Issues in Language Studies

ACQUISITION OF INVERTED STRUCTURES IN ENGLISH, A BATTLEGROUND FOR MARKEDNESS AND SALIENCE: THE CASE OF IRANIAN EFL LEARNERS

2024-10-25T07:20:40+08:00

Inverted structures have received ample attention in the related literature throughout the past few decades. Meanwhile, two theoretically competing positions, namely Markedness Differential Hypothesis and Salience Hypothesis, are frequently referred to when it comes to the acquisition of such language structures in EFL contexts. A review of the local literature in the Iranian context, however, reveals that little attention has been paid to this matter. The present study, thus, was an attempt to investigate the existence of any possible relationship between markedness and salience in the acquisition of inversion among Iranian EFL learners. A total number of 102 participants at three proficiency levels at two language centers took part in this study. In order to obtain evidence on the object of inquiry, a grammar test was developed that served a dual purpose, reallocating the participants to new groups according to their grammar proficiency as well as providing evidence on the variable of the study. Based on the results of the Chi-square test, it was found that the instructed group outperformed the other. A further analysis of Wilcoxon signed rank test showed that the acquisition of such constructions, despite their relative salience, is largely explained by markedness differential hypothesis.

ONLINE COMMUNICATION AND COLLABORATION VIA DIGITAL DISCUSSION FORUMS: IMPACTS ON 21ST CENTURY SKILLS AND ENGLISH LANGUAGE LEARNING

2024-09-29T20:37:00+08:00

The use of Digital Discussion Forums (DDFs) has not been researched sufficiently in English for Specific Purposes (ESP) courses to enhance communication and collaboration skills. Therefore, this paper explores the impact of DDFs usage on these skills through digital discussions among undergraduates. DDF was incorporated into an ESP language classroom and involves a group project outside of classroom time, namely, Company Profile (CP). The qualitative study involved 26 students enrolled in English for Business Professional Communication. Data were collected using semi-structured interviews and reflective journals. Thematic analysis was conducted and themes on critical components of 21st Century skills development were analysed. Inter-rater reliability analysis utilising Cohen Kappa analysis showed nearly perfect scores, indicating data reliability. The findings revealed a positive impact of online engagement on students’ overall communication and collaboration skills alongside their English language skill. The findings suggest the usefulness of DDF in developing communicative and collaborative skills.

SPEAK UP! HOW ATTITUDES, MOTIVATION, AND BELIEFS SHAPE EFL LEARNERS' WILLINGNESS TO COMMUNICATE

2025-04-09T10:30:17+08:00

This study investigates the influence of learners’ attitudes, motivation, and beliefs on their Willingness to Communicate (WTC) in an English as a Foreign Language (EFL) classroom. By employing survey design, this study recruited 85 students through purposive sampling in a state senior high school in Purbalingga, Indonesia. Using multiple linear regression analysis, the findings reveal that these three variables collectively explain 34.3% of the variance in WTC (R² = 0.343), indicating that additional factors play a significant role in influencing students’ communication behaviors. Among the independent variables, attitude has the strongest and most significant effect on WTC (β = 0.570, p < 0.05), while motivation and beliefs exhibit weak and statistically insignificant relationships. The overall model is significant (F = 14.098, p < 0.05), confirming that attitude, motivation, and beliefs together contribute to WTC. These findings suggest that fostering positive attitudes toward language learning is essential for enhancing students’ willingness to engage in communication. The study highlights the need for pedagogical strategies that promote confidence, reduce communication anxiety, and create a supportive classroom environment. Future research should explore additional factors such as self-confidence, anxiety, peer influence, and teacher interaction to better understand the complexities of WTC in EFL contexts.

TEACHING INDONESIAN FOR FOREIGN SPEAKERS (BIPA): A BIBLIOMETRIC ANALYSIS

2024-09-24T10:11:33+08:00

The rising demand for BIPA (Indonesian for Foreign Speakers) programs reflects the global interest in mastering Indonesian for various purposes. This study aims to explore trends, challenges, and opportunities in research related to teaching Indonesian for Foreign Speakers. This research uses bibliometric analysis by using data from the Scopus and Dimension databases. The number of articles used in the analysis from Scopus database is 92 while from dimension is 716 articles. The keywords applied in this research include "BIPA" OR "Indonesian Language for Foreign Speakers" OR "Indonesian Language for Foreign Speakers" OR "Indonesian for Foreign Speakers". The analysis and visualization were conducted using bibliometric tools (VOSviewer, Biblioshiny). The main findings of this study include BIPA research trends by annual production and country, analysis of keywords and relevant articles, and examination of significant sources, authors, and affiliations in this field. This research analysis indicates an increasing interest in Indonesian language education among foreign speakers, as evidenced by the increasing annual production and international participation in BIPA research. However, challenges such as the gap between research output and impact highlight the importance of strategies to increase visibility and engagement within the academic community.

THE INTERNATIONALITY IMAGE OF THE MALAY LANGUAGE THROUGH THE EXISTENCE OF ARABO, SINO-TIBETAN AND DRAVIDIAN PERIPHERAL LEXIS IN THE MALAY LANGUAGE

2024-08-06T06:23:29+08:00

Arabo, Sino-Tibetan, and Dravidian peripheral lexis can demonstrate the internationality of the Malay language, establishing it as one of the world’s most critical languages. One can research it through the history of the inclusion of non-Austronesian languages, such as the assimilation of Arabic from the Semitic language family, the assimilation of Chinese lexis, which is in the branch of the Sino-Tibetan family and Tamil language in the Dravidian language family, which is used as Malay lexis. The approach used in this study involves conducting a literature review and performing content analysis that is described in the basic descriptive. In this analysis, the researchers verified a lot of assimilated lexis, especially from non-Austronesian languages such as Arabic, Sino-Tibetan and Dravidian, used in spoken and written Malay adapted according to the Malay language. Accordingly, it verified that the non-Austronesian lexicons have been assimilated and adapted as Malay lexicons. Hence, this assimilation of Arabo, Sino-Tibetan and Dravidian lexis authenticated the internationality image of the Malay language, in which, through the assimilation of the foreign lexis, it recognised Malay to be the dominant language, the language of diplomacy, and global knowledge.