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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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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.
An FCE Corpus-Based Analysis of Writing Errors in Chinese English Learners: Common Types, Patterns, and Pedagogical Implications Wu, Yuanyuan; Jiao, Xinping
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.v10i1.1527

Abstract

L2 Writing ability is one of the important criteria for measuring the comprehensive ability of English learners. Researchers have gradually deepened their research on writing ability from the study of common error patterns of second language learners. In recent years, it has also shifted to the use of natural language processing technology to achieve automatic error recognition of written texts. However, there are still few studies that conduct systematic and real investigations on the writing errors of specific second language learners, especially Chinese English learners. Therefore, this paper uses the Cambridge Learner Corpus First Certificate in English to study the test scripts produced by Chinese English learners in a real test environment. The study found that Chinese English learners are greatly affected by the negative transfer of their mother tongue, and often make mistakes in tense, subject-verb inconsistency, punctuation, articles, and prepositions. This provides real data presentation for the existing common errors in writing of Chinese English learners. Through the analysis of common error patterns, this study proposes four teaching strategies: establishing a joint classroom of English and Chinese, intensive training on common errors, cultivating awareness of mother tongue interference, and providing personalized feedback, which provides possible research directions and inspirations for existing writing teaching.
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.
Auditory Meaning-Making in Multimodal Documentary Discourse: Functions, Features, and Synergies Pan, Wenhan
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.v10i2.1696

Abstract

This study explores how sound helps shape cultural meaning in the English-language documentary Festive China. While most multimodal research has focused on images and text, sound has received less attention. This paper aims to fill that gap by examining the use of narration, background music, and ambient sound in the film. The analysis focuses on five key features of sound: loudness, pitch, rhythm, timbre, and brightness. The study uses a qualitative method based on Systemic Functional Linguistics and multimodal discourse analysis. It looks at how sound works with visuals and language to build meaning in three ways: what is shown, how the audience is engaged, and how the content is organized. The results show that narration explains ideas and builds emotional tone. Background music creates mood and supports the story’s rhythm. Ambient sounds add realism and connect viewers to the setting. These elements often work together to support themes like celebration, memory, and tradition. The sound design also reflects cultural values such as balance and harmony. By focusing on audio modality, this study adds to current multimodal research and shows the importance of sound in meaning-making. It also offers insights for educators who want to help students better understand how documentaries use sound to share cultural ideas.
Unraveling Fossilization Among Moroccan EFL Learners: The Impact of Achievement Motivation, Multilingualism, and Cultural Exposure Iraqi, EL Yazid; Fertat, Chaimae; Brigui, Hind
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.v10i2.1698

Abstract

This study investigates interlanguage fossilization among Moroccan EFL learners, with focus on how achievement motivation, multilingualism, and cultural exposure effect the endurance of language errors. Using a mixed-methods approach, data were collected from 100 students across different Moroccan universities. The study used quantitative findings from questionnaires and fossilization detection tasks with qualitative data gathered through semi-structured interviews. Results show a clear inverted relationship between achievement motivation and fossilized errors, learners with higher motivation lean to make fewer grammatical mistakes. The data also show that multilingual learners who consistently immerse with English through cultural activities like watching films, joining language exchanges, or consuming online content demonstrate fewer persistent errors. Semi-structured interviews shed further light on how students’ linguistic backgrounds and cultural experiences form the way they discern their own language development. Although the findings highlight the complex relationship of psychological, linguistic, and socio-cultural factors in second language learning, they are limited by the study’s cross-sectional design, reliance on self-reported data, and a sample restricted to university students, which may affect generalizability. The study calls for practitioners to build motivation, embrace multilingual strengths, and reinforce active cultural engagement.
An Evaluation of Iranian Senior High School EFL CD-ROMs and Its Impact on Teacher Self-Efficacy Khezerlou, Ebrahim
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.v10i2.1709

Abstract

The influence of technology on education has become increasingly evident in contemporary EFL classrooms. Educational institutions are progressively integrating technological tools into their activities to improve both instructional practices and student learning outcomes. As supplements to the coursebook, the CD-ROM materials offer novel learning experiences for students in Iranian senior high school EFL classrooms. However, research has not fully established their use, efficiency, and effects in the context. So, the study aims to investigate the extent to which Iranian EFL teachers (n=146) utilize the CD-ROM materials in their classrooms, determine their efficiency, and ascertain their effects on teacher self-efficacy. Two self-developed scales were used to measure the teachers’ use and attitudes about the effectiveness of the EFL CD-ROMs. Moreover, the Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was employed to assess the teachers’ self-efficacy beliefs. The results revealed that 71.23% of the teachers frequently used CD-ROM materials in their classrooms. Moreover, the CD-ROMs were highly efficient in terms of Technical Quality, Content Quality, and Instruction Quality, respectively. Finally, the effectiveness of CD-ROM materials positively related to the teachers’ self-efficacy perceptions, while accounting for 36.4% of Engagement, 23.9% of Management, and 10.6% of Instruction.
Problems and Solutions of the Hybrid Learning: English Teachers’ Perspective Affiantoro, Kristophorus Lumen; Indriyani, Christina Eli
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1799

Abstract

Hybrid learning is increasingly being used as an alternative learning method for adult learners. However, hybrid learning still presents several problems for teachers. This study aims to identify the problems encountered by teachers in hybrid learning settings and the solutions that teachers apply to overcome those problems. A case study was employed using a qualitative method by interviewing two teachers who experience teaching business communication class in one of the media companies in Jakarta. The business communication class is conducted in hybrid mode, in which students synchronously join the class both offline and online. The results show that teachers encountered problems comprising six aspects: planning, engagement, interaction/communication, technology, assessment, and language skill teaching. Both teachers can provide solutions, but problems related to student disengagement still could not be resolved. In response to the problems, the teachers are expected to implement collaborative learning and build emotional resilience. Furthermore, it is recommended for the companies to provide adequate training for teachers and structured planning to support the specific demands of hybrid learning teaching.
Speech Act of Suggestions in EFL Classroom Interactions: Teacher’s Politeness Strategies and Students’ Perceptions Dewi, Lintang Indah Ayu Respati; Sumardi, Sumardi; Nurkamto, Joko
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1741

Abstract

In a classroom context, teachers are unavoidable to correct something that a student has said, done or written. Sometimes, the corrections are in the form of suggestions. However, giving suggestion can be challenging, as it can threaten the student’s negative face. To reduce this threat, politeness strategies are necessary. This study was conducted to (1) identify the types of politeness strategies employed by an EFL teacher in delivering suggestions, (2) examine students’ perception of their teacher’s politeness strategies. This research is a qualitative case study involving an English teacher and 34 eleventh-grade Senior High School students. Data were collected through observations and interviews, and then analyzed using Brown and Levinson’s politeness theory. The result revealed that the teacher employs a balanced combination of politeness strategies, with positive politeness, negative politeness, and off-record strategies each used 26% of the time, and bald on record used 22%. These strategies are employed for various reasons, including ensuring clear communication, maintaining a supportive classroom environment, and fostering closer teacher-student relationships. Additionally, students’ perceptions revealed that the teacher’s use of polite and indirect language contributes to a positive learning atmosphere, enhancing student comfort and engagement. However, this study is limited by its focus on a single teacher and a specific group of students, which may limit the generalizability of the findings to broader contexts.

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