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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 298 Documents
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Investigating Transitivity and Text Types in EFL Textbook "English for Nusantara" Annisa Jihan Salsabil; Agus Widyantoro; Margana Margana; Ashadi Ashadi
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.v10i3.1849

Abstract

The several kinds of operations about the concepts or content supplied in the phrase are addressed by the grammatical system known as transitivity. The generation of the situation's field might explained by looking at the texts' transitivity structure. This study aims to analyze a transitivity pattern and its suitability with the communicative goals of various types of texts in the EFL English for Nusantara textbook. The focus of this research is on examining the type of process, the role of the participants, and the elements of information to understand how these linguistic features able to contribute to achieving the goal of communicative effectiveness in a narrative, descriptive, recount, procedural, and expository text. This research uses a qualitative descriptive approach, with content analysis as the primary method. Data might be collected by systematically identifying linguistic characteristics in texts that have been selected, followed by categorization and interpretation. This methodology provides the possibility of an in-depth understanding of how linguistic characteristics have an appropriate role in accordance with their communicative purposes. The results of the study provide clues that each type of text has different transitivity patterns according to its function. Narrative texts are dominated by material processes, emphasizing actions and events, while relational and mental processes may add context and depth. Descriptive text provides insight into the balance of relational processes with material. Recount texts emphasize material processes to tell past events dynamically. Procedural texts focus on material processes to provide instructions and achieve real results, while expository texts might provide a balance between material and relational processes to present and explain information.
Breaking the Silence: Understanding and Addressing High School Students’ Hesitation to Speak in English Fertat, Chaimae; EL Iraqi, Yazid; Brigui, Hind
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.v11i1.1850

Abstract

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.
Fostering Interactional Competence through AI-Based Virtual Dialogue: Task Awareness Transformation in Japanese Pre-service Elementary School Teachers Sako, Takayoshi; Kiryu, Naoyuki
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.v11i1.1929

Abstract

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.
Integrating Culture and Language Learning: Effects of Islamic Life Resource Pack (ILRP) on EFL Reading Comprehension in an Indonesian Islamic Junior High School Hidayati, Sri; Muzammil, Lasim; Jawas, Umiati
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.v11i1.1948

Abstract

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.
Jigsaw Cooperative Learning and Critical Thinking Performance in Pre-Service Teacher Trainees at ESEF Kenitra, Morocco El Baioui, Ayoub; Idrissi, Latifa Hafdi
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.v11i1.1951

Abstract

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.
A Mixed-Methods Study of ED and NED Students' LMS Experience in English Language Learning Puteri, Adelia Aprilliani; Degeng, Putu Dian Danayanti
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.v11i1.1938

Abstract

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.
Maintaining a Balanced Distribution of Language Skills in Textbooks for Young Learners: A Selection of Pedagogical Interventions Saidi, Ezzeddine
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.v11i1.1968

Abstract

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.
Code-Switching Practices in the Nile Delta: A Comparative Study of Linguistic Fluidity Among Gen Z and Gen X EFL Learners Morsi, Wesam Khairy
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.v11i1.1970

Abstract

This study investigates code-switching as a form of linguistic fluidity among Egyptian EFL learners, focusing on how language practices are shaped by proficiency level, socio-cultural background, and generational positioning. Drawing on a convergent mixed-methods design, the research combines survey data from 154 participants with semi-structured interviews conducted with speakers from Generation Z and Generation X. Rather than treating code-switching as a random or deficient practice, the study situates it within established sociolinguistic theories that view language choice as socially meaningful, ideologically loaded, and deeply connected to identity construction. The findings reveal that advanced learners, particularly younger urban speakers, tend to use code-switching as a strategic and expressive resource aligned with cosmopolitan identities and digital culture. In contrast, intermediate learners from rural or semi-rural backgrounds employ code-switching primarily as a functional scaffold to facilitate comprehension and communication. Generational differences further shape these patterns, with Generation Z embracing linguistic hybridity and translanguaging, while Generation X prioritizes linguistic restraint and cultural continuity. The study argues that code-switching among Egyptian EFL learners reflects broader social transformations related to globalization, mobility, and shifting notions of belonging. The paper concludes by discussing pedagogical and theoretical implications for sociolinguistics and EFL education in diglossic and postcolonial contexts.

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