cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Kaspul Anwar
Contact Email
kaspulanwar.as@unja.ac.id
Phone
-
Journal Mail Official
ijolte.engedu@unja.ac.id
Editorial Address
-
Location
Kota jambi,
Jambi
INDONESIA
International Journal of Language Teaching and Education
Published by Universitas Jambi
ISSN : 26141191     EISSN : 25982303     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Language Teaching and Education (IjolTe) is an open access published by Universitas Jambi, Master Program of English Language Education, Jambi, Indonesia. IJoLTe receives research-based and conceptual articles on English Language Education, Language Policy, English for Specific Purposes, Teaching English which have not been previously published, nor is it under review or consideration for book chapter or journal publication elsewhere.
Arjuna Subject : -
Articles 132 Documents
 10   11   12   13   14 
Students’ Perception of Autonomous English Learning Volya, Duti; Hadiyanto, Hadiyanto; Haryanto, Eddy; Abrar, Mukhlash
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.43358

Abstract

This study explores Indonesian EFL students' perceptions of autonomous learning within the context of the English Language Study Program at Universitas Jambi. Situated within national education reforms such as Merdeka Belajar Kampus Merdeka (MBKM), which emphasize learner independence and flexibility, the research investigates how autonomy is understood and practiced by students in a system traditionally bound by rigid curricula and teacher-centered approaches. Employing a mixed-methods design, the study surveyed 45 students using a validated autonomy self-assessment questionnaire and conducted follow-up interviews with selected participants. Quantitative results reveal that students demonstrate moderately high levels of autonomy, particularly in understanding instructional objectives and setting personal study plans. However, challenges remain in aligning personal learning goals with formal syllabi and sustaining independent learning beyond curricular demands. Qualitative findings enrich these insights, highlighting students' proactive behaviors in time management and self-directed learning, yet also uncovering a reliance on teacher direction and gaps in leveraging institutional resources. The study identifies both strengths and limitations in students' autonomous learning development. It proposes targeted strategies—including autonomy-oriented teacher training, curriculum flexibility, learner self-assessment tools, and reflective practices—to enhance learner agency. The findings contribute to the growing body of localized research on learner autonomy in Indonesia and offer actionable implications for educators, curriculum designers, and policymakers aiming to foster lifelong learning skills in EFL contexts.
Metacognitive Strategies in Learning English:: A Think-Aloud Protocol in Completing Grammar Tasks Lat, Maria Elena Morales; Yumarnamto, Mateus
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.44317

Abstract

This study explores metacognitive strategies used by students in learning English grammar. The participants of this study were students of a private university in East Java from three different batches (2020, 2021, and 2022). There were two stages of research conducted: (1) a survey questionnaire and (2) a think-aloud protocol. The survey questionnaire was conducted for all the participants (N=30) using Google Forms. The think-aloud protocol was employed with six selected participants. In the think-aloud stage, the six participants were required to complete a grammar task in the form of sentence combining. While they were working on the task, they said aloud their thought processes. The think-aloud process while they were completing the task was observed and recorded.  The questionnaire data were analyzed by means of descriptive statistics, and the transcribed data from the think-aloud protocol were analyzed thematically to find out the metacognitive strategies used in solving the grammar task. The results of this study indicate the usefulness of metacognitive strategies in learning grammar, especially in solving grammar tasks. The findings support previous studies that high achievers in foreign language learning tend to use various metacognitive strategies in their learning.
Sociocultural Interface Between ESL Teachers' Beliefs and Technology-Enhanced Classroom Practices in Ekiti State, Nigeria DEJI-AFUYE, Oladunni Olufunso; DEJI-AFUYE, Opeyeoluwa Adesina
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.44438

Abstract

This study explores the intersection of sociocultural factors, English as a Second Language (ESL) teachers' beliefs, and technology-enhanced classroom practices in secondary schools in Ekiti State, Nigeria. Grounded in the Technology Acceptance Model (TAM), this research investigates how teachers' perceived usefulness, ease of use, and attitude towards technology integration influence their classroom practices. Using a mixed-methods approach, this study integrates data from classroom observations and semi-structured interviews with 10 ESL teachers. The findings reveal significant relationships between teachers' beliefs, sociocultural factors, and technology adoption. The findings indicate that teachers' beliefs about technology-enhanced learning, cultural values, and school policies impact technology integration. TAM's efficacy in explaining the adoption of technology by ESL teachers is supported. The study highlights the importance of considering sociocultural factors in technology-enhanced ESL education. Implications for educational practice, policy, and future research are discussed. Specifically, the study recommends contextualized teacher training programs, infrastructure development, responsive technology-based resources, and policy reforms to support effective technology integration in classroom practices.
Shifting Reading Habits:: The Role of Digital Resources in Improving Vocabulary for College Students Nur Hidayah, Siti Aisyah; Mulyadi, Natashya; Fadlillah, Muhammad Fathan; Jaufillaili, Jaufillaili; Mulatsih, Devi; Heryono, Heri
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.44465

Abstract

Students' reading habits as well as their vocabulary development show gradual changes because of the increased adoption of digital technology. The research investigates digital resource effects on these changes by examining final-year English education students from Universitas Swadaya Gunung Jati Cirebon. A qualitative descriptive research design involved questionnaire and interview data collection methodologies to obtain more accurate and in-depth findings. Students can achieve greater vocabulary development through digital resources, which include mobile apps alongside e-books and online articles, because these resources deliver enhanced reading material accessibility, allowing learners to engage with texts more frequently and in more diverse contexts. The majority of 74% of participants experienced productive vocabulary growth because digital resources help them recognize new words easily and repeatedly in various settings. The survey participants noted that digital resources enabled both better flexibility when reading and increased reading sessions due to the convenience and user-friendliness of such platforms. Therefore, structure common prey-worth resources with curriculum needs to foster improved reading behaviours, which result in higher language advancement for students and support their long-term academic success in English language learning.
Teaching an Integrated Reading and Writing Course During the COVID-19 Pandemic in University Context: A Lecturer's Voice Susanah, Susanah; Thabran, Yulhenli; Kurniati, Erisa; Hendri, Hendri
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.44645

Abstract

Drawing upon Teo's (2013) model of critical reading and writing stages and Moseley's (2005) Integrated model for understanding thinking and learning, this qualitative case study aimed to explore the lecturer's knowledge of teaching the integrated reading and writing course and his experience of teaching the course using synchronous Case-Based Learning (CBL) during Covid-19 Pandemic. Data were collected through online classroom observations and semi-structured interviews. The findings indicated that the lecturer designed the Critical Reading and Writing course to develop students' critical arguments from multiple worldviews; however, he perceived that CBL failed to meet the course's objectives due to student-related problem factors. Students' under-achieving level of critical thinking skills and their problems in terms of English proficiency, learning disengagement, and hesitance to explore unfamiliar phenomena contributed to the unsuccessful implementation of the CBL. Pedagogical implications are highlighted for future research
The Relationship Between the Use of Digital Flashcards on Quizlet and English Vocabulary Mastery in Elementary School Students Aswita, Mila; Moetia, Meristika
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.45018

Abstract

This research investigates the correlation between the utilization of digital flashcards on the Quizlet platform and the Mastery of English vocabulary among elementary school students. The study focused on thirty-fifth-grade students enrolled at Elementary School 6 in Aceh Barat Daya, selected through purposive sampling to ensure relevance to the research objectives. To gather the required data, researchers employed two instruments: a vocabulary test designed to assess students' Mastery of English vocabulary, and a questionnaire developed to measure the extent of Quizlet usage among participants. Before performing statistical analysis, the data were first tested to confirm that the assumptions of normality and linearity were met. Once these conditions were satisfied, the Pearson product-moment correlation technique was applied to analyze the relationship between the two variables. The findings revealed a strong and statistically significant positive correlation (r = 0.712, p < 0.001), suggesting that the more frequently students used Quizlet, the higher their vocabulary scores tended to be. It implies that the integration of digital flashcards through platforms like Quizlet can serve as an effective strategy to enhance vocabulary acquisition among learners at the elementary level. Consequently, the study supports the idea that incorporating digital learning tools into classroom instruction can contribute meaningfully to language learning outcomes, particularly in vocabulary development.
A Systematic Literature Review of Bilingual Education Models: :Approaches and Educational Outcomes Gersalia, Angela; Estremera, Michael
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.44428

Abstract

This systematic literature review explores various bilingual education models—Dual Language Immersion (DLI), Two-Way Immersion (TWI), Transitional Bilingual Education (TBE), and Maintenance Bilingual Education (MBE)—to assess their pedagogical approaches and corresponding educational outcomes. 1,128 articles were identified from databases including ERIC, JSTOR, Google Scholar, Wiley Online Library, and SAGE Journals and screened using the PRISMA framework. Twenty-one studies met the inclusion criteria. The findings show that the DLI model consistently produces strong literacy, academic performance, and language retention results. The TWI, TBE, and MBE models yielded more varied outcomes. Geographic analysis revealed a research concentration in North America, Europe, and Asia. This review highlights practical approaches for educators and policymakers while identifying gaps for future research.
The Correlation Between Teachers’ Strategies in Using Audiovisual Media and Students’ Interest Toward Listening Comprehension Achievement Andini, Tri; Hadiyanto, Hadiyanto; Masbirorotni, Masbirorotni
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.44557

Abstract

This study aims to determine the correlation between teachers’ strategies in using audiovisual media and students’ interest in listening comprehension achievement. The research used a quantitative method with a correlational design. The participants of this study were second- and fourth-semester students of the English Education Study Program in 2025 at the University of Jambi. Data were collected through a questionnaire using a Google Form. This research aimed to see whether teachers' use of audiovisual media could improve students’ interest and performance in listening skills. The results showed that students who believed their teachers used interesting and effective audiovisual strategies were more interested in listening activities. The study also found a positive relationship between how teachers used media and the students’ listening comprehension scores. On the other hand, students who thought listening was difficult tended to get lower scores. Although students felt interested and saw the benefits of audiovisual media, these two factors did not directly affect their listening comprehension scores. This research highlights the importance of good teaching strategies to help students become more motivated and improve their listening skills.
The Efficacy of Teaching Methods that Grade 10 English First Additional Language Teachers Use, and the Challenges to Teach Poetry Motlhaka, Hlaviso; Sekete, Kgaugelo
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.45495

Abstract

Teaching poetry presents significant challenges for many teachers, often leaving learners struggling to grasp its complexities. In some schools, poetry is even phased out due to poor learner performance. This study investigated the effectiveness of methods used by Grade 10 English First Additional Language teachers to teach poetry. A qualitative approach was adopted, with a case study design. Two teachers were purposefully sampled, and data was collected through lesson observations and semi-structured interviews. Observation data was analysed using content analysis, while interview data was examined through thematic analysis.The findings reveal several challenges: learners’ lack of interest in poetry, difficulties in explaining figurative language, fear of misinterpretation, limited English vocabulary, inadequate access to diverse poetry texts, overcrowded classrooms, time constraints, and insufficient teacher training and confidence. Teachers mainly used read-aloud and recitation methods to model pronunciation, rhythm, and intonation. These approaches gave learners opportunities to practice speaking English fluently but limited their engagement. Consequently, learner participation remained low, with few opportunities for critical thinking, personal interpretation, or emotional connection. Learners perceived poetry as abstract, irrelevant, and boring, which further reduced their willingness to participate. The study recommends adopting interactive and learner-centred strategies to address these challenges. These include discussion-based learning, dramatization, role-playing, group work, peer teaching, and question-and-answer techniques. Furthermore, integrating ICT tools—such as YouTube performances, recorded recitals, and animated poetry—can enhance learner engagement, comprehension, and confidence. By diversifying teaching approaches, teachers can foster creativity, encourage multiple interpretations, and make poetry more meaningful and accessible to learners.
Do International Students Speak Confidently? Exploring English-Speaking Anxiety Among Thai and Egyptian Students Danisti, Velia; Masita, Ella; Yulia, Yulia
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.45780

Abstract

This study investigates English-speaking anxiety among international students at Jambi University, focusing on two individuals from Thailand and Egypt. Despite assumptions that international students possess high English proficiency, many still experience anxiety, especially in academic and cross-cultural settings. Using a qualitative case study approach, data were collected through semi-structured interviews and analyzed using thematic analysis. Findings revealed stark contrasts: the Thai participant demonstrated high anxiety, primarily due to fear of negative evaluation, limited prior exposure to English, and high academic expectations. Meanwhile, the Egyptian participant exhibited low anxiety, citing early English education and cultural adaptability as key factors. Both participants utilized coping strategies such as preparation, peer support, and relaxation techniques. The study confirms that speaking anxiety is influenced not only by language ability but also by psychological, social, and cultural dynamics. These insights are essential for educators and institutions to create inclusive environments that support international students' emotional and academic success.

Page 12 of 14 | Total Record : 132

 10   11   12   13   14 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education Vol. 8 No. 2 (2024): International Journal of Language Teaching and Education Vol. 8 No. 1 (2024): International Journal of Language Teaching and Education Vol. 7 No. 2 (2023): International Journal of Language Teaching and Education Vol. 7 No. 1 (2023): International Journal of Language Teaching and Education Vol. 6 No. 2 (2022): Volume 6, Issue 2, December 2022 Vol. 6 No. 1 (2022): Volume 6, Issue 1, June 2022 Vol. 5 No. 2 (2021): Volume 5, Issue 2, December 2021 Vol. 5 No. 1 (2021): Volume 5, Issue 1, July 2021 Vol. 4 No. 2 (2020): Volume 4, Issue 2, December 2020 Vol. 4 No. 1 (2020): Volume 4, Issue 1, Juli 2020 Vol. 3 No. 2 (2019): Volume 3, Nomor 2, Desember 2019 Vol. 3 No. 1 (2019): Volume 3, Nomor 1, Juli 2019 Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 Vol 2 No 3 (2018): Volume 2, Issue 3, November 2018 Vol. 2 No. 2 (2018): VOLUME 2, Number (Issue) 2, July 2018 Vol. 2 No. 1 (2018): VOLUME 2, Number (Issue) 1, March 2018 Vol. 1 No. 1 (2017): Volume 1, Issue 1, November 2017 More Issue