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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 13 Documents
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Search results for , issue "Journal of English Language Teaching and Linguistics, 10(2), August 2025" : 13 Documents clear
AI Speaks Your Language: Revolutionary Digital Coaching for EFL Learners’ Pronunciation Tampubolon, Donal; Handayani, Reli; Abrar, Mukhlash
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1565

Abstract

The current study aims to find out the EFL learners’ major problems in pronouncing words of English and to explore the potential of AI technologies especially Google Pronunciation as a supportive tool for pronunciation improvement in secondary school settings. It measures the effectiveness of the tool in improving their pronunciation based on the class observation, pre- and post-assessment outcomes and according to the students’ perceptions. The study comprised 6 secondary high school students covering 2 low performers, 2 mediocre performers, and 2 high performers at English Club in one of the schools in Jambi, Indonesia. The participants were intentionally nominated based on their availability and readiness to provide recorded answers for the research purposes. A qualitative-descriptive research method was employed through a deep-interview to examine their major difficulties in pronunciations and their perspectives toward the tool. The results show that the learners’ chief pronunciation difficulties are both in segmental and suprasegmental features namely the sounds of /θ/ and /ð/, past simple sounds, and also stressed syllables. Their overall perceptions towards the use of the tool own more positive impacts as their pronunciation improves. Despite its effectiveness, the instrument is suggested to be used only for basic or standard pronunciation learning. For being natural in English pronunciation, the tool cannot perform much better than human teachers because it has limited accents and its phones sound too formal. Additionally, the tool is expected to advance the technology's adaptability to diverse accents and linguistic backgrounds, ensuring more inclusive and equitable learning experiences for all EFL learners.
Exploring the Effects of EFL Classroom Management Strategies on Students’ Engagement and Academic Success: A Comprehensive Review Piyal, Esraful Haque; Hasan, Md. Mehedi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1570

Abstract

settings where diverse learners and developing educational technologies present unique challenges. The review examines strategies for managing classrooms to enhance student engagement and academic performance, focusing on private universities in Bangladesh. Following the guidelines from Braun and Clarke (2006), 63 peer-reviewed studies were systematically analyzed thematically and were found through academic databases (e.g., Scopus, Google Scholar, ERIC, JSTOR, Education Source) published during the period 2015-2025. Developed themes included the instructing and managing behavior, the transformational possibilities of technology, as well as the significance of teacher self-efficacy and emotion. Findings suggest that successful classroom management requires sensitive approaches, with the fragmentation of traditional face-to-face interactions with digital tools, while addressing cultural and linguistic diversity. Long-term impacts remain underexplored, particularly regarding the growth of large classes and the integration of emotional intelligence into teacher training programs. The implications extend to educators, policymakers, and researchers, advocating for flexible frameworks that prioritize inclusivity, proven practices, and continuous professional development. Future research should adopt mixed-methods designs to evaluate the sustainability of these strategies over time.
Criticism and Correction on Suboptimal Javanese-Indonesian Code-Switching in “KKN di Desa Penari” and “Sewu Dino” Zaki, Ibnuz
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1532

Abstract

As something created with an emphasis on intentionality, art, in this case film, should pose some levels of reasoning behind what is shown in it. This is especially true when what is shown is a representation of a specific real-life culture with its own intricacies, rules and values. This study is based on such notion regarding the act of language representation in film, specifically on some seemingly lacking in intentions or functions in executing Javanese-Indonesian language dynamic in a form of code-switching practice that to me could see some improvements to make it more appropriate while at the same time more aesthetically pleasing. With considerations such as social status, age, education and place of living, this study discusses some suboptimal Javanese-Indonesian code-switching representation in two successful Indonesian horror films “KKN di Desa Penari” and “Sewu Dino”. The discussion involves patterns and language tendencies found in the two films’ characters’ use of Javanese-Indonesian code-switching, lack of clear purpose, intention and function behind said patterns and tendencies, and finally subsequent corrections or improvements that could have been taken in such cases of code-switching contexts.
Exploring Senior High School Students’ Perceptions of Multimodality in ELT Luthfiyah, Endah; Mulatsih, Devi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1571

Abstract

The implementation of multimodal approaches in English Language Teaching (ELT) has been increasingly recognized for its ability to enhance student engagement and comprehension. However, few studies have explored how students perceive specific multimodal elements—such as audio/video, visual design, voice and facial expression, gesture, and spatial position—in authentic classroom contexts, particularly at the high school level in Indonesia. This study aims to investigate high school students’ perceptions of the use of multimodality in ELT also the benefits and challenges they experience from each element. This study used a qualitative descriptive research design, that data were collected from 30 senior high school students through closed- and open-ended questionnaires. Thematic analysis was used to interpret both quantitative and qualitative responses. The results showed that the most preferred elements of multimodality were audio/video, followed by visual design, voice and facial expression, movement, and spatial position. The benefits felt by learners were that it improved comprehension and helped them to focus in class. However, some challenges were also reported, including technical constraints (e.g., internet instability, unclear audio), fast audio delivery, and excessive teacher gestures, which disrupted students' concentration. This study emphasizes that a carefully designed multimodal approach can create a more inclusive and engaging learning environment. Implications for educators include strategic integration of multimodal elements, professional development in digital literacy and infrastructure improvements. Future research is recommended to explore the direct impact of multimodal strategies on learning outcomes across different contexts.
The Impact of Using the Imagidice Board Game on Improving Basic Grammar Skills in EFL Learners Chen, Chun-Fu
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1551

Abstract

Grammar is a crucial yet challenging aspect of acquiring a second language. Many English as a Foreign Language (EFL) learners find grammar lessons overwhelming, especially when taught through traditional methods that rely heavily on rule explanation and repetitive drills. Disengagement or arrested language development may follow. To help address this, educators are increasingly incorporating interactive tools, such as board games, into lessons to create a more engaging learning environment. Board games have become increasingly diverse, with each game’s functionality based on its specific design purpose. This original research investigates the effect of a solely image-based board game, Imagidice, on the basic grammar skills among some young EFL learners. The Imagidice game is a versatile and innovative tool for language instruction, offering flexible application across multiple grammar and speaking activities. The research was conducted with 18 learners aged 10 to 12 at a cram school in Taiwan. Over six weeks, participants engaged in 12 grammar-focused game activities, conducted twice weekly in 40-minute sessions. A mixed-methods approach was used, including pre- and post-tests, classroom observations, questionnaires, and teacher interviews. Results showed a statistically significant improvement in learners’ grammar performance. Learners’ mean scores increased from 57.06 (SD = 10.65) on the pre-test to 82.69 (SD = 8.77) on the post-test. Learners also expressed increased motivation and enjoyment during the lessons. The game facilitated natural interaction with grammar structures, stimulated creativity, and enhanced vocabulary retention. The visual prompts helped reduce language anxiety and supported more confident expression. To enhance generalisability, future research would benefit from increased sample size, varied classroom contexts, and duration of instruction. Further, comparative studies examining the effectiveness of Imagidice in relation to other games could help provide insights into best practices in gamified EFL instruction.
The Use of AI in Supporting Neurodivergent Students: A Multilingual Classroom Study Lahmiyed, Yousra; Anasse, Khadija; Slimani, Najib
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1610

Abstract

This study examines the effectiveness of AI tools’ integration into inclusive multilingual classroom settings, specifically in helping neurodivergent students. Research has shown that many students with Asperger’s Syndrome often face difficulties with language and social interaction, especially in multilingual classrooms. These challenges not only affects their academic performance but also hinders their ability to connect with others. This study explores how Artificial Intelligence (AI) can be used to support Neurodivergent students, with a focus on a particular group of Asperger’s Syndrome, through tools that are sensitive to language needs and tailored to individual learning profiles. The study conducted its research in a Moroccan private multilingual school, specifically in the region of Tangier-Tetouan-Al Hoceima, and draws on a mix of both qualitative and quantitative methods. It focuses on how AI tools; such as language learning apps, speech-to-text programs, and adaptive learning platforms, can support inclusion and engagement in the classroom. Moreover, data was gathered through case studies, interviews with teachers and parents, and classroom observations. Preliminary findings have shown that AI tools can support students in understanding language, improving their communication skills, and becoming more active in their learning. Teachers have also noticed that students responded positively to personalized learning experiences offered through AI and became more autonomous. These results suggest that AI has positively impacted education into a more inclusive setting by offering flexible and accessible support, especially for neurodivergent learners. This study also emphasizes the need for educational policies that recognize the value of technology in diverse classrooms. It offers practical insights for creating learning environments that are more responsive, equitable, and supportive for all students.
Epistemic Modality in Vietnamese EFL Students’ Argumentative Writing Nguyen, Trang Thu
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1562

Abstract

Epistemic modality plays a crucial role in expressing a writer’s opinion, degree of certainty, and engagement with the reader, particularly in argumentative writing. Inspired by prior research, this paper aims to explore the epistemic modality markers used in 50 essays written by English-majored students. A combination of quantitative and qualitative data was employed to discover how the participants have used linguistic devices to express different degrees of commitment and categories of epistemic devices. The results suggest that epistemic modality is a common feature in this genre, with roughly one-third of the sentences in the data containing epistemic elements. The findings also show a clear preference for expressing probability through modal verbs. Additionally, the data reveal frequent use of epistemic lexical verbs and adjectives to convey certainty and modal verbs to denote probability. The study concludes with pedagogical recommendations for enhancing students’ use of epistemic modality in argumentative essays.
A Thematic Review of the Role of Positive Teacher-Student Relationships in English Classroom Management Success MD Nazrul Islam, Nabiha Mohammed Nazmul Huda; Ahammad, Noor-A-Robiyat Binta
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1580

Abstract

Effective English classroom management has long been a crucial component of successful teaching and learning. Relational techniques have been increasingly emphasized in teaching research over the past few decades. Positive relationships between teachers and students are essential for creating classrooms that are well-run and productive. This thematic synthesis draws on 50 peer-reviewed articles from 2010 to 2024 to demonstrate how professional learning, communication, empathy, emotional connection, and an inclusive approach can collectively have a positive impact on classroom management across various educational settings. To identify recurring themes and patterns in the emotional, cultural, communicative, and instructional contexts of teacher-student relationships, a qualitative thematic analysis was employed. According to research, relational communication, cultural awareness, emotional intelligence, and respect for one another significantly enhance academic performance and student engagement, while also reducing behavioral issues. Furthermore, it has been found that organized teacher training in relational and emotional intelligence plays a crucial role in advancing sustainable management techniques. Effective classroom environments are built on a basis of positive, compassionate, and inclusive teacher-student relationships, according to the review's findings. It follows that to create emotionally secure and engaging learning environments for all students, teachers and policymakers should integrate relational capacities into professional development and support.
Pairing Bloom’s Taxonomy Higher-Cognitive Domains and Audience Design to Improve EFL Students’ Responses Zaghab, Mai Idrees; Abu-Ayyash, Emad A.S.
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1558

Abstract

The study sought to explore the effect of pairing audience design and higher-cognitive domains in teachers’ initiations (I) on generating improved students’ responses (R) in the EFL classroom. To meet this aim, in-depth data were gathered via a qualitative approach utilizing observations and interviews. Ten classes of observation were conducted in an EFL class with 24 students, and semi-structured interviews were held with 7 language teachers. The findings of the study revealed that integrating audience design and higher-cognitive domains into teachers’ initiations generated students’ responses that were effective enough to maintain the flow of conversation, represented in the IRF sequence. This kind of conversational exchange flow secured effective and communicative classrooms. The study highlights the potential for a more student-centered IRF exchange through strategic initiation planning and suggests pedagogical practices aimed at fostering inclusive and interactive classroom environments. The implications of the findings emphasize that improving the communication flow in language classrooms can be achieved by designing interactive tasks that employ audience design and higher cognitive skills.
Measuring the Translation Quality of Bilingual Commercial Web in Indonesian: The Urgency of Avoiding Machine Translation Ghithrif, Atsal Naufal; Nugroho, Raden Arief
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1554

Abstract

This research discusses the translation quality of human translation particularly in the Indonesian - English language on a commercial website called Garudafood. This study evaluates the translation quality of the names of products that contain cultural aspects on the Garudafood website. The process of data collection uses a purposive sampling method with cultural categories theory by Newmark (1988). It is found that there are 39 data or names of foods that are categorized into material culture. Guided by past related research, this study employs the translation technique proposed by Molina and Albir (2002) to find out the most frequently used type of technique by translators in translating Garudafood products. Following the goal of this study, the researchers also use the translation quality assessment (TQA) theory by Nababan (2012). The overall result shows that the TQA of Garudafood product translation is averaging a 2.65 score, with established equivalent technique as the most frequently used type of translation technique by the translator. Furthermore, the Machine Translations tested by the researchers only reached the total average score of 2.01 and 2.18. By comparing with the analysis of using machine translation such as DeepL Translation and Google Translate, the researchers conclude that human translation produces a better-quality translation due to the translator's understanding of various contexts compared to machine translation which generates more objective translation. This statement is also supported by comparing with previous studies related to post-editing, machine translation, and human translation.

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