Journal of English Language Teaching and Linguistics
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.
Articles
11 Documents
Search results for
, issue
"Journal of English Language Teaching and Linguistics, 11(1), April 2026"
:
11 Documents
clear
<![CDATA[AI-Assisted Error Awareness: Investigating Language Error Recognition and Correction among Japanese EFL Elementary Students ]]>
<![CDATA[Henry, James W.]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1549
<![CDATA[This study examines how Japanese elementary-level EFL students identify and correct language errors through AI-assisted revision. Using a multi-stage approach, students first produced natural language samples describing their hometowns and admired figures, establishing baseline communication patterns. Following the introduction of AI tools, students revised their original submissions and reflected on their learning through surveys. Analysis revealed that students primarily identified and corrected grammatical structure errors, word choice limitations, and sentence complexity issues through AI feedback. The findings suggest that AI-assisted revision enhances students’ metalinguistic awareness and provides opportunities for autonomous learning. This research contributes to understanding how AI tools can be effectively integrated into EFL classrooms to support error correction and language development. Importantly, the results imply that structured integration of AI feedback can foster greater learner autonomy, encourage reflective self-correction, and serve as a scalable complement to traditional teacher-led instruction—especially in contexts like Japan where passive learning tendencies may limit engagement with form-focused feedback.]]>
<![CDATA[Exploring the Relationship between Effective English Teaching and Students’ Performance in Secondary Schools in Bangladesh ]]>
<![CDATA[Jahan, Monira]]>;
<![CDATA[Karmaker, Protiva Rani]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1752
<![CDATA[This study aimed to explore the relationship between effective English teaching and students’ performance in secondary schools in Bangladesh. The researchers used an exploratory research approach to conduct this study. Positivist and constructivist views were emphasized to produce quantitative and qualitative data for a more credible understanding of the investigated phenomena. The research was designed based upon a questionnaire survey and focus group discussion (FGD).90 teachers, purposively selected from twenty-four (24) randomly selected schools, constituted the sample of the study. Schools were located in Dhaka city and the rural areas of four different districts of the Dhaka division. Some robust findings were obtained from the study, and it is expected that these findings can provide guidelines for researchers, education experts, and policymakers to consider when making future policies.]]>
<![CDATA[Libyan University EFL Students’ Attitudes toward Pedagogical, Sociocultural, and Psychological Factors Affecting Oral Communication Skills ]]>
<![CDATA[Muftah, Hamza Mohamed]]>;
<![CDATA[Ammar, Asma Omar]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1896
<![CDATA[This study aims to investigate the attitudes of EFL students towards the factors contributing to their poor oral communication skills. The study was conducted at Alajaylat Faculty of Arts and Education, University of Zawia. A quantitative research method was used to identify Libyan EFL postgraduate-level students’ attitudes towards pedagogical, sociocultural, and psychological factors contributing to their poor communication skills. A closed-ended questionnaire was administered to thirty-five EFL students. The findings revealed that students perceive pedagogical factors, such as insufficient interactive classroom activities, a lack of classroom support for spoken English, inadequate opportunities to practice speaking, ineffective teaching methods, and insufficient practice to improve oral skills, as the primary contributors to their weak oral communication skills in English. Moreover, psychological factors, including low self-confidence, foreign language anxiety, and fear of negative evaluation, were also identified as significant barriers to students’ oral communication development. The study also indicates that sociocultural barriers moderately hinder students’ oral performance, indicating that Sociocultural Factors are not perceived as major barriers compared to pedagogical and psychological factors. This indicates that instructional practices and learners’ affective states have a more significant influence on oral communication development than sociocultural factors in the context of this study. The study suggests the adoption of interactive teaching strategies and the creation of supportive classroom environments to reduce emotional barriers and encourage active oral participation.]]>
<![CDATA[Exploring Causes of Low English Proficiency Among Burundian Undergraduates Despite Novel Teaching ]]>
<![CDATA[Butoyi, Déogratias]]>;
<![CDATA[Mbonyingingo, Audace]]>;
<![CDATA[Odhiambo, Christopher Joseph]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1893
<![CDATA[English serves as a lingua franca, making high proficiency essential for effective communication across the world. Consequently, numerous studies have been carried out in EFL academic settings to identify and fight causes of low proficiency in English. However, the specific role of the novel in boosting language competence has received little attention or no attention at all, especially at a university in Burundi. Poor proficiency is evident among students in the English Section of Burundi Higher Institute of Education (ENS) and the English Department of the Institute of Applied Pedagogy (IPA, University of Burundi), despite frequent exposure to lectures on the novel in English. This study aimed to investigate how novels are actually used in these institutions, deduce the underlying causes of students' linguistic incompetence, and propose effective solutions to the research problem. A qualitative research design was employed. A semi-structured, face-to-face interview was conducted with 20 students (half of them from ENS, the other half from IPA) and five literature lecturers (three from ENS and two from IPA) during the academic year 2022-2023. The researcher transcribed textually the recorded voices of both categories of interviewees and analyzed the data using the "Weft QDA" computer software. Findings reveal that novels are taught for their thematic and literary messages, neglecting their potential to promote overall English language skills. These findings answered the research question: “How does the current teaching of the novel at the university in Burundi reflect a focus on English language proficiency vs. literary analysis?” So, the necessity to integrate language skills and the novel at ENS and IPA was expressed. Adopting this approach will significantly improve novel pedagogy and definitely help students overcome the issue of low proficiency in the English language.]]>
<![CDATA[Breaking the Silence: Understanding and Addressing High School Students’ Hesitation to Speak in English ]]>
<![CDATA[Fertat, Chaimae]]>;
<![CDATA[EL Iraqi, Yazid]]>;
<![CDATA[Brigui, Hind]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1850
<![CDATA[This research paper aims to investigate students’ reluctance to speak in English classes. Most secondary education teachers struggle with the issue of having students involved in speaking activities. The purpose of this paper is to study the correlation between students’ lack of motivation and reluctance to speak in English classes and to suggest ways to help teachers motivate their students to speak. An observation as well as a questionnaire were used to explore the research questions. Questionnaires were submitted to teachers while students’ behaviors inside English classes were observed and analysed. The findings show that motivation does, in fact, determine students’ engagement in speaking activities. They also reveal that there is a correlation between teachers not teaching speaking as a separate skill and students’ hesitation to speak in class. More importantly, among the implications of the current study is that adopting a learner-centered approach in teaching speaking provides a wide range of solutions to reach out to students and improve their learning experience.]]>
<![CDATA[Fostering Interactional Competence through AI-Based Virtual Dialogue: Task Awareness Transformation in Japanese Pre-service Elementary School Teachers ]]>
<![CDATA[Sako, Takayoshi]]>;
<![CDATA[Kiryu, Naoyuki]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1929
<![CDATA[Developing interactional competence (IC) remains a significant challenge in Japanese elementary English teacher education, where pre-service teachers tend to prioritize linguistic accuracy over pedagogical facilitation. This pilot study investigates how a generative AI-based virtual dialogue environment—one specifically designed to introduce “friction” through unpredictable and incomplete responses—may reshape pre-service teachers' task awareness. Two university students took part in a two-week intervention using ChatGPT’s voice mode, assuming the role of teachers interacting with an AI “child.” Semi-structured interview data were analyzed using a Grounded Theory Approach (GTA). The analysis reveals a four-stage process: (1) initial difficulty arising from the gap between expectations and reality, (2) a shift in awareness from self-oriented linguistic anxiety toward learner-focused facilitation, (3) the concretization of perceived classroom conflicts, and (4) an emerging desire for pedagogical support. A central finding is that AI-mediated “friction” serves as a productive catalyst for professional learning, destabilizing existing frames of reference and prompting participants to redefine IC as the co-construction of meaning. The study carries several implications for teacher education and AI design. It proposes the principle of “intentional imperfection” in AI behavior, suggesting that rather than providing flawless models, AI for teacher training should generate manageable interactional trouble to elicit pedagogical judgment. The findings also highlight the necessity of embedding such simulations within a scaffolded framework that provides diagnostic feedback and links virtual practice to real-world professional vision. Together, these contributions offer a conceptual foundation for utilizing AI to prepare teachers for the interactional complexities of the language classroom.]]>
<![CDATA[Integrating Culture and Language Learning: Effects of Islamic Life Resource Pack (ILRP) on EFL Reading Comprehension in an Indonesian Islamic Junior High School ]]>
<![CDATA[Hidayati, Sri]]>;
<![CDATA[Muzammil, Lasim]]>;
<![CDATA[Jawas, Umiati]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1948
<![CDATA[Reading comprehension is a challenge for English as a Foreign Language (EFL) learners in Indonesian Islamic junior high schools. English texts can seem unrelated to students’ lives and values. The researchers evaluated the culturally responsive instructional resource, the Islamic Life Resource Pack (ILRP), to determine if students’ reading comprehension improved following the ILRP. The researchers conducted a pre-experimental, one-group pretest–posttest study of 26 eighth-grade students in an Islamic junior high school. The researchers conducted a pretest to assess reading comprehension, followed by ILRP-based instruction, and then did a posttest. The descriptive statistics and paired-samples t-test were used to analyze the findings. The researchers found a significant increase in reading comprehension after the intervention (M gain = 19.31, SD = 6.19; t(25) = 15.89, p < .001; 95% CI [16.81, 21.81]). This means that ILRP-based, culturally responsive reading instruction may help students to develop reading in Indonesian Islamic junior high schools. The findings should be taken with caution because they were conducted in a single intact group and sample size (n = 26), which may not allow us to draw strong causal conclusions due to possible threats to internal validity (e.g., testing effects and maturation). Despite these limitations, the study provides preliminary evidence to inform future larger-scale, controlled research on culturally responsive EFL reading instruction in Indonesian Islamic school settings.]]>
<![CDATA[Jigsaw Cooperative Learning and Critical Thinking Performance in Pre-Service Teacher Trainees at ESEF Kenitra, Morocco ]]>
<![CDATA[El Baioui, Ayoub]]>;
<![CDATA[Idrissi, Latifa Hafdi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1951
<![CDATA[This study examined whether the jigsaw cooperative learning technique improves critical-thinking performance among pre-service teacher trainees at the École Supérieure de l’Éducation et de la Formation (ESEF) in Kenitra. Using a posttest-only randomized control-group design, 120 trainees were initially assigned to either a jigsaw-based instructional condition or a lecture–discussion condition; 113 participants completed the study (60 experimental; 53 control). Critical thinking was measured immediately after an 11-week instructional period using a researcher-developed 34-item, scenario-based multiple-choice post-test (score range: 0–34) administered via Google Forms. The instrument demonstrated satisfactory internal consistency (Cronbach’s α = .877). As score distributions deviated from normality, between-group differences were examined using a Mann–Whitney U test. Findings indicated that trainees in the jigsaw condition achieved higher post-test performance than those in the lecture–discussion condition, suggesting that structured peer interdependence and peer teaching can support stronger critical-thinking performance in pre-service teacher education. These findings imply that teacher-education curricula should move beyond transmission-oriented instruction by embedding structured collaborative routines that make reasoning visible and accountable. It is recommended that teacher-education programs incorporate jigsaw-based activities more systematically in methodology courses and micro-teaching sessions to foster critical thinking in context.]]>
<![CDATA[A Mixed-Methods Study of ED and NED Students' LMS Experience in English Language Learning ]]>
<![CDATA[Puteri, Adelia Aprilliani]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1938
<![CDATA[This study examines the differences in the experiences of English Department (ED) and non-English Department (NED) students in using a Learning Management System (LMS) for English language learning (ELL) and investigates how LMS use contributes to the improvement of English language skills in ED and NED students. Using a mixed-method approach based on explanatory-sequential design, this study involved 185 students from Brawijaya University. The research began with quantitative data collection through a Likert scale questionnaire, followed by qualitative data collection through semi-structured interviews with seven students. This study showed that, although ED and NED students have excellent technological skills in using LMS, their application to English language skill development is uneven. Reading, writing, and listening skills show significant improvement, but speaking skills did not develop rapidly across all students. The results revealed that the differences in LMS usage experiences were not due to differences in major but were caused by limitations in the learning design of the LMS, particularly its inability to adequately support speaking practice. To address this gap, educators need to integrate synchronous communication tools and interactive speaking activities into the LMS. This will create a more balanced and comprehensive English learning experience through pedagogical innovation and appropriate use of technology.]]>
<![CDATA[Maintaining a Balanced Distribution of Language Skills in Textbooks for Young Learners: A Selection of Pedagogical Interventions ]]>
<![CDATA[Saidi, Ezzeddine]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v11i1.1968
<![CDATA[This study focuses on the importance of maintaining a balanced exposure to the four language skills in English textbooks for Young Learners. Giving equal importance to the four skills in the early stages of language development is crucial to laying a solid foundation for long-term communicative competence. The study uses a mixed-method design to (1) study the distribution of the four language skills in two Tunisian textbooks for young learners, and (2) to propose remedial strategies for teachers to maintain a more equitable skill exposure across the activities presented to learners. The first part is quantitative in nature and reveals a clear imbalance in the teaching of the listening skill, which is completely missing in one textbook and is visibly less frequent in the other. The diagnosed distribution may hinder the attainment of the desired communicative proficiency level declared in the official curriculum and may have longer-term effects on students’ preparation for subsequent learning. To address the uneven distribution of listening skills across the two textbooks, the second part of the study presents a qualitative analysis of selected activities and proposes a range of adaptive solutions that reinforce the integration of listening input into tasks involving the other three language skills, as well as grammar and vocabulary.]]>
