Indonesian Journal of English Language Studies (IJELS)

Lecturers’ Feedback as a Tool of Power: A Critical Discourse Analysis of Lecturer Feedback in Classrooms

Riefki Fajar Ganda Wiguna, Safrina Arifiani Felayati — Mon, 22 Sep 2025 00:07:29 +0700

The types of conversations we hold or avoid with students determine the relationship that we design in our class. Lecturer feedback plays a central role in shaping the learning process, but it also functions as a site where power dynamics are enacted. This paper explores the power relations embedded in language used in lecturer feedback through the lens of critical discourse analysis (CDA). By analyzing how feedback positions students and constructs their identities, this study seeks to uncover the implicit hierarchies and authority structures present in the classroom discourse of the English Literature Study Program Class. The analysis relies on five power bases: referent, reward, expert, legitimate, and coercive. The data were collected by observing six classroom sessions during this time, and feedback instances were transcribed and compiled. In total, approximately 30 feedback examples were selected for in-depth analysis. These include both oral and written feedback that was considered representative of recurring discursive features. The finding shows that lecturer feedback not only reflects power dynamics but also influences the construction of student identity. Furthermore, the feedback that the lecturer provided negatively impacted the learning behavior due to overusing antisocial-based language, which included legitimate and coercive feedback. This feedback also built the students’ identity as incapable learners.

Language of Wider Communication as a Propeller of Early Warning and Early Response in Yobe State

Clifford Irikefe Gbeyonron — Fri, 26 Sep 2025 08:20:42 +0700

This work aims to establish the efficacy of language of wider communication (LWC) in coordinating early warning and early response in emergencies in Yobe State, a seemingly fragile state recovering from a fleeting insurgency. To achieve this, a researcher-made questionnaire and a semi-structured interview schedule were respectively administered to 110 and twenty-two 22 respondents who have been participating in Community Peace and Safety Partnership (CPSP) meetings – platforms supported by the British Council and funded by the European Union (EU) in 11 out of the 17 Local Government Areas (LGAs) in the state – to ascertain the use of Hausa language (which is an LWC in the state) in the coordination of the meetings and the implication of that in emergency and conflict management. Similarly, participatory observation was utilized by the researcher to find the language(s) used on the platforms to coordinate the meetings. It was found that the use of the LWC has not only made emergency and conflict management inclusive but also helped in reducing conflicts and risks in the LGAs the platforms are active. This work recommends that for early warning and early response to be effective in a fragile state, the LWC should be prioritized. However, other languages should be developed to enable them to actualize their linguistic rights to participate in public discourse and emergency management.

Persuasion, Face-Threatening Acts, and Mitigation Strategies in Southeast Nigeria Haggling Encounters

Justus Chidi Ugwu, Elizabeth Ebere Agbo, Obiageli Cynthia Nnamani — Mon, 29 Sep 2025 00:00:00 +0700

Given the fact that haggling could provide the opportunity for deceit,the seller employs different persuasive strategies to convince the, already alerted, buyer to patronise them. However, despite such persuasive strategies, there could be communication breakdown because of distrust and suspicion among the interactants. Such communication breakdown requires a repair for a successful haggling encounter.This study looks at the main artistic modes and pragmatic strategies of persuasion used in southeast Nigerian markets to identify the pragmatic techniques that are used to mitigate threatened face in market encounters. The data consist of ninety sampled haggling experiences involving wholesalers (15), retailers (15), apprentices (15), and customers (45), taken from the five states that comprise Southeast Nigeria. The data analysis draws on Aristotle's threefold method of persuasion, paying close attention to the pathos and logos of his rhetorical appeals, and Mey’s (2001) theory of pragmatic acts. The analysis shows that there is strong presence of logos in the data, with a predomination of the pathos component of the rhetorical appeals. The research also indicates that while face-threatening acts are practed through questioning, comparing, and doubting, it is also mitigated through apologising, euphemising and blame transfer.

Minor Characters’ Influences on Belly’s Emotional Maturity in Jenny Han’s The Summer I Turned Pretty

Merry Christiana, Maria Vincentia Eka Mulatsih — Thu, 02 Oct 2025 00:00:00 +0700

Emotional maturity plays a significant role in the behavior of individuals. Jenny Han’s novel The Summer I Turned Pretty depicts emotional maturity through its characters. This study aims to analyze the influences of minor characters on the main character’s emotional maturity, formulated through the question: “What are the influences that the minor characters bring toward Belly’s emotional maturity?”. To answer the question, the writers applied the theory of emotional maturity. This study employed the New Criticism approach along with the close reading method, as it dealt with the theory of emotional maturity. Data were collected using a library research technique, in which the novel served as a primary source, while supporting books, journals, and articles were used as secondary sources. The findings of this study revealed that Conrad, Jeremiah, and Susannah, as the minor characters, significantly influenced Belly’s emotional maturity. Belly underwent five levels of FitzMaurice’s emotional maturity, namely: emotional responsibility, honesty, openness, assertiveness, and understanding. These five levels of emotional maturity experienced by Belly were influenced by Conrad, Jeremiah, and Susannah. By understanding the development of Belly’s emotional maturity, the readers can reflect on themselves and apply the positive behaviors exhibited by Belly.

The Students’ Problem in Creative Writing Course

Tarisa Octavia — Thu, 02 Oct 2025 14:47:48 +0700

This study describes the students' problems in the creative writing course. Knowing these problems can help lecturers find out students' weaknesses in writing. Therefore, the researcher is interested in investigating the problems that exist when writing. The purpose of this research is to find out students' problems in writing in the Creative Writing Course. The researcher used quantitative descriptive methods. The population was taken from PGRI Wiranegara University English Language Education Study Program students’ classes 2020, 2021, and 2022, with a total of 89 students. Data collection through a questionnaire was carried out over 5 days using Google Forms from May 17th, 2024, to May 21st, 2022. Interviews were conducted on May 29th, 2024. Documentation was conducted on May 29th, 2024. There were 9 students interviewed, and they were chosen randomly. The researcher gave 15 questions through a questionnaire and gave 6 questions during interviews about students' writing problems. The results of this research show that students experience problems related to linguistic, cognitive, psychological, and pedagogical aspects. In this research, the dominant aspects are linguistic and cognitive. It is hoped that these findings can help students to minimize the difficulties they face, and lecturers can determine a suitable teaching style for students.

Translanguaging for Transformation: Identity, Equity, and Pedagogical Resistance in Nepalese ELT Classrooms

Khem Raj Rauteda — Tue, 07 Oct 2025 23:30:03 +0700

Translanguaging refers to the dynamic, natural, and purposeful mixing of multiple languages in communication. It has become popular among English language teachers in multilingual settings. It promotes learner agency and acknowledges individual identities and experiences. However, some teachers still mistakenly view multilingualism as a barrier rather than an asset in English Language Teaching (ELT). Despite the advantages of translanguaging in ELT, little empirical research has been done on its use in Nepalese ELT classrooms, especially when it comes to the teachers' perspectives. The study aims to investigate the roles of translanguaging in ELT classrooms and to analyze the teachers' experience of using translanguaging in ELT classrooms. Employing the phenomenological research design, the researcher purposively selected three English language teachers teaching in three different public schools in the Sunsari district for in-depth interviews. The interviews were recorded, transcribed, coded, categorized, and analyzed thematically. The study found that teachers affirm students' identities and promote an inclusive learning environment by using translanguaging as a transformative tool. The study additionally shows how teachers challenge the exclusive English and mix multiple languages to create a translingual space that empowers students and fosters equity in the classroom. The study concluded that translanguaging is a flexible approach to ELT that enhances student engagement and understanding of content. It implies that teachers in multilingual contexts adopt a translingual pedagogical approach to embrace diversity, promote social justice, and empower their students.