https://ijlapt.strjournals.com/index.php/ijlapt/issue/feed 2025-10-03T06:49:37+00:00 Editor-in-Chief editor.ijlapt@strjournals.com Open Journal Systems <p><strong>International Journal of Linguistics Applied Psychology and Technology (IJLAPT) (ISSN: 3048-4529) </strong>is a Double-blind Peer reviewed (Refereed) Monthly journal dedicated to publishing high-quality research articles in the fields of Linguistics, Applied Psychology and Technology. Our mission is to foster the dissemination of cutting-edge knowledge and promote advancements in these interdisciplinary areas.</p> <p><strong>Our Journal:</strong></p> <p align="justify">The <strong>International Journal of Linguistics Applied Psychology and Technology (IJLAPT) </strong>is an esteemed open-access journal that provides a platform for researchers, academicians, and industry professionals to share their expertise, findings, and innovations. We publish original research papers, reviews, case studies and technical notes that contribute to the advancement of Linguistics, Applied Psychology and Technology.</p> <p><strong>Our Focus Areas:</strong></p> <p><strong>1. Linguistics:</strong></p> <p style="text-align: justify;"><strong><span style="font-weight: normal;">Linguistics is the scientific study of language. We welcome submissions that explore various applications of scientific study of linguistics- i.e., Phonology - the study of speech sounds in their cognitive aspects, Morphology - the study of the formation of words, Syntax - the study of the formation of sentences, Semantics - the study of meaning, Pragmatics - the study of language, literary, grammatical, palaeographical, structural cognitive, social, cultural, psychological, environmental, biological. This includes but is not limited to psycholinguistics (the psychology of language acquisition and use); historical linguistics and the history of languages; applied linguistics (using linguistic knowledge to help in real-world situations like language teaching); sociolinguistics, varieties of English, discourse analysis and conversation.</span></strong></p> <p><strong>2. Applied Psychology:</strong></p> <p align="justify">We encourage submissions related to all branches of applied psychology including educational psychology, industrial psychology, criminal psychology, forensic psychology, engineering psychology, sports psychology, clinical psychology, counselling services, medicinal psychology, and forensic psychology. We aim to disseminate research that addresses real-world Applied Psychology challenges and presents novel solutions.</p> <p><strong>3. Technology:</strong></p> <p align="justify">We invite contributions that investigate different technologies related to any field practices, strategies, and innovations in different industries, systems and organizations. This includes areas which uses all kind of intelligent and recent techniques for human well-being by new innovations with secure technological aspects whether it be in the field of Engineering, management, Science, education or health.</p> https://ijlapt.strjournals.com/index.php/ijlapt/article/view/142 2025-10-03T06:35:32+00:00 Siti Nur Aisyah saurabh33.singh@gmail.com

<p><em>This article examines the relationship between metacognition and academic grit and evaluates whether metacognitive training can foster grit among university students. Drawing on theoretical accounts of metacognition and grit, empirical correlational studies, and recent intervention research, we synthesize existing evidence and report a focused evidence summary. We show that metacognitive awareness and regulation are consistently linked with perseverance-related constructs and that interventions designed to develop metacognitive skills produce measurable gains in self-regulated learning and related motivational outcomes. However, the literature on whether metacognitive training directly increases trait-like grit is limited and mixed; available correlational work shows strong associations in some student samples (e.g., Arslan et al., 2013), while large-scale work on grit’s predictive validity suggests smaller average effects across diverse outcomes (Duckworth et al., 2007). We propose an integrative conceptual model in which metacognitive training affects short-to-medium-term perseverance (state grit, self-regulatory persistence) and indirectly supports the development of more stable grit via repeated mastery experiences and changes in goal-consistency practices. </em></p>

2025-10-03T00:00:00+00:00 Copyright (c) 2025 All articles published in this journal are lincensed under a https://ijlapt.strjournals.com/index.php/ijlapt/article/view/144 2025-10-03T06:49:37+00:00 Tenzin Dorjee saurabh33.singh@gmail.com

<p><em>Feedback is a fundamental instructional practice with profound psychological implications for student motivation and achievement. However, feedback does not uniformly enhance learning; its effects depend on content, delivery, and interpretation. This paper synthesizes theoretical frameworks — Feedback Intervention Theory, Self-Determination Theory, and Mindset Theory — to explain how constructive critique influences motivational processes. Drawing on major meta-analyses (Hattie, Kluger &amp; DeNisi, Azevedo &amp; Bernard as discussed in Shute), we summarize evidence on effect sizes for different types of feedback and contexts. Results indicate variability: feedback can produce large positive effects when process-focused and autonomy-supportive, yet demotivating outcomes when self-focused or controlling. Tables present theoretical frameworks, feedback features and psychological mediators, and selected meta-analytic effect sizes. A conceptual model is proposed linking feedback features to motivational outcomes. Practical recommendations are outlined for educators to craft feedback that fosters competence, autonomy, and persistence. Limitations and directions for future research, including cultural moderators and longitudinal designs, are discussed.</em></p>

2025-10-03T00:00:00+00:00 Copyright (c) 2025 All articles published in this journal are lincensed under a