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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 294 Documents
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Receptive Skill and Prosodic Deficiency of Adult with Autism: A Psycholinguistics Analysis Ihsan, Lovenia; Indah, Rohmani Nur
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1380

Abstract

Autism spectrum disorder (ASD) which affects communication skills and social interaction, is often accompanied by language comprehension challenges an appropriate prosody use. This study analyses receptive skills and prosodic deficiencies in adults with autism through a psycholinguistic approach. The method used in this study is qualitative, which is used to gain a deeper understanding of the receptive language skills and prosodic deficiencies of adults with ASD. The data in the study are utterances produced by individuals with ASD from the podcast ‘Special Book by Special Kids’ on YouTube Channel. The data sources in this study were based on the characteristics of the individuals with ASD who were interviewed. The types of receptive language skills and prosody deficits were analyzed based on Peppé and McCann's (2003) theory. The results showed that adults with ASD experienced receptive skills such as limited communication function, minimal response, word repetition, and anomalous meaning. Meanwhile, there are types of prosodic deficits, such as chunking, affect, and interaction, experienced by adults with ASD. They often experienced limitations in their communication function and receptive skills when communicating, and has difficulty in understanding, producing, or recognizing the variations in intonation, rhythm, speed, and pitch that transmit meaning in language.
AI-Assisted Writing Tools and the Perceptions of Fairness in University Writing Courses and Assessments: An Analysis through Equity Theory Issafi, Hamid; Ouladhadda, Aziz
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1441

Abstract

Nowadays, with the rapid breakthroughs in software and AI technology, the growing use of AI among university students has sparked considerable debate. In this context, the present research seeks to understand the impact of AI-assisted writing tools on students' perceptions of fairness, academic integrity, and their learning outcomes. An exploratory sequential design was used in this study, beginning with two focus groups to gather qualitative insights that informed the development of a 22-item survey. The survey was then administered to 107 students from the English departments at three institutions of Mohamed V University: FLSH, FSE, and ENS. The results indicate that AI use significantly affects students’ perceptions of fair assessment, with many viewing it as a tool that enhances work quality and academic grades. However, the use of AI is also associated with reduced motivation, lower willingness to invest effort, and diminished self-confidence. To address these challenges, participants suggested alternative assessment methods, including oral exams, tasks that emphasize critical thinking and creativity, and group work. By Analyzing these findings through the lens of Equity Theory and in light of existing research, this study offers insights into the evolving dynamics of fairness and academic integrity in the era of AI. It also offers recommendations for adapting assessment practices to maintain equity and integrity in higher education.
Improving Student’s Motivation and Learning Outcomes through Canva in English Learning at Middle Schools Pratama, Ferdian Rizki; Hikmat, Mauly Halwat
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1381

Abstract

Increasing student motivation and learning outcomes can be done by utilizing technology in the learning process. The objective of this study was to describe students' perspectives on the use of the Canva in English class. The type of research was descriptive qualitative. The subjects of the study were students of class VIII of SMP Muhammadiyah 7 Surakarta. The sampling method used purposive sampling. Data collection techniques used questionnaires, observations, and interviews. Before the instrument was used, validation was carried out by experts (supervisors), and the collected data was validated using source triangulation and triangulation of data collection methods. Data analysis used qualitative analysis. The results of the study were: (1) Teachers use Canva in English classes for three reasons. First, to display learning materials interactively. Second, to create interesting worksheets. Third, for students to do assignments with Canva; (2) Students' perspectives on Canva as a mediua in English classes showed good results. Students agreed and gave positive responses regarding Canva as a media in learning English. Students agreed that Canva is a good mediua to use in learning English. The conclusion is that the use of Canva as a learning media can increase students' learning motivation and learning outcomes. The implication of the results of this study is that teachers can use the Canva application as a learning medium.
A Critical Study of Metalinguistic Corrective Feedback in the Essays by XII Students of JNV Patan Sarkar, Soumita; Dave, Bharti Girish
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1443

Abstract

Corrective feedback (CF) is a vital aspect in the field of English language teaching, which is complex and continually evolving. English language teachers dedicate significant time and effort to provide feedback on students' writing performance. There is an ongoing debate regarding the efficacy of the teachers’ CF to improve the learners’ English writing competency. Empirical studies on CF in the Indian context are scarce. This study looks at how direct focused metalinguistic and non-metalinguistic written corrective feedback (WCF) affects the use of noun inflections in English descriptive essays written by Class XII students of Jawahar Navodaya Vidyalaya, Patan. The study involves two experimental groups and one control group of ten students each; the first group received metalinguistic WCF; the second received non-metalinguistic WCF; and the control group received no feedback. A pretest-treatment-post-test-delayed post-test format was utilized to extract the data. The findings suggest that the teacher's targeted direct metalinguistic WCF led to inconsistent improvements in the learners' written output. However, this approach has certain limitations, including issues related to time frame, scaffolding, personalized feedback, as well as sustained teacher’s monitoring, and other factors pertaining to learners’ proficiency, personality, retention, and revision.
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․

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