Journal of Language Learning and Assessment

English-Major Student Reflections on Challenges of Consecutive and Simultaneous Interpretation in an EFL Country

Tuan Van Vu, Giang Bui Thi Kieu — Thu, 26 Jun 2025 00:00:00 +0700

Purpose

Interpretation is a crucial skill for English-major students in EFL countries, particularly as they prepare for professional careers in language services. However, both consecutive and simultaneous interpretation have many difficulties, needing good cognitive, linguistic and memory skills.

This study investigated students' perceived difficulty, cognitive load, memory, fluency, accuracy, effectiveness of training, language proficiency, and stress and coping strategies in both modes of interpretation.

Methodology

Using a quantitative research approach, data were collected from 125 English-major students through structured Likert-scale questionnaires and performance-based assessments. Statistical analyses, including t-tests and ANOVA, were conducted to identify gender and residence-based differences in interpretation challenges.

Results/Findings

The findings reveal that simultaneous interpretation is perceived as significantly more difficult than consecutive interpretation, with students reporting higher cognitive load, more significant mental fatigue, and fluency breakdowns under pressure. Difficulties in memory and note-taking appeared as consistent challenges of consecutive interpretation and stress, as well as confidence in one's own language capacity, affected overall performance. Gender analysis showed that female students rated their linguistic proficiency lower than male students despite similar performance levels.

Implications

The study concludes that enhanced cognitive training, fluency-building exercises, stress management techniques, and earlier interpretation training in academic curricula can improve student interpreters' skills. The findings provide insights for developing curriculum and interpretation training programs in EFL contexts.

Assessing TikTok for Language Learning and Pedagogy: Challenges of Public Hoax Information

Mohammad Israr, Nur Aeni, Amirullah Abduh — Thu, 26 Jun 2025 00:00:00 +0700

Purpose

This research aims to find out the impact on the spread of hoaxes on social media, especially TikTok. How the TikTok recommendation algorithm affects the spread of hoax news, how TikTok user behavior, including interaction, sharing and content consumption, is related to the spread and control of hoax news and to find out what impact hoax news spreading via TikTok has on public trust, public opinion and social decisions.

Methodology

This research uses descriptive qualitative research methods as the main research methodology. This qualitative descriptive research uses an online survey method in the form of a questionnaire distributed via platforms such as Google Forms. Apart from the survey, face-to-face in-depth interviews were also conducted at a predetermined place. The sampling technique used in this research was purposive sampling.

Result/Findings

The finding of this research indicated that a majority of respondent’s report using Tik Tok for 1 to 2 hours, with 26.5% using it for more than 2 hours. The majority of social media users use Tik Tok for entertainment, including dance and music videos (2.9%). However, Tik Tok has also developed into a platform that provides all kinds of information, including hoaxes that can spread widely. In the respondents' opinion, false information is something that is very detrimental if it continues to circulate on TikTok. One respondent stated that TikTok hoaxes have the potential to cause hatred or fear and have the potential to exacerbate political, social or religious conflict.

Implication

This research contributed to address this critical gap in the literature by examining the influence of TikTok social media in curbing and filtering hoax news. By conducting a comprehensive analysis of Tik Tok's content ecosystem, user behaviors, and its approach to content moderation, this study aims to shed light on TikTok's role in the broader discourse surrounding miss information and the promotion of factual information in the digital era.

Exploring the Cognitive Impact of Bilingualism: Challenges and Advantages of Dual Language Use

Nur Fadilah Zahirah M, Puja Renita Meilani, Nur Asfira Suhardi — Thu, 26 Jun 2025 00:00:00 +0700

Purpose

This study explores the lived experiences of bilingual individuals regarding the cognitive demands and advantages associated with the regular use of two or more languages, focusing particularly on the cognitive challenges of language switching and the cognitive benefits such as enhanced executive control and cognitive flexibility.

Methodology

A qualitative phenomenological approach was employed, utilizing semi-structured interviews with bilingual adults to capture their subjective perceptions of cognitive functioning in real-life language switching situations. The data were analyzed using thematic analysis.

Results/Findings

Thematic analysis revealed a balance between cognitive load—such as mental effort and interference—and cognitive benefits including improved problem-solving and attentional control among bilingual individuals.

Implications

These findings contribute to a comprehensive understanding of bilingual cognition and have important implications for educational practices and language policy that aim to optimize cognitive and communicative outcomes for bilingual individuals.

Exploring the Social Functions of Language and Its Relationship with Society Among English Major Students

Andi Astuti Jumarizah, Andi Bunga Walianna, Sri Rahayu, Sri Rezki Bustan — Thu, 26 Jun 2025 00:00:00 +0700

Purpose

This study aims to identify and analyze the main functions of language in social interactions and to explain the relationship between language and society as perceived by English department students.

Methodology

The research employs a qualitative approach with Halliday’s theory of language functions and the sociolinguistic perspectives of Wardhaugh and Holmes as its theoretical framework. Data were collected through observations and interviews with students to understand language use in social contexts and the influence of social factors on their language practices.

Results/Findings

The findings reveal that students use various language functions such as expressive, informative, and interactional according to social context, but their awareness of sociolinguistic factors remains limited. This emphasizes that mastery of linguistic forms alone is insufficient without understanding the social contexts that influence language use.

Implications

The practical implication of this research encourages enhancing the English language curriculum by incorporating awareness of language functions and social factors in order to develop students’ communicative competence more comprehensively and effectively in various social situations.

Improving English Reading Comprehension via Murdoch Integrated Approach on Students of Grade 5 in Thailand

Prissana Weerawong, Jiraporn Chano, Chicheng Wu — Thu, 26 Jun 2025 00:00:00 +0700

Purpose

This study aimed to test the effect of the Murdoch Integrated Approach (MIA) on English reading comprehension and analytical reading skills among Thai Grade 5 students.

Methodology

A one-group pretest-posttest design was employed with 37 Grade 5 students as participants. The intervention consisted of eight 16-hour MIA learning sessions conducted over one semester. Two 30-item multiple-choice tests—one for reading comprehension and one for analytical reading—were administered before and after the intervention. The tests were validated by experts, with Item-Objective Congruence (IOC) values between 0.60 and 1.00. Discrimination indices and reliability coefficients were also reported for both tests.

Results/Findings

Dependent t-test results showed significant improvements in both reading comprehension and analytical reading scores. Reading comprehension scores increased from 15.08 to 20.78 (t(36) = 9.5, p < .000), and analytical reading scores improved from 14.57 to 18.11 (t(36) = 8.77, p < .000).

Implication

These findings suggest that the Murdoch Integrated Approach has potential to enhance students' reading skills. However, the absence of a control group means findings should be interpreted with caution. Future research using a true experimental design is recommended to provide stronger evidence of MIA's effectiveness