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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 306 Documents
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Integrated Assessment Exists but Feels Fragmented: Pre-Service English Teachers’ Quality Perceptions in Indonesian EFL Teacher Education I Putu Andre Suhardiana; I Dewa Gede Rat Dwiyana Putra; I Gusti Ngurah Agung Wijaya Mahardika; Ni Putu Ratni
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2004

Abstract

The traditional way of assessing pre-service English teachers has separated language competency from pedagogical competence, which experts refer to as an artificial duality. However, preliminary findings from an Indonesian teacher education program indicated that integrated assessment is already in place, but felt inadequate by students. The study focused on the gap between the existence and effectiveness of integrated assessment that was experienced by pre-service English teachers, particularly rubric transparency, feedback implementation, and genuineness. This study used a convergent parallel mixed-methods design with 64 pre-service English teachers of Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar. Data were acquired by a 15-item questionnaire, open-ended responses and semi-structured interviews with five selected students. Quantitative data were analyzed using descriptive statistics, and qualitative data using thematic analysis. The results showed a paradox. 81.3% of students reported experiencing integrated assessment, and 76.6% rejected the idea of fragmentation; however, 87.5% still wanted assessment to be more integrated. Three quality gaps emerged: clarity deficit of rubric (79.7% strongly acknowledged the requirement of integrated rubrics), feedback integration gap (96.9% requested integrated feedback), and authenticity problem (73.4% regarded assessments as too theoretical). Students cited five features: dual-skill rubrics, simulation-based exercises, portfolio assessment, manageable workload and reflective practice. The study finds that the problem is not the lack of integrated assessment but the quality of integration as viewed by the students.
Fostering Differentiated Instruction through AI Tools: Perceptions of In-Service Teachers in Morocco Abdelmounim Lagmidi; Abdessallam Khamouja; Belal Amedyaz; Hind Brigui
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.1993

Abstract

While educational systems worldwide are rapidly embracing Artificial Intelligence (AI) tools, getting a deeper understanding of the way teachers perceive it is of great importance for a well-informed integration. Educational reforms in Morocco continuously emphasize inclusive practices and the inclusion of digital tools, which makes AI adaptation as a transformative tool in classroom instruction. This study investigates the perceptions of Moroccan in-service teachers regarding the use of AI tools to enhance Differentiated Instruction (DI). Adopting a quantitative design, data were collected through a questionnaire that was administered to a sample of 213 teachers across various Moroccan regions. The findings reveal a generally positive stance regarding the implementation of AI tools in promoting DI. However, this promising support comes with notable challenges, namely a lack of training, insufficient infrastructure, and the digital divide. This study contributes to existing literature by showing in-service teachers’ attitudes towards the integration of AI in assisting DI practices. It also offers practical recommendations for policymakers, curriculum designers, and teacher trainers seeking to incorporate inclusive practices through AI integration.
EFL Students' Speaking Anxiety and Strategies in Indonesian Peer Interaction Rhizma Rhizma; Aridah Aridah; Istanti Hermagustiana
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2049

Abstract

This study examines the speaking anxiety experienced by EFL students when interacting in English with their Indonesian peers, as well as the strategies they use to alleviate it. This study employed a qualitative descriptive design involving semi-structured interviews with six Indonesian EFL undergraduates. Data were analysed using thematic analysis. The findings revealed four main factors causing anxiety: fear of negative evaluation from peers (including the proximity paradox, whereby students are actually more anxious around close friends), situational speaking pressure, linguistic insecurity, and internal psychological pressure (including professional identity threat). To manage their anxiety, students employed strategies such as independent practice (including self-recording and ChatGPT), emotional regulation, cognitive reframing of mistakes, and mindful communication (code-switching and language simplification). However, no participant reported that their anxiety had disappeared entirely. This study provides qualitative insight that enhances our understanding of foreign language anxiety in the context of peer interaction. It also offers practical recommendations for developing a more supportive environment for EFL speaking in Indonesian universities.
Directive Speech Acts in English Classroom Instruction for First Grade Students at SDUT Bumi Kartini Jepara Eliza Naili Agustin; Santi Adriyani
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2152

Abstract

This study investigates the directive speech acts employed by the English teacher during classroom interaction. Specifically, it analyzed their types and forms and identified the dominant patterns of use throughout the teaching and learning activities. This study used a qualitative descriptive design. Data were collected through classroom observations, video recordings, interviews, and field notes in the first-grade English class of the International Primary Class (IPC) at SDUT Bumi Kartini Jepara. Data analysis followed the interactive model developed by Miles & Huberman (1984), encompassing the processes of data condensation, data display, and conclusion drawing and verification. The findings revealed that the teacher employed five types of directive speech acts in classroom interaction, including commands, requests, suggestions, advice, and prohibitions. Among these types, commands were the most dominant, with 46 occurrences (57.5%). This study also identified two forms of directive speech acts, namely directives and indirect forms. Among these forms, direct speech acts were more dominant, occurring 53 times (66.25%). These findings indicate that the effective use of directive speech acts supports classroom interactions and supports effective English teaching at the elementary school level. The findings contribute to pragmatic studies by providing empirical evidence on the use of directive speech acts in English classroom interaction at the elementary school level. Practically, the findings provide insights for English teachers in selecting and employing appropriate directive speech acts to facilitate effective classroom communication and support students' engagement in the learning activities.
Discursive Battles and Ideological Hegemony: A CDA of U.S. Media Headlines on Operation Epic Fury Samuel Samuel; Resti Amalia
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2005

Abstract

This study examines how the White House and CNN construct competing discourses of the Iran war through their headline narratives, and how those discourses reproduce or challenge hegemonic structures. Employing Fairclough's (1995) three-dimensional Critical Discourse Analysis, integrating micro-level transitivity and modality analysis drawn from Halliday's (1994) Systemic Functional Linguistics, meso-level discursive practice, and macro-level social practice, alongside Gramsci's (1971) conceptual framework of hegemony as an analytical instrument within the macro dimension, this study conducts a comparative analysis of twenty purposively selected headlines, ten from the White House and ten from CNN, published between March 1 and April 1, 2026, during Operation Epic Fury. The findings reveal that the White House systematically deploys material process, zero modality, nominalization, and intergenerational intertextuality to naturalize military aggression as moral common sense, while CNN progressively dismantles the conditions of that legitimacy through varied process types, verbal agency granted to Iran, and the domestication of conflict into middle-class economic reality, constituting a Gramscian war of position. Notably, this counter-hegemonic resistance is found to be driven not purely by ideological opposition but also by CNN's commercial and institutional self-interest. At the macro level, the discursive battle between these two insider institutions produces the conditions for an organic crisis, substantiated both discursively, through the White House's shift from persuasion to coercive labelling, and materially, through the documented divergence between its victory claims and independently assessed strategic outcomes.
Perspectives of Moroccan EFL Students on Collaborative Writing: The Case of Hassan II University Mohamed Choujaa; Nadia Hellalet; Mouhssine Echcharfy
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2024

Abstract

The need for transformative pedagogies is growing due to limitations inherent in lecture-based teaching. Collaborative learning is an excellent method for addressing some of these shortcomings. Collaboration provides ways that can be used by both instructors and students as they work together to develop content and facilitate student engagement through discussion and problem-solving. This will potentially enhance the sense of criticality in Moroccan EFL university students’ written texts. Therefore, the study’s objective is to investigate the benefits of collaborative writing from the perspective of Moroccan EFL University students. To accomplish this goal, a mixed-methods research design was employed using questionnaire data to obtain quantitative information and follow-up semi-structured interview data to provide qualitative insight into the responses. Convenience sampling was used to select 140 English majors from Hassan II University in Casablanca. The findings demonstrated that Moroccan Hassan II University EFL students recognized the significance of using collaborative, argumentative writing. The students argued that group writing allows them to discuss, exchange perspectives, share the workload, and learn from peer feedback. Nonetheless, writing collaboratively can be difficult for some participants, especially because it can involve communication problems, a lack of interest, and uneven participation. These difficulties pushed some respondents to sometimes prefer individual writing instead. Several implications for ensuring high-quality outcomes will be drawn from the results obtained

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