Celebes Journal of Language Studies

Bridging Cultures, Building Resilience: Cross-Cultural Literary Perspectives and the Development of Psychological Capital in Higher Education

2026-06-08T14:32:12+08:00

Higher education environments increasingly demand not only academic proficiency but also robust psychological resources to navigate complex global and intercultural challenges. This article explores the intersection of cross-cultural literary studies and Positive Psychology, specifically focusing on the development of Psychological Capital (PsyCap)—comprising Hope, Efficacy, Resilience, and Optimism (HERO)—among university students. While traditional pedagogies often emphasize the linguistic and structural analysis of literature, this paper argues that deep engagement with cross-cultural narratives functions as a transformative psychological tool. By navigating the diverse socio-cultural realities, conflicts, and resolutions embedded in cross-cultural literary texts, students undergo a process of cognitive decentering and empathetic projection. This process significantly enhances their adaptive coping mechanisms and psychological resilience. The study proposes a pedagogical framework that integrates intercultural literary reading with PsyCap development, offering a novel approach to holistic student development in the EFL and broader higher education context. The implications suggest that literature classrooms can be strategically designed as incubators for psychological resilience, preparing students to thrive in an interconnected and highly demanding global landscape.

Students’ Perception Toward Learning Engagement in Learning Management System

2026-06-08T14:32:12+08:00

This study aims to investigate students' views on learning participation in the Learning Management System (LMS) at Makassar State University by analysing the obstacles they face and their perceived level of participation during online learning. This study adopts a descriptive qualitative design involving eleven students from the English Education Study Programme, Faculty of Language and Literature, Makassar State University. Data collection was conducted through semi-structured interviews, accompanied by observation, and then analysed through data reduction, data presentation, and conclusion drawing. The findings indicate that students face technological and time management constraints, such as unstable internet connections, server errors, device compatibility limitations, delays, and disruptions during online learning. Students feel that the LMS UNM helps increase their learning participation through social interaction, guidance and feedback from lecturers, and cognitive engagement in understanding learning materials, which reflects social presence, teaching presence, and cognitive presence in accordance with the Community of Inquiry framework. In general, this study concludes that the LMS UNM supports student learning participation, although improvements are still needed in system stability, accessibility, and user support to further enhance the effectiveness of online learning.

The Correlation of Mental Conditions and English Students’ Motivation

2026-06-08T21:15:10+08:00

This research aims to examine the correlation between mental condition and learning motivation among students of the 2022 intake in the English Language Education Department, Makassar State University. The research employed a quantitative approach with a total population of 223 students. A random sampling method was used based on attendance records, resulting in a sample of 15 students. Data were collected through questionnaires measuring mental condition and learning motivation. The data were analyzed using the Spearman’s Rank correlation technique. The results indicate a very strong and significant negative relationship between mental condition and motivation to learn English. Poorer mental conditions, characterized by higher anxiety, stress, and fatigue, tend to significantly reduce learning motivation. Conversely, students with stable and healthy mental states demonstrate greater enthusiasm and persistence in the learning process. These findings emphasize the importance of mental well-being as a determinant of academic success, particularly in sustaining motivation in language learning. Educational institutions are encouraged to implement mental health support programs to foster a more conducive learning environment.

Local Wisdom in Deeper Learning: Cultivating Academic Identity and Cultural Sustainability in EFL Writing

2026-06-08T21:22:24+08:00

The hegemony of Anglo-American rhetorical conventions in English as a Foreign Language (EFL) instruction often forces learners to negotiate between global literacy demands and the marginalization of their indigenous epistemologies. This study investigates the integration of Bugis-Makassar local wisdom—specifically the philosophies of Siri' na Pacce (honor and empathy) and Sulapa Eppa (holistic worldview)—into a Deeper Learning framework for teaching academic writing. Conducted as a qualitative case study in South Sulawesi, the research involved undergraduate English Literature students engaged in a Project-Based Learning curriculum. Data from writing portfolios, in-depth interviews, and reflective journals revealed that embedding local wisdom significantly improved structural coherence, elevated psychological capital, and transformed students' academic identities. The Local Wisdom-Based Deeper Learning model empowered students to transition from passive language reproducers to confident cultural ambassadors, demonstrating that cultural sustainability and rigorous global academic standards are mutually reinforcing goals in modern language education.

Using Digital Reading Books to Improve Students’ Reading Comprehension at Junior High School

2026-06-09T19:16:05+08:00

Comprehension and explores students’ interest in using digital reading books as learning media. The research employed a quantitative approach with a pre-experimental one-group pre-test–post-test design, complemented by a descriptive quantitative method through a questionnaire. The participants were 31 ninth-grade students of SMP Handayani Gowata, selected using cluster sampling. Data were collected through a reading comprehension test and a Likert-scale questionnaire. The results revealed a significant improvement in students’ reading comprehension after the implementation of digital reading books. The paired-sample t-test showed a significance value of 0.000 (< 0.05), indicating a statistically significant effect. The mean score increased from 42.74 in the pre-test to 66.45 in the post-test, with an N-Gain score of 0.40, categorized as moderate. Questionnaire findings indicated that 77.42% of students were interested, 16.13% were very interested, and 6.45% were moderately interested in using digital reading books. The findings conclude that digital reading books are effective in enhancing students’ reading comprehension and positively influence their interest in reading activities.

What Makes Students Feel Safe to Speak? A Thematic Analysis in EFL Classrooms

2026-06-08T21:43:53+08:00

Psychological safety has become an important issue in English as a Foreign Language (EFL) classrooms because students often experience anxiety, fear of making mistakes, and lack of confidence during speaking activities. This study aimed to explore the factors that make students feel psychologically safe to speak English in EFL classrooms. The research employed a qualitative descriptive approach using thematic analysis. The participants consisted of 20 fourth-semester students enrolled in the Pedagogy of Speaking course in the English Education Study Program. Data were collected through open-ended questionnaires distributed via Google Form. The collected data were analyzed using Braun and Clarke’s thematic analysis procedures. The findings revealed four major themes influencing students’ psychological safety in speaking classrooms. First, supportive lecturer behavior played a significant role in increasing students’ confidence and comfort during speaking activities. Encouragement, constructive feedback, and non-intimidating communication helped students feel emotionally secure. Second, fear of negative evaluation reduced students’ willingness to speak, particularly during public speaking activities and direct correction situations. Third, positive peer support encouraged students to participate more actively because respectful classmates created a more comfortable learning environment. Finally, a relaxed, interactive, and non-judgemental classroom atmosphere supported students’ participation and reduced speaking anxiety. The findings indicate that psychological safety is strongly influenced by emotional, interpersonal, and classroom environmental factors. Students are more willing to communicate when they feel respected, supported, and free from fear of humiliation or excessive judgment. Therefore, lecturers should create supportive and communication-focused classroom environments to encourage students’ speaking participation and confidence. This study contributes to the discussion of psychological safety in Indonesian EFL higher education contexts and provides practical insights for creating more inclusive and emotionally supportive speaking classrooms.