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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.
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Articles 176 Documents
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The Use of English Songs to Improve EFL Students’ Pronunciation Sambonu, Febiola; Rofiqoh, Rofiqoh; Erniwati, Erniwati
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.v9i2.48254

Abstract

The purpose of this study is to demonstrate whether providing grade eight students at SMP Negeri 1 Poso Pesisir Selatan with English songs may enhance their pronunciation. In contrast to the sounds in Indonesian, this investigation focused on the dental and palato-alveolar fricative sounds. In this quasi-experimental study, data from both the experimental and control groups were used, including pre-test and post-test results. Passing the pronunciation test required students to enunciate minimal pairs. Six treatment sessions were conducted with the experimental group, with the primary goal of listening to and practicing the pronunciation of specific songs. The results showed improvement in pronunciation ability, with a p-value of 0.000 < 0.05, and the average score increased after the treatment. This study offers practical implications for English teachers to integrate engaging media into pronunciation instruction, encouraging better articulation and fluency. The findings suggest that English songs can serve as effective learning media to improve students' English pronunciation.
The Role of Neurolinguistics in Teaching Greek as a Second Language:: A Comprehensive Review Moumouri, Amalia; Katerelos, Adamantios
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.v9i2.48343

Abstract

Neurolinguistics provides crucial insights into the cognitive and neural mechanisms underlying second language acquisition, offering fertile ground for improving the teaching of Greek as a second language (L2). This article presents a comprehensive review of research at the intersection of neurolinguistics and Greek language pedagogy. It discusses findings on cognitive processing, phonological and grammatical challenges, multisensory learning, affective dimensions such as motivation and anxiety reduction, and dynamic assessment methods. Special attention is given to technological innovations, pragmatic competence, and cultural immersion. The review also critically evaluates current research gaps, emphasizing the need for empirical studies specifically on Greek L2 acquisition. By integrating cognitive science, pedagogy, and sociocultural approaches, the article proposes evidence-based directions for teaching methodologies that foster both linguistic competence and cultural integration
Exploring EFL Students’ Perception on the Use of Artificial Intelligence (AI) in Enhancing English Language Skills Mulyana, Novita; Novi Utami, Gek Wulan; Neil Prajamukti Wardhana, I Gede
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): 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.v10i1.49746

Abstract

The rapid development of artificial intelligence (AI) is undeniable, including in learning English as a foreign language. However, the use of AI, in English language learning is still quite controversial. Its use sparks pros and cons among researchers and language instructors. This research is a mixed-method case study adopting the Technology Acceptance Model (TAM) that aimed at exploring undergraduate students’ perception on the use of AI tools to enhance their English skills. The data of this study were collected in two stages: (1) by using a questionnaire (n=149) and (2) by conducting semi-structured interviews (n=36). The collected data were analysed using a convergent parallel design. The result of the study shows that the participants are familiar with 21 different AI tools, with ChatGPT as the most frequently used AI tool. It is also shown that there is high degree of Perceived Usefulness (PU) and Perceived Ease of Use (PEoU) from the participants towards the use of AI. However, the participants also expressed significant concerns regarding over-reliance and the potential erosion of critical thinking due to the use of AI. As the result, despite the high degree of PU and PEoU, the students prefer to use AI to support their individual learning activities, rather than relying on it to replace classroom instructions.  The results of this study provide a deeper understanding of the psychological drivers underlying AI acceptance and offers specific pedagogical recommendations, such as the integration of AI literacy into the EFL syllabus.
Improving Reading Skills Through a Classroom Literacy Program: A Case Study at SMPN 1 Balaraja Putri, Wafa Aulia; Rohim, Abdul; Anggraini, Diah Retno
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): 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.v10i1.53317

Abstract

Reading literacy continues to represent a significant educational challenge among junior high school students. This study investigates the implementation and effectiveness of a classroom literacy program in enhancing students’ reading skills at SMPN 1 Balaraja. A qualitative approach with a case study design was employed. The participants consisted of 15 seventh-grade students selected through purposive sampling and two English teachers as key informants. Data were collected through classroom observations, semi-structured interviews, documentation, and reading tests. The research instruments were developed based on classroom literacy indicators and validated by two English education experts. Data analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing, supported by descriptive analysis of students reading test results. The findings indicate that the classroom literacy program has been implemented consistently and institutionally across grade levels in line with the Independent Curriculum. The program contributes positively to students vocabulary development, pronunciation, and overall reading ability. However, its effectiveness is constrained by students low learning motivation, limited English proficiency, and insufficient support from family and community environments. In conclusion, the study suggests that classroom literacy programs can enhance students reading skills when supported by continuous pedagogical guidance and strong collaboration among schools, families, and the wider community.
Blended Learning as a Pedagogical Catalyst for Enhancing University Students’ Writing Skills: A Comparative Study Mekonnen, Agmasie Tarekegn; Banteyerga Amaha, Hailom
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): 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.v10i1.54250

Abstract

This study examined the effectiveness of blended learning in improving academic writing skills among first-year university students at Addis Ababa University, Sefere Selam Health Science College. A quasi-experimental, non-randomized pretest–posttest design was used with 80 students. The control group received conventional face-to-face instruction, while the experimental group learned through blended learning using Telegram and digital feedback tools for writing practice, peer review, and instructor feedback. Writing performance was assessed across six components, and qualitative interviews were used to explore students’ learning experiences. Both groups improved in writing performance; however, the blended learning group showed significantly greater gains, with mean scores increasing from 43.21% to 62.37%. The intervention produced a very large effect size (Cohen’s d = 2.47), indicating strong practical significance. The greatest improvement was seen in grammar and mechanics, suggesting that digital feedback and repeated revision opportunities supported writing development. This study provides empirical evidence from Ethiopian higher education by linking the national Digital Education Strategy (2023) with classroom practice. Guided by the Complex Adaptive Blended Learning System (CABLS) framework, it highlights the pedagogical value of blended learning for improving academic writing in resource-constrained contexts. Academic writing skills; blended learning; higher education; Ethiopia; writing proficiency; digital feedback; Telegram-based learning; EFL writing; quasi-experimental study; instructional technology; peer feedback; writing assessment.
English Language Assessment Practices in Batam Secondary Schools: Teachers’ Strategies, Constraints, and Pedagogical Negotiations Oey, Anton; Mariati, Mariati; Tandiani, Alexandria
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): 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.v10i1.55266

Abstract

This study examines English language assessment practices in Batam secondary schools by focusing on how teachers balance pedagogical goals, institutional requirements, and classroom constraints. The study employed a qualitative descriptive design using interview interview records from English teachers representing several school contexts in Batam, including junior high school, senior high school, vocational school, and independent school settings. The data were analyzed thematically across recurrent domains such as oral and written assessment, formative and diagnostic assessment, feedback practices, project and quiz use, summative examination structure, grading systems, assessment media, and classroom challenges. The findings indicate that teachers generally value balanced, authentic, and student-centered assessment, yet written assessment remains more dominant because it is more practical in large classes and easier to align with formal school reporting. Oral assessment is still considered indispensable because it reveals confidence, fluency, pronunciation, and spontaneous language use that written work often cannot capture. The study also shows that formative assessment is commonly implemented through quizzes, games, classroom interaction, worksheets, projects, and short performance tasks, while summative assessment tends to prioritize reading, grammar, vocabulary, and writing. Digital tools such as Google Forms, Quizizz, Wordwall, ZEPP, Exambro, and school-based systems are used selectively, but teachers continue to rely on paper-based records and direct classroom observation to ensure fairness and authenticity. The paper argues that assessment in Batam secondary schools reflects an ongoing negotiation between authenticity and manageability, and that future improvement should strengthen performance-based assessment, clearer rubrics, and practical institutional support for teachers.
Research on Alliance-Based Local Chinese Teacher Training in Indonesia Mettalina Chu, Binyu; Prativi, Martina; Mariati, Mariati; Tandiani, Alexandria
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): 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.v10i1.55451

Abstract

This study investigates the strategies for training local Chinese language teachers within the Maitreyawira School Alliance in Indonesia. Through questionnaire surveys and in-depth interviews, the research reveals that establishing a professional Chinese language expert team is key to improving the alliance‘s Chinese teaching standards. The expert team can provide systematic pedagogical guidance, enhance teachers‘ professional knowledge and instructional skills, promote innovation in teaching methods, and improve overall teaching quality. Although the current teacher training model has facilitated teacher development to some extent, yet challenges remain, including insufficient reliance on expert resources and the fragmentation of teaching materials. Therefore, this study recommends that the alliance strengthen collaboration with professional Chinese language education institutions, establish a dedicated expert guidance mechanism, optimize resource allocation, and address practical teaching challenges through continuous evaluation and feedback mechanisms—thereby supporting the ongoing improvement of local Chinese language education. This research offers valuable insights for the development of local language teacher training in other regions.
Bridging the Gap between Cross-Cultural Communication Differences: Politeness and Greetings Motlhaka, Hlaviso
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): 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.v10i1.47947

Abstract

Greetings are important for the establishment and maintenance of interpersonal relationships, as they are embedded in politeness. In Africa, greetings are regarded as a personal responsibility to establish and sustain interpersonal relations. In China, people express their ideas implicitly, while Westerners are explicit in expressing their ideas. The analysis shows that greeting through politeness expresses concern for one another as well as respect towards each other. This suggests that people should be aware that greeting a person has the pragmatic value of a given culture to enable successful intercultural communication underpinned by the politeness principle. Thus, politeness through greetings could help people make appropriate adjustments to their communicative language and habits. The study recommends developing cultural awareness and sensitivity, observing and adapting to local customs using neutral, universal strategies (smiling, respectful body language), and showing openness to learning and emphasising empathy and flexibility in communication across cultures.
The Impact of Explicit Instruction on the Use of Discourse Markers in Classroom:: A Comparative Study of ESL Students Fuseini, Kadir; Salifu, AbdulKadir; Iddrisu, Sulemana; Ahmed, Mustapha; Abdul Jalie, Sayibu
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): 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.v10i1.48683

Abstract

This study examines the effect of explicit instruction on English as a Second Language (ESL) students’ pragmatic competence, focusing on their use of discourse markers (DMs) such as “so,” “okay,” “oh,” “however,” and “well” in spoken interactions. A quasi-experimental design was applied, with Class A as the experimental group and Class B as the control group. Pre-test results revealed a minor difference in DM use, with Class A producing 32 instances and Class B 27. The marker “so” was most common, while “okay” appeared least. A pre-test t-test (t = 1.39, p = 0.203) indicated no significant difference, suggesting similar baseline proficiency. After explicit instruction for Class A, post-test results showed substantial improvement: Class A achieved a mean of 12.8 (SD = 1.92), compared to Class B’s 4.6 (SD = 1.14). A post-test t-test (t = 8.2, p = 0.001) confirmed significance. Findings underscore the value of explicit instruction in enhancing ESL learners’ pragmatic competence.
Sign Language As a Teaching Strategy for Teaching English as a First Additional Language in South African Special Schools Madisha, Grace; Phatudi, Nkidi; Ledwaba, Gloria
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): 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.v10i1.49745

Abstract

Deaf learners in South Africa are mainly exposed to South African Sign Language (SASL) in schools. Despite the introduction of English literacy in Grade 4, they are expected to become literate in English after nine years of additional instruction. However, SASL lacks a written form and cannot fully develop literacy skills. This study investigates how the use of an interactive digital storybook can support the development of English literacy skills among Deaf learners through SASL. Using an interpretive qualitative case study design, data were collected through interviews with Foundation Phase English teachers from three South African provinces. The findings reveal several challenges, including limited teachers' knowledge of the curriculum, insufficient teaching strategies, and learners’ inability to read English texts independently. These difficulties are linked to a gap between Deaf and hearing learners. The study highlights the value of SASL, especially when integrated with interactive digital storybooks and other visual technologies, in supporting literacy development. It also emphasizes the need for improved teacher training in Deaf-friendly methodologies and better resources to facilitate effective English instruction for Deaf learners.

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