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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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Exploring Attitudes and Readiness for EMI among Moroccan Upper Secondary School Science Teachers and Students: Rehamna Directorate as a Case Study Elfaizi, Yassine; EL Aouri, Zahra
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.v10i3.1742

Abstract

This study explores Moroccan upper secondary school science teachers’ and students’ attitudes and readiness for adopting English as a Medium of Instruction (EMI). It aims to enhance understanding of the potential success and challenges of implementing this teaching approach in Moroccan science classes. Data was collected through two questionnaires targeting teachers’ and students’ attitudes, readiness, anticipated challenges, and their expectations and needs for adapting to EMI. The analysis revealed that while both groups acknowledge the critical role of English in advancing scientific research, concerns persist due to their Francophone educational background and limited English proficiency. Despite these challenges, respondents expressed positive attitudes toward EMI adoption, emphasizing that the transition should be gradual and supported by translanguaging practices and continuous training for both students and teachers. This study underscores the importance of introducing EMI in the early stages of students’ education and implementing it gradually to ensure long-term success. To overcome linguistic barriers, it recommends dedicating more time to English language learning within the curriculum. These findings contribute to understanding how EMI can be effectively integrated into Morocco’s educational system, aligning with global trends in science education and internationalization.Keywords: EMI, CLIL, translanguaging, globalization, lingua franca, internationalization
Cultural Intelligence Integration to Teaching English for Young Learners in Curriculum Merdeka Sisviana, Eti; Malau, Bernadette Meini Lestari; Zulfanio, Buyung; Septiyono, Heru Nur Rohmat Dwi; Kurniawan, Agung Budi
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.v10i3.1758

Abstract

This qualitative case study investigates the integration of Cultural Intelligence (CQ) into Teaching English for Young Learners (TEYL) within Indonesia’s merdeka curriculum. As the curriculum emphasizes differentiated learning and character development, CQ plays a crucial role in equipping students with the intercultural competencies necessary in the globalized world. Data were collected from 15 English teachers in public and private junior high schools in Kota Magelang, using semi-structured interviews, classroom observations, and document analysis. The findings reveal that although many teachers intuitively apply aspects of CQ, its implementation remains inconsistent due to the limited curriculum guidance, lack of professional training, and insufficient resources. Teachers identified key benefits, including improved communication, empathy, and global awareness. The study recommends the explicit integration of CQ frameworks into curriculum design and teacher training programs. By systematically embedding CQ into TEYL, merdeka curriculum can cultivate culturally competent, empathetic, and globally minded students from an early age.
The Presentation of Students’ Critical Thinking Skill in Writing Essays with Microlearning Strategy and E-portfolios Integration Nurjanah, Ratih Laily
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.v10i3.1766

Abstract

The microlearning strategy aims to overcome the decrease in students' span of focus, presenting learning materials in small portions due to technology exposure. E-portfolio aims to support students’ needs of involving technology in learning progress while developing critical thinking skills. This study aims to present the learning activities in writing essays based on the principles of microlearning while utilizing e-portfolios and describes the students’ critical thinking skills involved. The research was conducted as a case study involving a research diary observing the learning activities and critical thinking, and interview questions to gather students’ perceptions on their experiences utilizing microlearning and e-portfolio. The data were collected by performing observation in an Academic Writing class involving 80 students, and note-taking while learning happened in the classroom. Ten students were selected as respondents for further interview, and the responses were analysed with the thematic analysis technique. The findings showed that students took numerous small steps, starting from exploring a topic, elaborating a paragraph, and revising an essay before finally producing an essay. The students showed positive perceptions of the use of microlearning strategy and e-portfolios, saying that both were enjoyable and flexible. Various critical thinking skills shown by students during the process of essay writing were open-mindedness, communication, problem-solving, creativity, and analysis. It is important to view students’ small process and ensure students’ deep understanding of a topic instead of focusing on the final results.
Exploration of Research Hotspots in Technology-Enabled Oral English Teaching in China (2010-2025): Based on CiteSpace Chen, Xi; Hu, Weijie
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.v10i3.1832

Abstract

Against the backdrop of advancing educational digitization, the auxiliary role of digital technology in oral English teaching has become increasingly prominent. As a global topic within the field of Computer-Assisted Language Learning (CALL), technology-enabled oral instruction manifests diverse pathways across different national contexts. This study employs CiteSpace 6.3.R1 software to conduct a visualization analysis of relevant journal articles indexed in China National Knowledge Infrastructure (CNKI) from 2010 to 2025. The aim is to explore research hotspots and evolutionary trends in technology-enabled oral English teaching within China. Results indicate a generally growing research interest in this field, with hotspots concentrated on the application of technologies such as artificial intelligence in higher education. However, the research still faces challenges:  empirical studies remain overly concentrated on higher education in terms of breadth, while in depth they mostly focus on verifying short-term effects, lacking in-depth examination of long-term impacts and ethical dimensions. By mapping China's research landscape, this study aims to provide a differentiated case reference for global research in this field. Future research should deepen toward a systematic approach characterized by multi-contextual, long-term, and deeply integrated approaches to build a more mature smart education ecosystem.
Lost in Translation: Exploring Major Challenges Encountered by Tunisian EFL Learners Translating between English and Arabic Hajjej, Mohamed
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.v10i3.1815

Abstract

It is widely believed that translation is not only a process of transferring a source text into a target text, but also a complicated challenge of conveying to the readers of the target text the meaning of a source text, in which a translator should always take into account and pay attention to the message equivalence of both texts. Such complexity originates from the fact that a translator must, on the one hand, fully understand the content of the source material in order to provide accurate and acceptable translations and, on the other hand, pay full attention to all parts of language, such as meaning, syntax, style, and sounds, which are equally important in the translation process, as failure to observe any of them will result in meaning distortion, as strictly noted by Ghazala (2008). Working on a group of students’ responses to three translation tasks and on classroom observation of these students while engaged in translation practices for a whole term, the following research paper using both qualitative and quantitative analyses sets out to explore major challenges encountered by Tunisian EFL learners when engaged in the process of translating between English and Arabic, focusing on the main sources of those challenges, and attempting to offer some possible solutions to alleviate the impact of such challenges on learners’ performance related to translation practices.
Spelling Problems and Teaching Strategies for Student Teachers at a South African University Demana, Vincent Ndishunwani
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.v10i3.1732

Abstract

Spelling competence is critical in academic writing, particularly for English student teachers who are expected to serve as role models of accurate language use in their future classrooms. At the South African university, many Level One English Student Teachers enter higher education with spelling challenges that affect both their academic performance and professional identity. This study investigates spelling problems and effective teaching strategies to overcome the problem. Employing a qualitative research approach, the study collected data through classroom observations, semi-structured interviews with lecturers, focus group discussions with students, and analysis of students’ written work. The findings revealed that spelling challenges were mainly influenced by phonological interference from learners’ home languages, limited familiarity with written English, and inadequate prior instruction in spelling rules. Effective interventions identified in the study include explicit spelling instruction, phonics-based approaches, fostering morphological awareness, peer-assisted learning, and the integration of digital tools. The study recommends incorporating structured spelling instruction into English Education modules to enhance student teachers’ writing accuracy, build their professional confidence, and equip them with the skills needed to teach spelling effectively in South African schools.
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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