https://i-plural.org/index.php/main <p><strong>Language:</strong> English</p> <p><strong>Frequency:</strong> 3 Issues (March, July, November) </p> <p> </p> <p><strong>Welcome!</strong></p> <p>The International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) is an esteemed international, peer-reviewed, and open-access journal dedicated to exploring pedagogical language, literature, and cultural studies. Our primary objective is to publish conceptual and research articles that delve into the application of language studies, literature studies, and cultural studies, emphasizing their significance in teaching and the experiences of language in education.</p> <p><strong>Collaborative Partnerships:</strong> i-Plural is proud to announce its collaboration with the <em>Indonesischer Germanistenverband</em> (IGV) or Indonesian Germanists Association. This partnership enriches the journal with insights from the forefront of German language studies in Indonesia.</p> <p><strong>Global Reach:</strong> Our journal's scope is global, and we encourage submissions from academics, researchers, graduate students, and policymakers. Articles submitted to i-Plural must be written in English.</p> <p><strong>Diverse Coverage:</strong> i-Plural covers a broad spectrum of topics, including but not limited to assessment and testing in language learning and education, applied linguistics methodologies and issues, classroom language teaching concerns, cultural aspects in language, language education, language curriculum development and implementation, effective methods for language teaching, diversity/multiculturalism, language in higher education context, language competences, language learning and identity, literacy, bilingualism, bilingual education, and translation and interpretation (simultaneous/consecutive interpretation). Additionally, we focus on teacher training in language education.</p> <p><strong>Article Processing Charges (APC) Information: </strong>We are pleased to inform our authors that there is no fee for submitting manuscripts to our journal. This means you can submit your work for review and possible publication without any initial costs. However, if your manuscript is accepted for publication after the review process, an Article Processing Charge (APC) of 1,000,000 IDR will be required. This fee is necessary to cover the costs associated with the management and maintenance of the journal, including editing, production, and publication. We appreciate your understanding and support, which enables us to maintain the quality and accessibility of our journal. </p> <p> </p> <p>We invite you to be a part of our vibrant scholarly community. Submit your research, share your insights, and contribute to the ever-evolving landscape of pedagogical language, literature, and cultural studies.</p> Nexus Publishing en-US International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) 3047-2202 https://i-plural.org/index.php/main/article/view/59 <p>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.</p> Primardiana Hermilia Wijayati Dewi Kartika Ardiyani Reza Safitri Zanakulov Zayniddin Copyright (c) 2026 Primardiana Hermilia Wijayati, Dewi Kartika Ardiyani, Reza Safitri, Zanakulov Zayniddin https://creativecommons.org/licenses/by-nc-sa/4.0 2026-03-30 2026-03-30 3 1 1 8 10.63011/ip.v3i1.59 https://i-plural.org/index.php/main/article/view/63 <p>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.</p> Arini Nabilla Dzulfahmi Rafila Kasamira Dewi Abrori Dewi Puspitasari Bouchra Aboura Copyright (c) 2026 Arini Nabilla Dzulfahmi, Rafila Kasamira Dewi Abrori, Dewi Puspitasari, Bouchra Aboura https://creativecommons.org/licenses/by-nc-sa/4.0 2026-04-21 2026-04-21 3 1 9 16 10.63011/ip.v3i1.63