An English-Based Organizational Acronym Strategy to Enhance Meeting Management in Student Organizations: A Case Study
DOI:
https://doi.org/10.31294/wanastra.v18i2.12589Keywords:
English-based acronyms, student organizations, meeting management, applied linguistics, leadership communication, cognitive frameworksAbstract
While mnemonic devices are widely used in educational contexts for enhancing cognitive retention, their socio-cognitive utility and structural paradoxes within organizational governance remain under-researched. This study investigates how English-based acronym strategies influence meeting management and executive behaviors among student organization leaders. Grounded in a qualitative research design, this study examines the experiential accounts of eight student leaders serving on students’s affair of the university. Data collection was conducted through in-depth semi-structured interviews, which were subsequently analyzed using an iterative thematic approach combined with conceptual lenses from applied linguistics and cognitive scaffolding. The findings reveal a compelling dualistic phenomenon. On one hand, English-based acronyms (e.g., L.E.A.D.E.R.S.H.I.P., M.A.N.A.G.E.M.E.N.T., M.A.S.T.E.R.) operate as effective cognitive scaffolds and regulatory anchors that minimize the cognitive load, stabilize conversational trajectories, and arrest discursive drift during complex deliberations. On the other hand, a critical alternative interpretation uncovers a distinct structural paradox: the efficacy of these frameworks is inversely proportional to their structural density. Extensive, high-density acronyms risk inducing operational rigidity and cognitive dependency, inadvertently transforming fluid democratic dialogues into procedural checklists or sites of discursive policing. Furthermore, shorter formulas to maximize real-time agility but face the risk of superficial ritualization, where participants perform compliance linguistically while deep-seated behavioral habits remain unaltered. This study concludes that acronym-based organizational strategies exist in a permanent tension between artificial linguistic order and organic communicative spontaneity. It implies that student executives must deploy these devices as flexible conceptual anchors rather than rigid procedural mandates to safeguard institutional resilience.
References
Bess, J. L., & Dee, J. R. (2023). Understanding College and University Organization (D. B. Johnstone (ed.); 1 ed.). Routledge. https://doi.org/https://doi.org/10.4324/9781003448457
Bugwak, E. R., Garay, J. B., Camsa, S. S., Langcoy, R. N., Limot, M. A., Albizo, H. T., Fuentes, J. G. B., Romeo L. Canlubo, J., & Tura, C. L. (2025). Factors Influencing Students’ Academic and Non-Academic Engagement. Journal of World Englishes and Educational Practices, 1(1), 1–13. https://doi.org/10.32996/jweep.2025.7.2.3
Byrne, D. (2021). A Worked Example of Braun and Clarke’s Approach to Reflexive Thematic Snalysis. Quality & Quantity, 56(1), 1–13. https://doi.org/https://doi.org/10.1007/s11135-021-01182-y
Demir, A., Maroof, L., Khan, N. U. S., & Ali, B. J. (2021). The role of E-service quality in shaping online meeting platforms: a case study from higher education sector. Journal of Applied Research in Higher Education, 13(5), 1–13. https://doi.org/https://doi.org/10.1108/JARHE-08-2020-0253
Enworo, O. C. (2023). Application of Guba and Lincoln’s Parallel Criteria to Assess Trustworthiness of Qualitative Research on Indigenous Social Protection Systems. Qualitative Research Journal, 23(4), 372 – 384. https://doi.org/https://doi.org/10.1108/QRJ-08-2022-0116
Hoyt, J. E. (2021). Student Connections: The Critical Role of Student Affairs and Academic Support Services in Retention Efforts. Journal of College Student Retention: Research, Theory & Practice, 25(3), 480–491. https://doi.org/https://doi.org/10.1177/1521025121991502
Isen, A. M., Daubman, K. A., & Gorgoglione, J. M. (2025). The Influence of Positive Affect on Cognitive Organization (G. Corp. (ed.); 1 ed.). Routledge. https://doi.org/https://doi.org/10.4324/9781003163244
Isik, O. (2025). Qualitative Research Approaches and Data Collection Methods: Understanding Meaning and Experience. Journal of Humanities and Education Development (JHED), 7(6), 1–14. https://doi.org/https://doi.org/10.22161/jhed.7.6.3
Laffey, D. (2025). The Effects of Explicit Instruction on Online Acronym Recognition. English Teaching, 80(1), 1–17. https://doi.org/https://doi.org/10.15858/engtea.80.1.202503.149
Lantolf, J. P., Xi, J., & Minakova, V. (2021). Sociocultural Theory and Concept-Based Language Instruction. Language Teaching, 54(3), 327–342. https://doi.org/10.1017/S0261444820000348
Mezmir, E. A. (2020). Qualitative Data Analysis: An Overview of Data Reduction, Data Display and Interpretation. Research on Humanities and Social Sciences, 10(21), 1–13. https://doi.org/DOI: 10.7176/RHSS/10-21-02
Muhamad, Afandi, S., & Wahyuningsih. (2020). Investigating English Speaking Problems: Implications for Speaking Curriculum Development in Indonesia. European Journal of Educational Research, 3(45), 967–977. https://doi.org/10.12973/eu-jer.9.3.967
Nassar, F. S., Abbas, A. O., Al-Saify, H., & Ali, O. M. (2024). The Impact of Extracurricular Activities on Developing Academic Standing, Student Satisfaction, Performance, and Bolstering the Academic Reputation of Higher Education Institutions From the Perspective of SDG’s. Journal of Lifestyle and SDG’s Review, 1(1), 1–13. https://doi.org/https://doi.org/10.47172/2965-730X.SDGsReview.v5.n01.pe02758
Njie, B., & Asimiran, S. (2021). Case Study as a Choice in Qualitative Methodology. IOSR Journal of Research & Method in Education, 4(3), 1. https://doi.org/https://doi.org/10.29408/edumatic.v5i1.2544
Rahman, N. M. M., Weda, S., & Muhayyang, M. (2024). The Impacts of Students Association on The Students’ Academic Achievement. ARRUS Journal of Social Sciences and Humanities, 4(3), 1–9. https://doi.org/https://doi.org/10.35877/soshum2583
Sweller, J. (2023). The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion. Educational Psychology Review, 35(95), 1–13. https://doi.org/https://doi.org/10.1007/s10648-023-09817-2
Uaikhanova, M., Zeinulina, A., Pshembayev, M., & Anesova, A. (2022). Developing Leadership Skills in University Students. Cogent Education - Curriculum & Education Studies, 9(1), 1–13. https://doi.org/https://doi.org/10.1080/2331186X.2022.2143035
Published
Issue
Section
License
Copyright (c) 2026 Ali Mohammed Saleh Al-Hamzi (Author); Nurmala Dewi, Tati Mardewi, Furi Indriyani, Octa Pratama Putra
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles published in Wanastra: Jurnal Bahasa dan Sastra are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Under this license, authors retain copyright of their work and grant others the right to:
-
Share — copy and redistribute the material in any medium or format
-
Adapt — remix, transform, and build upon the material for any purpose, even commercially
Terms of Use:
Users are free to use the material under the following conditions:
-
Attribution — Proper credit must be given to the original author(s) and the source, a link to the license must be provided, and any changes made must be indicated.
-
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
The full license details can be accessed at: https://creativecommons.org/licenses/by/4.0/
By submitting to Wanastra: Jurnal Bahasa dan Sastra, authors agree to these licensing terms.
