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REiLA: Journal of Research and Innovation in Language
Published by Universitas Lancang Kuning
ISSN : 26850818     EISSN : 26853906     DOI : https://doi.org/10.31849/reila
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
REiLA Journal of Research and Innovation in Language is a double-blind peer-reviewed international journal published triannual on April, August and December. It is dedicated to promoting scholarly exchange among teachers and researchers in the field of languages. Although articles are written in English, the journal welcomes studies dealing with other than English as well. The scope of REiLA includes the following fields: The subject covers textual and fieldwork studies with various perspectives of Language, research of History, Society, Humanity, and also various perspectives in Education interest.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 7 Documents
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Search results for , issue "Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language" : 7 Documents clear
A Closer Look on Disjunctive Coordination: The So-Called Non-Constituent Disjunctive Coordination Matlotlisang Mokapane Lemohang Tjabaka
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i3.5598

Abstract

English disjunctive coordination is a clause complex that has two co-ordinands. Many scholars and researchers dealt with this phenomenon using different standard theories. However, there is still a controversy in literature whether non-constituent coordination exists or not; therefore, this research determines whether the disjunctive coordination constituents are non-constituents. The paper also describes the relationship between the disjunctive co-ordinands, coordinated phrases, or clauses joined by conjunction /or/. The article further aims to describe the structure of the disjunctive coordination and the category label of the disjunctive coordinator. The Systemic Functional Grammar and Minimalist Program framed this study. This qualitative paper purposively and conveniently selected from Facebook and WhatsApp groups for the National University of Lesotho's students; 13 structures were chosen from the WhatsApp group, while 15 were taken from Facebook. Results reveal that the disjunctive coordination constituents are not non-constituents. What seems prevailing or irregular at the Phonetic Form (PF) results from the movement and deletion of duplicate syntactic elements. This deletion of the syntactic features is done to satisfy the economic considerations. It is also reflected that the disjunctive co-ordinands have taxis and logico-semantic type relations or relationships. The paper further divulges that the structure of the disjunctive coordination is the complementiser phrase (CP), and the category label of the disjunctive coordinator/or/ is the complementiser (C). That is, it belongs to the C category.
Clausal-Internal Switching in Urdu-English: An Evaluation of the Matrix Language Frame Model Asad Ali; Qaisar Jabbar; Nazir Ahmad Malik; Humayun Baber Kiani; Zumra Noreen; Ly Ngoc Toan
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i3.6774

Abstract

The core of this paper is to employ the Matrix Language Frame (MLF) model on Urdu-English clausal-internal switching to identify whether the Matrix Language Frame model potentially accounts for the bilingual linguistic competence efficiently. For this, a qualitative methodology has been adopted for this study. For empirical evidence, data has been taken from eighty Urdu- English bilinguals within a naturalistic setting after categorizing them into four groups, and each group has 20 participants. After conducting audio-recording through non-participant interviews in an informal setting, the collected data was transcribed. The MLF model posited that two languages are fused in a single Intra-CP of a mixed string. The linearly dominant language is Matrix language (ML) that incorporates only late outsider system morphemes. Odd is Embedded language (EL) that supplies content morphemes satisfying the system morpheme principle (SMP) uniformly and morpheme order principle (MOP). The present study ubiquitously scrutinizes that naturalistic data of Urdu-English bilinguals highlights the innovative results: it predicts that Matrix language (ML) is unidentified in intra-CP, no late outsider system morphemes linearize a code-switched sentence, unparalleled constituent and clausal structure, System Morpheme Principle (SMP) and Morpheme Order Principle (SMP) provides the illegitimate output and computes ungrammatical sentences hence; the Matrix Language Frame model redundantly and inconsistently accounts for Urdu-English naturalistic data and its principles have failed to compute Urdu-English naturalistic data.
Populist Strategies in the Political Advertising Discourse of the French National Front Rana N. Khoudary
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i3.6902

Abstract

This study investigates the discourse of the French right-wing political party National Front (FN) through a qualitative Critical Discourse Analysis approach examining their electoral campaign material from 2011 until 2017. The findings reveal that the FN adopts typical populist tropes and strategies to broaden its electoral base and win popular support. At the core of their discourse lie binary conceptualisations constructing an in-group (the FN, the people) and an out-group (political individuals and entities, immigrants) in a scheme of opposition, typically attributing positive qualities to the former and negative values to the latter. The linguistic construction of the Self and the Other was achieved through the use of metaphor and speech acts, in addition to other discursive strategies involving the appeal to negative emotions. In accordance with van Dijk’s ideological square, metaphors reveal a sharp polarisation in the depiction of the Self and the Other, mainly through the FN's positive self-presentation in terms of benevolent and optimistic metaphors. In contrast, the Other is mainly portrayed through war metaphors. Similarly, through the use of speech acts, the FN blames, accuses and criticises the Other, holding it accountable for the French people’s grievances, while the Self (in the person of the FN’s leader Marine Le Pen) is assertive, firm and determined in its defence of the nation and the people. Linguistic strategies are ultimately reinforced through semiotic representations, enhancing the us/them dichotomy.
Computer-assisted Language Learning in Pakistani Context During COVID-19 Pandemic Naveen Talpur; Tehmina Kalwar; Mir Jahanzeb Talpur
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i3.6908

Abstract

The use of technology and contemporary methodologies has resulted in significant changes in the development and enhancement of education standards in the higher education system in the last decade. The pandemic of the Corona Virus (Covid-19) has had an impact on many sectors of life across the world, including economy, vocations, culture, schooling, etc. For the protection of students, most schools and institutions have been closed. Then, in order to keep education continuing, many schools and institutions turned to e-learning. However, in Pakistan, many lecturers/teachers and students are still unfamiliar with this teaching/learning method. This research study planned for investigating two Pakistani context universities, i.e., Mehran University of Engineering and Technology and University of Sindh's ESL on their teachers' attitude towards implementing and using CALL in their English language teaching, their present employments of CALL applications in their teaching and challenges they experience while executing CALL in their teaching to get a general picture of CALL usage in this particular setting. Data was collected through a teacher-based survey questionnaire webbed to 40 EFL teachers (n=40), and then it was analysed by SPSS. The questionnaire consisted of five-Likert items. Each item of the question consisted of sub-items and elements with the help of those elements which the researchers got an accurate picture of answers for their research questions. Findings revealed that ESL teachers of the concerned universities held positive perspectives towards utilising CALL in their teaching of English, and there were no noteworthy contrasts in teachers' perspectives that can be credited to gender or academic levels. They saw CALL as a facilitating tool in encouraging language learning, increasing their motivation level, and helping them acquire skills.
Bridging between Beliefs and Needs of Language Teachers in Philippines: Personal Qualities, Strategies, and Framework during COVID-19 Pandemic Ariel Ramos; Maritoni Baldespiñosa
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i3.7401

Abstract

This qualitative case study examines the constraining effects of the internet connectivity to English language teaching communities migrated to online instruction during/ after the COVID-19 pandemic based on the teacher’s beliefs in the Philippines’ context. The paper also explores the innovative English teaching strategies, needed personal qualities, and framework for the teacher's innovative teaching to navigate their way in delivering instruction under alternative modalities. Through the focus group discussion employing a validated open-ended interview guide as an instrument for data gathering, information was processed through codes and coding techniques outlined by Miles and Huberman (1994) along with the aid of a licensed NVivo 12 software in order to examine the teachers’ beliefs on creativity, as well as their personal qualities and how these variables are transformed into innovative offline English teaching strategies. Findings reveal that the five emerging underlying themes on the teachers’ beliefs about creativity translated into innovative English teaching strategies for offline instruction are learnability, non-exclusivity, essentiality, physical context dependency, and non-physical context dependency. Moreover, there are also five developing significant COVID-19 personal qualities for English teachers that were found, including being creative, optimistic, versatile, inventive, and devoted. These findings became cornerstones of the innovative offline English language teaching framework that can be used as a practical guide in academic communities worldwide where internet connectivity is not dependable for online instruction.
Vietnamese EFL Teachers’ Perceptions and Practices of Reflective Teaching as a Tool for Professional Development Duong Minh Tuan
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i3.7961

Abstract

Growing professionally is considered a crucial goal that language teachers may wish to achieve in their teaching careers. Although tools for professional development can be varied in different contexts, reflective teaching as an essential and ongoing job is likely to be among the most common ones. The contributions of reflection on pursuing teacher professional development have been proved in numerous studies. However, research on the views and implementation of such a tool by EFL teachers in the Vietnamese context is insufficient. To narrow this gap, this descriptive study was conducted to investigate Vietnamese EFL teachers’ perceptions and practices of reflective teaching as a tool for teacher professional development. A mixed-methods design was employed to collect both quantitative and qualitative data for the study. Specifically, quantitative data were obtained through a questionnaire, and qualitative data were attained using a semi-structured interview. As regards participants, twenty-five university EFL teachers in the Mekong Delta of Vietnam participated in this study. The results indicated that the participants held positive perceptions towards reflective teaching and perceived it to be “very significant” to teacher professional development. Nevertheless, it was found that their overall level of reflective practices was identified as “average”. By comparison, a statistically significant difference between the participants’ perceptions and practices of reflective teaching was observed. The results also showed that the participants’ strategies of reflecting on their teaching practices were not diverse, with sharing classroom experiences with colleagues and conducting peer observation being the popularly used ones.
Conscientiousness and English Language Performance amidst the COVID-19 Pandemic: Mediation of Self-regulated Learning Khalid Bourrouk
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i3.8288

Abstract

Conscientiousness and self-regulated learning have been shown to directly impact students’ academic performance; however, whether or not such impact persists in the COVID-19 pandemic era requires further examination. Thus, this study aimed to investigate the association between conscientiousness, self-regulated learning and students' English language performance and examine the mediating effect of self-regulated learning in the relationship between conscientiousness and English language performance during the COVID-19 pandemic. By employing non-probability snowball sampling, 138 first and second-year undergraduate students enrolled at the University of Sidi Mohamed Ben Abdellah, Fez, Morocco, participated in the study by completing a 21-item questionnaire. Using linear regression, the study found a statistically significant relationship between conscientiousness and self-regulated learning [F (1, 136) = 77.41, p < .001, R2 = .37]. Next, a multiple regression analysis was conducted and revealed that while self-regulated learning significantly predicted English language final grades (β = .41, p < .001), conscientiousness was not a significant predictor (β = .14, p > .001). A Sobel test was performed and showed that self-regulated learning was able to mediate the relationship between conscientiousness and English language grades (p < .001). The study concludes that although conscientious students are driven by their diligent work habits, those who lacked effective self-regulated learning strategies received lower grades in their English language class. Hence, educators must concentrate much of their efforts on helping students develop efficient self-instruction, self-monitoring, and self-evaluation techniques that can propel learners into achieving their academic goals.

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