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Journal of English Language Teaching and Linguistics
Published by Yayasan Visi Intan Permata
ISSN : :25031848     EISSN : 25026062     DOI : -
Core Subject : Education,
Education
JELTL (Journal of English Language Teaching and Linguistics), (eISSN: 2502-6062, pISSN:2503-1848), is an International Journal of language learning. It is a peer-reviewed journal of English Language Teaching, Languge & Linguistics, and Literature. The journal is published three times in a year; April, August, and December.
Arjuna Subject : -
Articles 11 Documents
 1   2 
Search results for , issue "Journal of English Language Teaching and Linguistics, 10(1), April 2025" : 11 Documents clear
Exploring the Use of Technology-Enhanced Language Learning Tools in ESL Classrooms in the KSA Almohideb, Nouf Abdulrahman
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1502

Abstract

The aim of the  study  to explore the  role of using TELL tools in facilitating ESL classes and their usefulness and implementation in teaching-learning. This study has used cross-sentional research design using quantitative research approach using purposive sampling method.  The population of the study was ESL students of universities in the KSA.  Survey questionnaire was used to collected primary data from 202  ESL students. In order to analyse data, statistical analysis has been used such as frequency distribution, statistical descriptive, correlation matrix, Chi-square, and T-test.  Findings revealed that TELL tools are valued for their support of engagement enhancement, improvement in language skills, and flexible learning opportunities. Apps related to grammar and vocabulary became the most utilized. Mobile applications and online websites are considered predominant tools. Limited access to the device, technical problems, and difficulty navigating are challenges toward successful implementation. Nevertheless, a huge benefit that the participants encountered included increased motivation, enjoyment, and vocabulary improvement. The study concludes that TELL tools are pivotal in enriching ESL learning experiences but require improved accessibility, usability, and teacher training for broader adoption. This study will be helpful  to educators, policymakers, and technological product designers only by understanding the effects of its applications on the learner.
Exploring Reflective Learning for A Design Thinking Class Ekarina, Ekarina; Engliana, Engliana
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1515

Abstract

This research explores reflective learning as a potential tool to enhance students’ learning experience in a Design Thinking class for English Language Education majors. Specifically, the researchers seek (i) to share how reflective learning can be implemented in a Design Thinking class; and (ii) to investigate ways in which the implemented reflective learning have affected students in processing, evaluating and improving their lesson plan design. To do this, this article lays out the class design that the researchers have implemented in their own Design Thinking classroom; this is carefully mapped out to Gibb’s reflective cycle to show how the step-by-step design is aligned with reflective teaching practices. Additionally, students’ reflective activities, including consultations with the instructor, teaching demo evaluation rubrics, and reflective essays are analyzed using thematic analysis to uncover insights into their learning process and outcomes. The study reveals that the implemented reflective learning steps help students achieve the intended results: (a) successful revision of their lesson plan; and (b) in-depth reflection throughout the whole process that have influenced their professional values and approach as future educators beyond the Design Thinking class.
Examining Learners’ Experiences and Challenges with Peer Assessment in Bhutanese Classrooms: An Explorative Study Wangmo, Thinley; Youden, Pema
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1494

Abstract

This exploratory study investigates the experiences and challenges of Bhutanese students with peer assessment in an Academic Skills module. The research focuses on learners' familiarity, attitudes, and perceptions of fairness regarding peer assessment and examines the correlation between grades assigned by peers and teachers. Using a mixed-methods approach, the study collects both qualitative and quantitative data through surveys, observations, and ANOVA analysis. Findings indicate a generally positive reception of peer assessment, with most students perceiving it as beneficial to their learning and assignments. However, some concerns about fairness, reliability, and potential biases were noted, underscoring the need for clear guidelines and training. The ANOVA results show no statistically significant difference between peer and tutor assessment scores, suggesting that peer assessments can be as reliable as teacher assessments. This research provides valuable insights for educators and policymakers in Bhutan to enhance student engagement and learning outcomes through well-structured peer assessment practices, contributing to the broader discourse on effective assessment methods in diverse educational settings.
A Quasi-Experimental Study of Project-Based Learning's Influence on Critical Thinking Skills Among Moroccan EFL Undergraduates Hamdanat, Imad; Azzouzi, Lamiae; El Kouar, Brahim; Zaafour, Abderrazak; Bendaoud, Nadif; El Kasri, Anouar Mohamed; Ouchaib, Abdelaziz; El Jemli, Ouadiha
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1378

Abstract

This research examined the effects of Project-Based Learning (PBL) on the development of critical thinking skills among undergraduate students in the English studies program at the Faculty of Arts and Humanities in Meknes during a 12-week intervention. A quasi-experimental design compared a PBL group to a traditional instruction control group. Critical thinking was assessed via pre- and post-tests and interviews. The independent samples t-tests showed no significant differences between groups in the pre-test; however, the PBL group demonstrated significant advantages in the post-test (t(59.619) = -13.353, p < .001). Paired samples t-tests confirmed within-group improvements for the PBL group. ANCOVA, controlling for pre-test scores, reinforced the significant positive effect of PBL on critical thinking. Semi-structured interviews were also conducted to back up the quantitative data. These results highlight PBL as an effective teaching method for developing critical thinking skills among undergraduate students in English studies. The study contributes to the growing body of evidence supporting PBL’s efficacy in enhancing higher-order cognitive abilities.
EFL Learners' Reading Comprehension Challenges and Strategies: A Case Study of Champasack University in Laos Vongsawath, Khanngeun; Prasitiwi, Yeny; Hidayat, Nur
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1495

Abstract

Reading comprehension is a primary skill in English as a Foreign Language (EFL) learners, but many of them face challenges that impede their language learning. This study investigates reading comprehension problems experienced by EFL learners at Champasack University (Laos), and suggests solutions to remediate these problems. A qualitative case study was employed, involving semi-structured interviews with 10 final-year students to explore their experiences and coping strategies. This study highlights the important barriers learners face such as limited vocabulary, complex grammatical structures, and summarizing and identifying main ideas. Strategies such as using a dictionary, context-guessing, and collaborating with peers are employed, but these are often not enough in the absence of structured support. Although they elevate pressing interest in redressing the factors that put children at risk for literacy challenges, with a focus on systematic vocabulary instruction focused on explicit instruction and teaching cognitive and metacognitive strategies for teaching reading comprehension, the results also suggest the following possible interventions: Also, using digital tools and collaborative learning activities can alleviate reading anxiety and enhance learner motivation, creating a more bolstered learning environment. The study reaffirmed the need for targeted pedagogical intervention and that future work might discover how to make such strategies more effective over the long term and the part digital literacy plays in EFL pedagogy. Our findings provide valuable insights for educators and policy-makers, who might find it helpful in possibly improving reading comprehension outcomes for EFL learners across different learning contexts.
The Effect of Flipped Classroom on EFL Learners’ Competence with Different Learning Styles: A Meta-Analysis Fitriah, Lailul; Mujiono, Mujiono; Weganofa, Riza
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1498

Abstract

This meta-analysis examines the effectiveness of the Flipped Classroom (FC) model in enhancing EFL learners' competence, focusing on the impact of different learning styles․ This study synthesizes data from 14 quasi-experimental studies published between 2015 and 2024, following PRISMA guidelines․ The study evaluates the overall effect size (ES) and applies moderator analysis to assess variations across student majors, language learning targets, education levels, and geographic regions․ Findings: Results indicate a moderate positive impact of the FC model on EFL learners' competence (ES = 1․99, 95% CI: 0․38 – 3․59)․ Notably, English-major students and those focusing on reading comprehension showed the most significant improvement․ Additionally, learners at the college level benefited more than high school students․ Implications: These findings suggest that the FC model can be effectively tailored to different learning styles, supporting a more personalized and interactive EFL learning experience․ The study underscores the need for further research to optimize FC implementation across diverse educational and cultural contexts․
Translation Techniques Used in the English Version of Andmesh Kamaleng Song’s Hanya Rindu Translated by Emma Heesters Atmojo, Pramudita Maharani Ayuningtyas; Nugroho, Raden Arief
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1410

Abstract

This research aims to explore the translation techniques that implemented at English version from Andmesh Kamaleng’s song titled Hanya Rindu which Emma Heesters translated it using the group of 18 techniques of translation from Albir & Molina (2002). This study implements a descriptive qualitative approach to examine the techniques which applicated on  translating Indonesian song lyrics into English. Data were collected from the English version of the song lyrics and the original Indonesian version. This study utilized content analysis and note-taking, the steps are as follows: 1) listen to and observe the lyrics of both versions of the song; 2) identify the categories from the usage techniques of translation; 3) make a conclusion. The study identified 9 out of 18 possible translation techniques used in 48 sample lyrics. The findings show that amplification is the most frequently used technique which is 12 times (25%), followed by literal translation 9 times (19%) and modulation 9 times (19%), linguistic amplification 7 times (15%), transposition 4 times (8%), reduction 3 times (6%), linguistic compression 2 times (4%), generalization 1 time (2%) and 1 time discursive creation (2%). The prevalent use of amplification indicates the translators' tendency to add contextual elements to enhance clarity and maintain the emotional context of the song, as well as to make the translated lyrics match the melody so that it is singable. The findings of this study contribute to a deeper understanding of song translation and expose the challenges faced by translators in preserving song messages across languages.
Navigating the Merdeka Curriculum in EFL Class at Islamic Junior High School: Teachers’ Perception and Challenges Rosadi, Abas; Alim, Condro Nur
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1523

Abstract

This research investigates EFL teachers' perceptions of the Merdeka Curriculum (MC) in State Islamic Junior High Schools (SIJHS) in Purbalingga regency, focusing on implementation challenges and solutions. Using a qualitative design, data were collected from six EFL teachers through interviews, classroom observations, field notes, and document analysis. Findings indicate that (1) teachers held positive perceptions of the MC, but (2) faced challenges due to limited understanding of the curriculum, delayed implementation, and difficulties navigating the Platform Merdeka Mengajar (PMM), exacerbated by insufficient motivation and lack of mandatory regulations for its use. To address these issues, the study recommends teacher training on effective MC implementation, collaboration through district teacher study groups (MGMP), meaningful teaching processes, regular evaluations, and intensive guidance to engage with PMM. These measures can enhance self-directed learning, teacher professionalism, independent learning, webinar participation, and overall professional development, facilitating successful MC implementation.
Unlocking Learners' Potential through Project-Based Learning: Factors Influencing Students’ Engagement in the EFL Classes Maalfi, Hind; Faryat, Amar; Brigui, Hind
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1521

Abstract

Engagement is widely recognized as a key factor in the success of the learning process. Project-based Learning (PjBL) seems to stand out as an approach promoting this factor. This qualitative case study explores how students engage in the PjBL classroom and investigates the key factors influencing students' engagement. This study used a convenience sampling method and took common core students as its population. Participants were taught through PjBL for 8 weeks. Data were collected through field observations during the implementation, and semi-structured interviews after the implementation. Data were analyzed using thematic analysis. Findings reveal considerable levels of students' behavioral, cognitive, emotional, agentic, and social engagement in the PjBL classroom. This paper also determined interest, collaboration, group dynamics, voice and choice, desire for achievement, and instructor support, as factors that enhance students' engagement. This approach is found to foster a supportive learning environment conducive to learning. Given its advantages, it deserves more attention from curriculum designers.
Exploring the Impact of Language Learning Platforms on Motivation to Learn English Among Moroccan ISTA Students Mrissa, Brahim
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1529

Abstract

The increasing integration of digital learning platforms in education has raised questions about their impact on student motivation. This study explores the role of online platforms particularly Altissia, platfom for English language learning, in enhancing students' motivation to learn English. Through a quantitative approach, the study employs a questionnaire distributed to 200 participants to gauge the effectiveness of Altissia in fostering both intrinsic and extrinsic motivation. The research examines differences in motivation between male and female students, as well as the influence of students’ majors at ISTA. Findings suggest that while online learning platforms provide flexibility and accessibility, they may not always lead to increased engagement. Participants reported insufficient motivation when using Altissia, factors such as lack of interactivity, limited feedback, and a monotonous interface. These results align with some existing studies while contradicting others emphasizing the need for more interactive and engaging features in Altissia to best attract learners to the process of learning. 

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