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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 4 Documents
 1 
Search results for , issue "Journal of English Language Teaching and Linguistics, 11(1), April 2026" : 4 Documents clear
AI-Assisted Error Awareness: Investigating Language Error Recognition and Correction among Japanese EFL Elementary Students Henry, James W.
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i1.1549

Abstract

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.
Exploring the Relationship between Effective English Teaching and Students’ Performance in Secondary Schools in Bangladesh Jahan, Monira; Karmaker, Protiva Rani
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i1.1752

Abstract

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.
Libyan University EFL Students’ Attitudes toward Pedagogical, Sociocultural, and Psychological Factors Affecting Oral Communication Skills Muftah, Hamza Mohamed; Ammar, Asma Omar
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i1.1896

Abstract

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.
Exploring Causes of Low English Proficiency Among Burundian Undergraduates Despite Novel Teaching Butoyi, Déogratias; Mbonyingingo, Audace; Odhiambo, Christopher Joseph
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i1.1893

Abstract

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.

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