Journal of Linguistics, Literature, and Language Teaching (JLLLT)

Demographic Factors Influencing Learner Autonomy among Indonesian EFL Students: A Quantitative Study

Nurul Ashri — 2025-08-03

This study explores how selected demographic factors, gender, language proficiency level, region of origin, faculty affiliation, and field of study relate to learner autonomy among English as a Foreign Language (EFL) students at Universitas Pamulang. Grounded in the constructivist view of learning and self-regulated learning theory, the research employed a quantitative survey using Biçer's (2017) Learner Autonomy Scale, with 80 students participating. Due to non-normal data distribution, non-parametric tests were used in the analysis. This study uniquely shows that only gender has a statistically significant effect on learner autonomy, with female students demonstrating higher autonomy in both planning and learning process dimensions. In contrast, no significant differences were found for the other demographic variables. These findings suggest that while some background characteristics like gender may influence learner autonomy, broader factors such as classroom practices, instructional design, and learner agency play a more central role. The study contributes to the EFL field by highlighting the limited role of static demographic factors and reaffirming the importance of pedagogical strategies that foster autonomy in diverse learner populations.

Semantic Urgency and Illusion of Authority in Phishing Emails: A Corpus-Based Analysis

Rossy Halimatun Rosyidah — 2025-08-23

This study examines how urgency and authority are semantically framed in phishing emails to manipulate recipients’ behavior. Although linguistic features of deception have been widely studied, the semantic framing of phishing remains underexplored within the Frame Semantics framework. Using qualitative frame-semantic discourse analysis, ten phishing emails were purposively selected from the open-access corpus by Miltchev et al. (2024), focusing on scams related to account access and payment issues. The data were analyzed through Fillmore’s Frame Semantics to identify lexical units and frame elements (e.g., Agent, Goal, Instrument) that trigger urgency and authority. Results show that phishing messages use time-sensitive cues (e.g., immediately, within 24 hours) and institutional references (e.g., your account, verify your identity) to create a sense of crisis and compel compliance. These frames often co-occur, increasing cognitive pressure and reducing critical evaluation. By mapping manipulative strategies onto semantic frames such as Request, Threat scenario, and Commerce transfer, this study provides a structured approach to phishing analysis. It contributes to cyber linguistics and supports the development of frame-aware digital literacy, email security systems, and spam detection models based on semantic cues.

Grammatical and Lexical Errors in the Written English of Teacher Trainees: A Case Study of E.P. College of Education, Amedzofe

Akorli Innocent Selasie — 2025-09-05

This qualitative case study investigates the grammatical and lexical errors in the writing of fifty final-year students at the E.P. College of Education, Amedzofe. Drawing on Corder's Error Analysis framework, student essays were analyzed to identify error types, frequencies, and their potential causes. Data were collected by simple random sampling from scripts anonymized and supplemented with self-reports on reading habits and mother tongue usage. The most frequent errors involved vocabulary misuse, tense, and structural flaws. These findings highlight the implications for English instruction and teacher training curricula. We recommend enhanced writing practice, improved entry standards, and promotion of reading and spoken English to improve students' written proficiency. The study contributes to the field of second language acquisition and offers pedagogical implications that can improve English language teaching in the Colleges of Education.