International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural)

Exploring the Role of WhatsApp in Shaping Ethical Communication Practices within Higher Education Institutions

Mon, 30 Mar 2026 00:00:00 +0000

Social media has become one of the most dominant communication tools, especially among academics. WhatsApp, as one of the most widely used instant messaging platforms, has become an essential means for lecturers and students to interact academically. This paper presents the results of a study aimed at exploring the attitudes and behaviors of students and lecturers in communicating through WhatsApp groups. This study employed a quantitative descriptive method, with a questionnaire instrument distributed online to lecturers and students of the German Literature Department. There were 199 respondents who were willing to fill out the questionnaire. Findings reveal that the types of messages frequently shared in the group are questions about course materials and assignments. A majority of students demonstrate openness and honesty in admitting mistakes, maintain impartiality during non-conducive communication situations, and exhibit high vigilance toward prize offer messages from unknown sources by blocking or rejecting them. However, only a small proportion of users consistently respond to messages sent by other group members in academic WhatsApp groups. There is a notable tendency to avoid direct confrontation to preserve social harmony, which presents an ethical dilemma between openness and maintaining interpersonal relationships.

From Anxiety to Adaptation: How EFL Students Cope with Writing Challenges

Tue, 21 Apr 2026 00:00:00 +0000

This study aims to investigate writing anxiety among English Education students at UIN Abdurrahman Wahid Pekalongan. Employing a qualitative approach, data were collected through semi-structured interviews with seven third-semester students and analyzed using thematic analysis. The findings reveal that students experience significant writing anxiety manifested in cognitive, emotional, and physical challenges, including difficulties in generating ideas, organizing content, and fear of making errors. These challenges negatively affect students’ writing performance. Despite these difficulties, students employ various coping strategies, such as extensive reading and regular writing practice, to reduce anxiety and improve their writing skills. The study highlights the importance of addressing both cognitive and affective factors in supporting students’ writing development in EFL contexts.

The Use of the Aussprachetraining Web-Based Application on German Pronunciation

Talitha Rabbani — Mon, 08 Jun 2026 00:00:00 +0000

This research examines the use of the Aussprachetraining web-based application developed by the Goethe-Institut in improving students’ German pronunciation skills as well as explores their perceptions of this technology. Utilizing a mixed-methods sequential explanatory design, the study analyzed data from 39 first-year students of the German Studies Program through pre- and post-tests, activity logs, and questionnaires. The quantitative analysis demonstrated a 3.28% improvement in average pronunciation scores, which increased from 78.45 to 81.03, alongside high engagement levels where over 66% of participants achieved significant accuracy within the application-based exercises. Qualitatively, the students reported a positive experience, specifically highlighting the visually appealing interface (66.67%), its user-friendly navigation (71.79%), and the relevance of its content to course materials (69.23%). The most helpful feature identified was the immense value of native speaker pronunciation models. Despite these benefits, the study identified critical technical limitations, particularly regarding the accuracy of the speech recognition system and the quality of automated feedback, which the majority of respondents found suboptimal. This research concludes that, while the application proves to be a powerful tool for fostering self-directed learning and increasing learner confidence, technical refinements are necessary to maximize its effectiveness.

Reading Challenges and Strategies Applied in the EFL/ESL Classroom: A Literature Review

Octavia Dwi Hasanah, Dian Fadhilawati, Hamisu Hamisu Haruna — Tue, 09 Jun 2026 00:00:00 +0000

This review synthesizes empirical studies published between 2014 -2025 to examine reading comprehension challenges among EFL/ESL learners and the impact of the use of reading strategies the findings reveal that learners face multiple challenges, including limited vocabulary, grammatical difficulties, weak reading process skills, cognitive comprehension issues, psychological and motivational barriers, inadequate instructional support, text complexity, and ineffective strategy use. the review also shows that various reading strategies, such as metacognitive, cognitive, collaborative, technology-supported, guided, and integrated approaches, significantly enhance comprehension, self-regulation, and engagement when implemented through explicit instruction and scaffolded support. However, their effectiveness varies depending on individual differences, including motivation, proficiency level, and cultural background, as well as instructional quality. These findings highlight the importance of developing learner-centered, contextually responsive reading programs that promote autonomy and critical literacy, while future research should examine long-term and differentiated instructional models.

Illocutionary Acts in Tetun Language Use during Multicultural Interactions at the Traditional Market of Biboki Anleu

Vincentius Mauk, Casimiro Relvas Amaral, Anselmus Yata Mones, Palmerya Ch. Sau — Tue, 09 Jun 2026 00:00:00 +0000

The multicultural traditional market in Biboki Anleu serves as a socio-economic interaction space where speakers from diverse ethnolinguistic backgrounds engage using Tetun as a lingua franca, revealing rich pragmatic dynamics. This study aims to identify and analyze the types of Tetun illocutionary acts in marketplace interactions and assess the role of Tetun in fostering multicultural communication and social solidarity. A qualitative approach was employed using participatory observation, in-depth interviews, and discourse analysis. Data were collected from real-time interactions between sellers and buyers in Biboki Anleu Market. Four dominant types of illocutionary acts were identified: directive, representative, expressive, and commissive. Language strategies reflected local politeness norms, pragmatic efficiency, and cultural adaptation. Tetun illocutionary acts function not only as transactional tools but also as mechanisms for reinforcing social identity and cultural integration. The findings contribute theoretically to regional language pragmatics and practically to multicultural market development and Tetun language preservation.