
Panachanok Chanwaiwit English Program, Faculty of Humanities and Social Sciences, Chiang Mai Rajabhat University, Thailand ThailandDeveloping 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.
Pages: 359-374Views: - Downloads: -Metaphors of mourning in Acehnese culture: A conceptual mapping analysis
Kismullah Abdul Muthalib English Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia Indonesia , Anisah English Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia Indonesia , Rizki Amalia English Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia Indonesia , Septhia Irnanda English Education Department, Universitas Serambi Mekkah, Banda Aceh, Indonesia IndonesiaDeath 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.
Pages: 375-386Views: - Downloads: -Enhancing grammar mastery through Climbing Castle app: A game-based learning for secondary students
Hesty Puspita Sari Universitas Islam Balitar Indonesia , Azza Jauhar Ahmad Tajuddin Universiti Malaysia Terengganu Malaysia , Zulfadli A Aziz Universitas Syiah Kuala Indonesia , Latifatul Isro’iyah Universitas Tulungagung IndonesiaWith 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.
Pages: 387-397Views: - Downloads: -A corpus-based comparison of EFL, ESL, and ENS lexical bundles in the ICNALE corpus
Prihantoro Department of Linguistics, Faculty of Humanities, Universitas Diponegoro, Jl. Dr. Antonius Suroyo, Tembalang, Kec. Tembalang, Kota Semarang, Jawa Tengah 50275, Indonesia Indonesia , Shin’ichiro Ishikawa IPHE, Graduate School of Intercultural Studies, Kobe University, 1-2-1, Tsurukabuto, Nada-ku, Kobe, Japan JapanThe 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.
Pages: 398-419Views: - Downloads: -Qualitative analysis of the impact of deleting swearwords on their communicative effect in Arabic subtitling
Abed Shahooth Khalaf University of Anbar Iraq , Ayad Hammad Ali University of Anbar Iraq , Sabariah Md Rashid UCSI University, Malaysia MalaysiaSwearwords 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.
Pages: 421-432Views: - Downloads: -Transitivity, modality, and power relations: A critical discourse analysis of leadership styles in East Java's 2018 gubernatorial election debates, Indonesia
Sueb Department of Indonesian Education, Universitas Wijaya Kusuma, Surabaya, Indonesia Indonesia , Ali Wafa Universitas Islam Internasional Darullughah Wadda'wah, Bangil, East Java, Indonesia IndonesiaThis 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.
Pages: 433-445Views: - Downloads: -View All IssuesInterpreting the alignment between linguistic and visual meanings in the linguistic landscape of the Toba caldera geosite
Dadang Sunendar Universitas Pendidikan Indonesia Indonesia , Robert Sibarani Universitas Sumatera Utara, Medan, Indonesia Indonesia , Eva Tuckyta Sari Sujatna Universitas Padjadjaran, Bandung, Indonesia Indonesia , Ifan Wicaksana Siregar Universitas Jenderal Achmad Yani, Cimahi, Indonesia Indonesia , Cepri Maulana Universitas Pendidikan Indonesia Indonesia , Defri Elias Simatupang Badan Riset Inovasi Nasional, Jakarta, Indonesia IndonesiaThis study examines the linguistic landscape of the Toba Caldera Geosite in Indonesia, exploring how language and visual components in public signage work together to create meanings and reflect Indonesian language policies. This investigation addresses a critical gap in existing research by interpreting how language choices and visual elements contribute to a cohesive visitor experience in a multilingual setting. The Toba Caldera Geosite, a location of significant cultural and geological importance, serves as a compelling case study due to its diverse linguistic landscape and its efforts to balance national identity with the preservation of local culture. Employing a mixed-methods approach that incorporates virtual exploration, field investigation, and interviews, this research analyzed various types of signage, including informational signs, directional signs, and advertisements, from tourist destinations around the caldera. Findings reveal a balanced multilingual approach: Indonesian predominates for place names, Batak is prominently featured in culturally significant locations, and English is strategically used to attract international tourists. This approach aligns with Indonesia’s commitment to promoting national identity, preserving local culture, and encouraging international tourism. This study highlights the role of signage in creating a rich, meaningful experience for diverse visitors, offering valuable insights into effective language policies and sustainable tourism development in multilingual contexts.
Pages: 446-464Views: - Downloads: -Poetics and consumption: A discourse analysis of Vietnamese culture
Ly Tuan Phan Department of Legal Foreign Languages, Ho Chi Minh City University of Law, Ho Chi Minh City, Viet Nam Viet Nam , Nhung Thuy Tran Department of Business Administration, Ho Chi Minh City University of Law, Ho Chi Minh City, Viet Nam Viet NamConsumption 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.
Pages: 465-482Views: - Downloads: -Language anxiety symptoms, self-efficacy and willingness to communicate among Malaysian university students
Marcus Gee-Whai Kho English Language Unit, Department of General Politeknik Kuching Sarawak, KM 22, Jalan Matang, 93050 Kuching, Sarawak, Malaysia Malaysia , Su-Hie Ting Faculty of Education, Language and Communication, Universiti Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia Malaysia , Walftor Dumin Faculty of Resource Science and Technology, Universiti Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia MalaysiaOral 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.
Pages: 483-497Views: - Downloads: -Latest publications
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