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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
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The Effects of Reflective Learning Integrated Process Writing Instructions on High School Students' Paragraph Writing Performance and Perception Wirtu, Gebisa; Disasa, Rufael; Daba, Ebissa
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.v9i2.46770

Abstract

This study examines the effects of reflective learning integrated process writing instructions on high school students' paragraph writing performance and perception. It also examines the correlation between students' paragraph writing performance and perception. A quasi-experimental research design and mixed method approach were employed, and a purposeful convenience sampling technique was used. Leka Nekemte High School, Nekemte town, West Oromia, Ethiopia, and grade eleven students were the participants in the study. Two intact sections were chosen as the experimental group (n = 30) and the other as the control group (n 30). The data were collected through tests, questionnaires, and semi-structured interviews. The study's findings revealed that the experimental group, which practiced paragraph writing through reflective learning, integrated process writing instructions, outperformed the control group, which conventionally practiced paragraph writing. Additionally, it indicates the experimental group developed a higher positive perception than the control group. These findings highlight the need for reflective learning integrated process writing instructions to improve high school students' paragraph writing performance and develop a positive perception of paragraph writing.
Ethiopian English Language Teachers' Perceptions of Their Profession and Job Satisfaction Gezahegn, Girma
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.v9i2.46058

Abstract

This study investigated Ethiopian English teachers' perceptions of their profession and job satisfaction using surveys and interviews. While teachers reported finding significant meaning and pride in their work, a prevalent theme was the perception that the teaching profession is largely undervalued within society. Major factors contributing to potential attrition included low pay, inadequate leadership, and heavy workloads. Conversely, positive aspects identified were strong collegial support and a sense of professional fulfilment derived from teaching. The findings suggest that despite some intrinsic rewards, systemic challenges negatively impact morale and retention. The study concludes by advocating for comprehensive, systemic reforms aimed at increasing job satisfaction, improving teacher retention rates, and elevating the societal respect accorded to the teaching profession.
From Unlearning to Relearning: Practitioners’ Integration of Children's Indigenous Knowledge for Language Development in Contemporary Early Childhood Classrooms Mahan, Sibongile
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.v9i2.44954

Abstract

Indigenous Knowledge Systems (IKS) have been a part of South African culture for generations. However, due to Eurocentric views that deemed them inferior to Western knowledge, the education system has largely overlooked them. As a result, literacy was primarily associated with formal schooling, while home-based literacy practices were marginalized. This study set out to explore how early childhood practitioners incorporate children’s IKS which depend heavily on oral and hands-on transmission into language development in preschools. The research involved three multilingual preschools in a Gauteng township, with fifty children and six practitioners participating. Using site visits, observations, field notes, audio recordings, and informal conversations, the study gathered qualitative data, guided by Vygotsky’s social constructivist theory. Analysis revealed inconsistent and informal use of children’s IKS, with educators selectively drawing on cultural knowledge and predominantly recognizing only the most widely spoken languages. This sidelined children from minority linguistic backgrounds. The study concluded that purposeful integration of IKS is an effective teaching strategy in preschools, helping children engage in multiple languages, revitalize marginalized tongues, and embrace their dynamic multilingual identities. The research coincided with a period of major reform in South Africa’s early childhood education sector, which is moving toward greater professionalization. As universities now offer training modules like Resource Development for Early Childhood Educators, practitioners are becoming better equipped to integrate IKS into multilingual teaching by creating and using culturally relevant materials.
Perceptions of Cooperating Teachers on Pre-Service Teachers’ Mentoring in Teaching Practicum: Empirical Evidence From Initial Teacher Education Nurhadi, Kardi; Aryani, Siska
International Journal of Language Teaching and Education Vol. 5 No. 1 (2021): Volume 5, Issue 1, July 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i1.11722

Abstract

Although research on cooperating teachers mentoring pre-service teachers provide important findings in teacher education, a few of studies on exploring cooperating teacher’s perception on pre-service teachers mentoring situated in Indonesian teacher education. Grounded in narrative inquiry design, this research report how cooperating teachers perception on mentoring their pre service teachers in teaching practicum. Two cooperating teachers agree to participate in this study voluntarily. Data were derived from semi structured interview which focus on exploring the critical incidents while they were mentoring pre service teachers. The data were qualitatively using thematic analysis by Braun & Clarke (2006). Findings revealed that pre-service teachers’ difficulties in using English to teach the students, pre-service teacher were given beneficial in teaching by applying strategies and media. While, for mentoring aspects, pre-service teachers were lack of prepared of lesson plan and the pre-service teachers communication during teaching practicum were good. In understanding teaching material, pre-service teachers need to engage their ability. The pre-service teachers were still weak in reviewing the material and giving assignment. They cannot manage the class and time well so there is not enough time to review the material.
Contrasting English Pedagogies in Indonesian and Thai Private Schools:: A Comparative Literature Review Doloh, Firdow; Hadiyanto, Hadiyanto
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.v9i2.45683

Abstract

English has become a crucial language in Southeast Asia, particularly in the context of ASEAN integration, where communication, education, and regional cooperation heavily rely on English proficiency. This study aims to compare English teaching approaches in private upper secondary schools in Indonesia and Thailand, an area of comparison that remains underexplored. The research employs a systematic literature review guided by the PRISMA protocol, selecting 20 peer-reviewed articles published between 2018 and 2024 from Scopus, Google Scholar, and ThaiJo databases. A qualitative thematic analysis and basic quantitative mapping were used to identify trends and divergences across the two countries. The findings reveal similarities in the widespread adoption of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), with a mutual emphasis on learner-centered and communication-oriented pedagogies. However, the review also reveals significant differences in the integration of the Common European Framework of Reference (CEFR), teacher training systems, and the extent of national policy implementation. Deeper challenges include a mismatch between curriculum policies and classroom realities, a lack of teaching resources, and uneven teacher readiness. The novelty of this article lies in its comparative ASEAN-focused lens and its integration of CEFR-based instructional analysis. The implications are substantial for curriculum designers, policymakers, and educators, particularly in enhancing regional collaboration, promoting continuous professional development, and integrating technology to improve the quality of English language teaching across Southeast Asia.
Students' Challenges and Strategies in Creating Mind Maps in The TEYL Course Efriani, Nanda; Hustarna, Hustarna
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.v9i2.47180

Abstract

This study aimed to identify the challenges students face when creating mind maps and to explain the strategies they use to address them. The study employed a descriptive, qualitative method, utilizing semi-structured interviews to collect the data. The participants were selected purposively, with twelve students from an English Study Program at a state university in Jambi who had taken the TEYL course and created mind maps. The data were analyzed using thematic analysis. The study's findings identified two main themes: The first is related to the students’ challenges in creating mind maps, including being unfamiliar with mind maps, requiring a significant amount of time to create an engaging one, having limited space on the mind map, problems in using devices and applications to create mind maps, and identifying relevant keywords for the material. Meanwhile, the second is related to the strategies the students used in creating mind maps including creating a digital mind map, using a convenient device and a secure application, using visual elements, preparing a plan, grouping the material on the mind map, designing an efficient mind map format, using curved branches, preparing a summary of the material to create the keywords, and searching for many references. These findings provide valuable insights into the practical challenges students encountered in visual learning tasks and highlight their adaptive strategies in overcoming these challenges, reflecting their creativity, resourcefulness, and digital literacy.
Salvaging The Marginalized: Supporting Service Teachers’ Skills in Extensive Reading Pedagogies for Nomadic Pastoralist Children in Kenya Mudogo, Benard; Gervasio, Miriti; Ouko, Susan
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.v9i2.47216

Abstract

The societal impacts of enhancing teacher capacity in the underserved Arid and Semi-Arid Lands (ASAL) are significant in improving education policy and practice; yet, few studies have investigated the continuous professional support that teachers need to provide quality and inclusive education in such contexts. This research reports on the implementation of a teacher capacity-building action research project aimed at supporting primary school children's Extensive Reading (ER) activities in the context of underserved and least developed areas of the ASAL in Lodwar, Turkana County, Kenya. The trainees in the ER programme were 30 teachers from ten primary schools. Study results indicate that teachers were able to help learners develop self-directed ER, which was a positive step towards initiating a reading culture in English as a Second Language (ESL). Moreover, the reading comprehension results showed that ER had somewhat gradual significance in increasing ESL learning outcomes. However, students’ motivation to read requires the sustained development of new reading strategies, accompanied by a continuous monitoring plan, to achieve considerable improvement.
Teachers’ Support and Its Effect on Students’ Learning Motivation Pangestu, Desi; Meiristiani, Noeris; Laela Risky, Afifah; Rizka Rahmadhani, Mawar
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.v9i2.47354

Abstract

This study investigates the role of teacher support in shaping English as a Foreign Language (EFL) learners’ motivation through a structured literature review. Psychological and social factors, especially teacher support, are critical in enhancing student motivation, particularly in settings where learners face anxiety or low confidence. The review focuses on three core types of teacher support, emotional, academic, and autonomy-supportive and their contributions to student engagement and language learning motivation. Ten peer-reviewed articles published between 2014 and 2025 were analyzed using thematic content analysis to identify patterns in findings, methods, and cultural contexts. Results show that teacher support consistently enhances motivation, with integrated support having the strongest impact. The novelty of this study lies in its cross-cultural synthesis and emphasis on the need for integrated and longitudinal approaches. Findings suggest that teacher training programs should adopt holistic strategies to foster and maintain student motivation in EFL classrooms.
Engagement with Social and Digital Platforms for Language Teaching Competencies among Language Pre-Service Teachers Oyetoro, Oyebode Stephen; Oluajo, Damilola Abiodun
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.v9i2.47755

Abstract

This study investigated the engagement of language preservice teachers at Obafemi Awolowo University (OAU) with social and digital platforms in acquiring language-teaching competencies. A survey design was employed using a researcher-designed questionnaire administered to 213 penultimate and final-year preservice teachers in Yoruba, French, and Education/English programmes during the 2023/2024 academic session. Descriptive statistics, including frequency counts and percentages, were used for analysis, with visualisation tools such as bar and pie charts. Findings showed that YouTube (21.33%) and Facebook Groups (15.54%) were the most frequently used platforms. A total of 182 respondents (86.26%) affirmed that these platforms enhance and effectively develop language teaching competencies, particularly lesson Planning (71.56%), as well as technology integration, classroom management, and proficiency development (17.06%–19.91%). Significant challenges included limited internet access (29.32%), lack of reliable resources and exposure to misinformation (8.53%), and time constraints (7.11%). The study concludes that social and digital platforms significantly contribute to preparing preservice teachers for contemporary language teaching demands. It highlights the need to address access and reliability challenges to optimize their instructional benefits.
Pre-Service Teachers’ Perspectives on Teaching Media in Microteaching Classes lindanatalia, lindanatalia; Utomo, Slamet; Budi Suryani, Fitri
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.v9i2.48048

Abstract

Teaching media are essential in microteaching as they help clarify lesson content, foster student engagement, and enhance teaching performance. This study aims to investigate pre-service teachers’ perspectives on the use of teaching media in microteaching classes at the English Education Department of a private university in Indonesia, focusing on their perceptions of the role, challenges, and impact of media use as well as their readiness, strategies, and reflections. Employing a qualitative case study approach, data were collected from 41 seventh-semester students through questionnaires and semi-structured interviews, and then analyzed using coding, categorization, and thematic analysis, with credibility ensured through member checking. The findings reveal that pre-service teachers generally perceive teaching media as valuable tools for improving explanation clarity, capturing students’ attention, and stimulating participation. They reported using both conventional media, such as flashcards, real objects, and worksheets, as well as digital platforms, including PowerPoint, YouTube, Canva, Quizizz, and Wordwall. Nevertheless, they faced challenges such as facilities, time constraints, and technical difficulties. To overcome these challenges, they employed strategies that included preparing alternative media, practising beforehand, and seeking feedback from peers or lecturers. In conclusion, the study emphasizes that effective selection and preparation of teaching media not only improve microteaching practices but also demonstrate pre-service teachers’ professional readiness to adapt to real classroom contexts. The findings imply the need for more structured training and guidance from lecturers, greater creativity and experimentation among pre-service teachers, and further research on the long-term impacts of teaching media use.

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