Celebes Journal of Language Studies

Empowering Future Professionals

2026-01-20T10:34:13+08:00

Academic writing is a cornerstone of higher education, yet for English as a Foreign Language (EFL) students, it presents significant challenges related to linguistic competence, genre mastery, and writing anxiety. This study investigates the impact of a novel pedagogical model integrating Project-Based Learning (PjBL) and Positive Psychology (PP) on multiple dimensions of student engagement. The study was conducted within a compulsory "Academic Writing for Professionals" course for English Literature students at Universitas Negeri Makassar (UNM). Employing a mixed-methods, quasi-experimental design with 65 third-year students, the intervention group (n=33) engaged with the PjBL-PP model, while a comparison group (n=32) followed a traditional curriculum. Data were collected via pre- and post-tests measuring academic writing self-efficacy, writing apprehension, and a multi-dimensional student engagement scale (cognitive, behavioral, emotional). Qualitative data from project portfolios and semi-structured interviews were used to explore these dimensions and the concept of social presence. ANCOVA results showed the intervention group demonstrated significantly higher cognitive, behavioral, and emotional engagement, and higher self-efficacy (p < .001), alongside a significant reduction in writing apprehension (p < .001). Qualitative analysis revealed how the model fostered deep cognitive processing through authentic tasks, promoted sustained behavioral effort, created a positive emotional climate, and established a strong sense of social presence. This study provides a robust framework for transforming academic writing instruction, demonstrating that the synergy of PjBL and PP cultivates the holistic engagement necessary for EFL students to become confident and competent professional writers.

Beyond Anxiety

2026-01-20T10:34:30+08:00

As evidence-based practice in English Language Teaching (ELT) grows, postgraduate students' quantitative research proficiency is critical. However, students from humanities backgrounds often exhibit significant apprehension. This mixed-methods study conducted a needs analysis to explore the self-efficacy, attitudes, and learning needs of 30 incoming Master's students in an Indonesian ELT program before a mandatory quantitative methodology course. Data were collected via a questionnaire with quantitative scales and qualitative open-ended questions. Findings reveal a paradox: students perceive quantitative skills as highly useful for their careers (M=4.57) but report high anxiety (M=4.10) and low self-efficacy in statistical tasks (M=2.13). Qualitative themes indicate that anxiety is rooted in past experiences and exacerbated by a reluctance to seek help. Motivation is highly instrumental, focused on thesis completion. The study concludes that this cohort is pragmatically motivated but emotionally and technically underprepared, necessitating a pedagogy that explicitly addresses anxiety and builds practical, thesis-relevant skills.

Fostering Well-being in Social Interaction

2026-01-20T10:33:57+08:00

Research in second language acquisition (SLA) has undergone a significant affective turn over the last decade, with a burgeoning interest in the role of positive emotions in the learning process. In line with this shift, Positive Psychology (PP), as the scientific study of human well-being and flourishing, has emerged as a promising framework for enhancing language learner motivation, engagement, and performance. However, while research on the application of PP in SLA generally has grown rapidly, its application within the nuanced and socially embedded domain of Sociolinguistics pedagogy remains critically underexplored. This systematic review aims to bridge that gap by synthesizing the relevant literature from 2015 to 2025. It proposes a theoretical framework for integrating PP principles into sociolinguistic pedagogy. The central argument is that the core concepts of PP, particularly Seligman's PERMA model (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment), offer a powerful analytical lens not only for enhancing communicative and intercultural competence but also for actively fostering positive language attitudes and creating inclusive, supportive classroom environments. By mapping the conceptual synergy between PP's goal of promoting well-being and sociolinguistics' goal of understanding language in social context, this review articulates a transformative pedagogy. This pedagogy moves beyond the critical analysis of linguistic phenomena toward the active cultivation of the psychological strengths necessary for students to navigate and positively contribute to a linguistically diverse world. The review concludes by outlining a detailed future research agenda to empirically validate the proposed synthesis and to spur the development of a more humanistic and empowering sociolinguistic pedagogy.

Organizational Communication in Improving the Work Motivation at Diskominfo Makassar

2026-01-20T10:33:41+08:00

This research aims to find out the ways the employees use their organizational communication and the employees’ difficulties in using organizational communication in improving the work motivation. This research uses a qualitative research design with a descriptive approach to describe the research subject. Data collection techniques used observation and audio recording and interview questions. The result of this study shows that the use of organizational communication can improve employees' work motivation. In this study, the employees used communication with five functions, namely informative, regulative, persuasive, integrative, and subordinate manager. They also use certain language functions in improving work motivation which is divided into internal and external factors. This study also found difficulties in communication, namely technical barriers, semantic and psychological barriers, physical barriers, framework of thought barriers, and cultural barriers. Communication in organizations can establish good relationships between employees and can improve employee motivation.

Enhancing Vocational High School Students’ Reading Comprehension Through Critical Reading Tasks

2026-01-20T10:33:26+08:00

This study investigates the use of critical reading tasks to enhance the reading comprehension, engagement, and strategy use of Indonesian vocational high school students. A total of 36 eleventh-grade students at SMK Negeri 10 Makassar participated in two cycles of Classroom Action Research (CAR), incorporating tasks such as prediction, annotation, questioning, summarizing, and retelling. Data were collected through observations, student questionnaires, teacher interviews, and student work samples, and analyzed using both qualitative and quantitative methods. The findings revealed that critical reading tasks led to significant improvements in students' ability to identify main ideas, make inferences, and summarize texts. Additionally, students exhibited increased engagement and reduced reliance on dictionaries. The study highlights the value of structured reading tasks in promoting active reading and collaborative learning, while also identifying ongoing challenges related to vocabulary acquisition. The research provides practical insights for EFL teachers in vocational settings, demonstrating that critical reading strategies can foster higher-order thinking skills, enhance comprehension, and transform reading into an interactive, meaning-making process. The study concludes with recommendations for future research, including the exploration of vocabulary support and the application of critical reading tasks in other educational contexts.

The Students’ Perceptions Toward Mobile-Based Learning in Learning Writing Skill

2026-01-20T10:33:10+08:00

This research explored students' perceptions of the use of mobile-based learning in learning writing skill at an Islamic University. The participants were students from the English Education Department at the Faculty of Tarbiyah, State Islamic University Alauddin Makassar. A descriptive qualitative approach with a case study design was the research design. Data were collected through observations and interviews, and analysed using thematic analysis. The findings indicated that students had positive perceptions toward mobile-based learning, emphasizing its role in enhancing writing skills, offering flexibility and accessibility, promoting autonomous learning, and fostering engagement. Overall, learners expressed positive attitudes toward mobile-based learning, noting that it facilitates the process of learning English writing through the LMS platform and WhatsApp. while also providing access to additional resources related to writing.

AI and Human Interaction in Translation Education

2026-01-20T10:32:54+08:00

This study investigates Indonesian lecturers’ perceptions of Artificial Intelligence (AI) in translation education, focusing on how technology reshapes pedagogy, student engagement, and institutional practices. Employing a qualitative phenomenological design, data were collected through semi-structured interviews with lecturers who actively integrated AI tools into translation teaching. Thematic analysis identified five major findings: perceived benefits of AI for efficiency and accessibility, pedagogical shifts and curriculum integration, challenges of student dependence and diminished critical thinking, ethical and responsible use of AI tools, and AI as a catalyst for institutional and administrative efficiency. While lecturers acknowledged AI’s transformative potential in facilitating translation tasks, they also highlighted risks of overreliance, ethical dilemmas, and uneven access. The study concludes that integration requires balancing technological affordances with humanistic values, fostering critical AI literacy, and embedding ethical considerations in pedagogy. These findings contribute to ongoing debates on AI-enhanced translation pedagogy in global higher education institutions.

Exploring Students’ Speaking Anxiety and Its Impact on Oral Performance in an Extensive Speaking Class

2026-01-20T10:32:37+08:00

This study explores students’ speaking anxiety and its impact on their oral performance in an Extensive Speaking class. The research was motivated by the observation that many English as a Foreign Language (EFL) learners experience nervousness, fear of making mistakes, and lack of confidence when speaking English, which can hinder their fluency and classroom participation. The study aimed to identify the sources of speaking anxiety, its effects on oral performance, and the coping strategies used by students to manage it. The research employed a qualitative design using a semi-structured interview with open-ended questions, distributed through Google Forms due to the online implementation of the Extensive Speaking course. The participants consisted of eight students selected through purposive sampling, representing different English proficiency levels based on the Common European Framework of Reference (CEFR): two students each from levels A1, A2, B1, and B2. The data were analyzed thematically following Braun and Clarke’s (2006) six-phase framework. Thematic analysis revealed four major themes: (1) Emotional and Physical Manifestations of Speaking Anxiety, where students experienced nervousness, shaking, and mind blank during speaking tasks; (2) Sources of Anxiety: Fear of Evaluation and Linguistic Insecurity, in which fear of making mistakes and peer judgment were dominant causes; (3) Impact of Anxiety on Oral Performance, showing that anxiety disrupted fluency, pronunciation, and confidence; and (4) Coping Strategies and Pedagogical Support, where students reported using self-preparation, relaxation, and support from lecturers as effective means to reduce anxiety. The findings indicate that speaking anxiety is a common psychological barrier across all proficiency levels, though its intensity and control vary by level. Creating a supportive, low-pressure classroom environment and incorporating confidence-building activities are essential in helping students manage anxiety and enhance oral performance.

Implementation of Artificial Intelligence (AI) in HyFlex-Based Final Project Guidance

2026-01-20T10:32:21+08:00

This study aims to analyze the application of artificial intelligence (AI) in HyFlex-based final project guidance and identify the challenges experienced by supervisors and students during the process. The research uses a mixed methods approach involving 12 supervisors and 38 students who actively use AI in the preparation of thesis. Data collection was carried out through structured questionnaires and in-depth interviews, then analyzed using descriptive statistics and qualitative analysis techniques of the Miles & Huberman model. The results showed that the majority of students (94.7%) used AI to help prepare thesis, especially in compiling writing frameworks, improving grammar, understanding theory, and speeding up the revision process. Lecturers also use AI, but more carefully, especially to provide examples of writing improvements and help clarify basic concepts. Although AI has been shown to improve the effectiveness of HyFlex tutoring, both groups face different challenges: students tend to face technical barriers such as unstable networks, device limitations, AI answer errors, and difficulty creating precise prompts; while lecturers face academic challenges such as false references, theoretical inaccuracies, and the risk of student dependence on AI. Overall, the study concludes that AI has great potential to improve the quality, flexibility, and efficiency of final project guidance, but its use still requires strong digital literacy, academic verification, and clear ethical guidelines.

The Effect of Direct Feedback on Manuscript Development and Public Speaking Performance

2026-01-20T10:32:05+08:00

Public speaking remains a critical competency in business communication, yet many students struggle with performance anxiety and skill development. This study investigates the relationship between direct feedback on manuscript preparation and public speaking performance among 56 Business English Communication (BEC) students over one academic semester. Employing a quantitative quasi-experimental design, the research examined performance improvements following four systematic feedback interventions on speech manuscripts prior to mid-semester presentations. Results revealed statistically significant improvements in public speaking performance, with students demonstrating enhanced confidence, clarity, and delivery effectiveness. The findings suggest that structured manuscript feedback serves as a scaffolding mechanism that reduces anxiety while improving content organization and presentation skills. This research contributes to pedagogical approaches in business communication education by demonstrating the efficacy of iterative feedback processes in developing professional speaking competencies.

Students’ Translation Strategies in Translating General English Texts

2026-01-20T10:31:49+08:00

This study aims to examine the translation strategies used by fifth-semester EFL students at Universitas Negeri Makassar in translating general English texts into Indonesian. A qualitative descriptive approach was employed, involving the analysis of students’ translated texts and semi-structured interviews with 18 purposively selected participants who had completed a translation course. The findings reveal that literal translation was the most frequently used strategy, followed by modulation, borrowing, reduction, and adaptation, with occasional use of amplification and transposition. While literal translation dominated due to students’ preference for maintaining source-text structure, the use of modulation and borrowing indicates an emerging awareness of meaning, naturalness, and communicative intent. The study also identifies three key factors influencing students’ strategy choices: linguistic proficiency, cultural and contextual awareness, and translator self-confidence. These results suggest that students are in a transitional stage of translation competence, shifting gradually from form-based to meaning-oriented decision-making. Understanding these factors is essential for designing translation instruction that not only teaches strategy use, but also supports reflective awareness and confidence-building in EFL learners.

Students’ Perspectives on the Intensity of Lecturer Corrective Feedback and Its Impacts on Their Self-Confidence and Self-Expression in Learning English

2026-01-20T10:31:33+08:00

The purpose of this study is to obtain data regarding students' perceptions of the intensity of corrective feedback (CF) provided by lecturers and its influence on their self-confidence and self-expression abilities. To achieve the above objectives, a qualitative approach was used thru in-depth semi-structured interviews conducted with students from the English Language Education Study Program, Faculty of Languages and Literature, Makassar State University, who were taking English courses thru synchronous and asynchronous media. To analyze the data obtained, this study uses thematic analysis, which includes the stages of transcription, data reduction, coding, categorization, and the extraction of thematic meaning. The results of the research data analysis show that (1) students positively perceive the intensity of corrective feedback, which includes attention, duration, and frequency, differing between one lecturer and another because synchronous CF provides space for direct interaction and quick clarification, while asynchronous CF gives students the opportunity to reflect and correct errors independently; and (2) the intensity of CF has a positive impact on increasing students' self-confidence and self-expression in English, both orally and in writing, although feedback that is too frequent and delivered inappropriately can reduce motivation and cause anxiety. The results of this study conclude that a balance of intensity and approach in providing corrective feedback has a positive impact on the optimal linguistic and psychological development of students.

Integrating Modified English Songs to Improve Vocabulary Retention

2026-01-20T10:31:17+08:00

This pre-experimental study explores the effectiveness of integrating modified English songs in enhancing vocabulary retention among seventh-grade EFL learners in Indonesia. The research was conducted with 25 students at SMPN 3 Minasatene using a one-group pre-test–post-test design. The intervention consisted of five instructional sessions incorporating songs whose lyrics were deliberately adapted to match thematic vocabulary categories (objects, body parts, shapes, and vegetables). Each session combined listening, singing, contextual vocabulary practice, and short individual performances to reinforce lexical recall. Quantitative results revealed a significant improvement in learners’ vocabulary mastery, with the mean pre-test score (M = 69.64, SD = 5.95) increasing to the post-test mean (M = 89.12, SD = 6.31). The normalized gain (<g> = 0.64) indicates a high level of effectiveness based on Hake’s criteria. Qualitative observations further suggest that using modified songs enhanced learner motivation, enjoyment, and confidence in using English vocabulary. The findings demonstrate that purposeful integration of contextualized and culturally relevant songs can serve as an engaging medium for vocabulary development in early secondary EFL contexts. Pedagogical implications and recommendations for future experimental research designs are also discussed.

Resolving Psychological Conflicts

2026-01-20T10:31:01+08:00

This study investigates how Nina Riva resolves her psychological conflicts in Taylor Jenkins Reid’s Malibu Rising by employing Kurt Lewin’s theory of Positive, Negative, and Induced Valence. The research aims to reveal how inner struggles and emotional tensions shape the protagonist’s transformation and self-realization. Using a qualitative descriptive method, the analysis focuses on the novel’s narrative structure, character interactions, and dialogues that illustrate the stages of Nina’s psychological development. The findings indicate that Nina predominantly resolves her internal conflicts through Positive and Positive Induced Valences, allowing her to attain emotional balance and personal growth. Negative valence also appears as an initial catalyst that triggers her self-awareness before she redirects it into constructive action. The study highlights that inner conflict in literature not only reflects human psychological processes but also functions as a narrative strategy to portray resilience, autonomy, and identity formation. This research contributes to the broader discussion of literary psychology by demonstrating how Lewin’s theoretical lens can deepen understanding of character motivation and emotional evolution in contemporary fiction.

Exploring the Transactional Communication Model in Managing Work Responsibilities

2026-01-20T10:30:45+08:00

This study aims to identify and determine the transactional communication model using Shockley-Zalabak’s Organizational Communication Process Model used by the employees in delivering transactional utterances in workplace management. The research method was qualitative with a descriptive design. The subjects of this study are employees in the academic and broadcasting workplaces. Data on the transactional communication model were collected through transcripts of observations accompanied by audio recordings. The findings of the study reveal that communication within organizational settings is fundamentally transactional, interactive, and context-dependent. Across all extracts, communication emerges not as a simple transmission of information but as a co-created process shaped by hierarchical roles, organizational procedures, feedback loops, and interpersonal dynamics.