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English Language Teaching Educational Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 26216485     DOI : 10.12928
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
English Language Teaching Educational Journal (ELTEJ) is an english educational journal published quarterly in April, August, and December. The ELTEJ aims to provide an international forum for researchers and professionals to share their ideas on all topics related to English language teaching and learning, English literature, and linguistics. It publishes its issues in an online (e-ISSN 2621-6485) version.
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Articles 5 Documents
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Search results for , issue "Vol. 8 No. 1 (2025)" : 5 Documents clear
Exploring classroom management challenges and strategies among EFL school pre-service teachers in the Kurdistan region of Iraq Ibrahim, Mokhles Saleh; Ahmed, Nehad; Mohammed, Mohammed Hussein
English Language Teaching Educational Journal Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i1.12734

Abstract

This research aimed to investigate the pre-service teachers' challenges and strategies in classroom management during the school practicing process. The mixed-method research approach was implemented in the study. The data was collected through diary writing and semi-structured interviews. The study participants were six male and six female undergraduate students or pre-service teachers in the faculty of basic education at a public university in the Kurdistan Region of Iraq (KRI). In addition, eight professors from the faculty, who observed them during the process, were assigned as the interviewers. Furthermore, the data from the diary was organized by means of checklist and then analyzed by using SPSS Program. Furthermore, the data from the semi-structured interview was analyzed by using the thematic descriptive analysis method. The results of the study showed that male and female pre-service teachers have common challenges in managing their teaching classrooms effectively. However, the study found that pre-service teachers implement various strategies for dealing and addressing the classroom issues.
Unleashing The Power of Instruction: Internalizing Religious Moderation Values in Students’ EFL Writing Nurul Puspita; Aryanika, Septa
English Language Teaching Educational Journal Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i1.11912

Abstract

Writing in English as a Foreign Language (EFL) is a special chance for students to improve their language skills and develop their social awareness. Through the use of writing prompts that promote values like tolerance, respect for others, and critical thinking, students are able to express themselves more effectively in English and gain a deeper comprehension of other viewpoints. This study used qualitative research to examine the effects of implementing religious moderation values on EFL students' writing ability. Analysis of the effects of exposure to these values on writing coherence, argumentation, and intercultural sensitivity was done using data acquired through students interviews and observation sheets. The results show that the incorporating of religious moderation in EFL lessons has a positive effect on students' language learning and knowledge of global cultural issues encouraging more considerate and polite conversation. The research emphasizes how learning a language together with a values-based education can result in students who are more adept and socially conscientious, especially in writing class.
Measuring up: Rasch analysis of English reading comprehension test for informal education learners Rachmawati, Arandha May; Widyantoro, Agus
English Language Teaching Educational Journal Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i1.12747

Abstract

This study aims to evaluate the quality of English reading comprehension test instruments used in informal learning, especially as English literacy tests. With a quantitative approach, the analysis was carried out using the Rasch model through the Quest program on 30 multiple-choice questions given to 30 grade IX students from informal educational institutions in Bantul. The results of the analysis showed that although all questions were included in the fit category for the Rasch model, the level of reliability was relatively low, that was 0.52 for items and 0.39 for participants. In addition, 13.3% of the questions showed inconsistent results (misfit), this means that there is inconsistency in the results and quality of the questions that need to be improved. The analysis of the level of difficulty also showed that there were questions that were too easy or too difficult. These findings highlight the importance of revising the test items and the need to increase the number of participants and items to obtain more accurate measurement results. This study also provides practical implications regarding the need for continuous and planned instrument development in the context of informal education, to provide valid and reliable evaluation tools to measure students' literacy skills.
Enhancing reading comprehension and motivation through Think-Pair-Share: Classroom action research in an Indonesian EFL context Pratolo, Bambang Widi; Bao, Dat; Palaguna, Suhendri
English Language Teaching Educational Journal Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i1.13992

Abstract

Improving students' reading comprehension remains a persistent challenge in EFL classrooms, particularly where learners exhibit low motivation and limited engagement. This study investigated the effectiveness of the Think–Pair–Share (TPS) cooperative learning strategy in an Indonesian secondary EFL classroom. Using a Classroom Action Research (CAR) design, the intervention was conducted in two cycles, each consisting of planning, acting, observing, and reflecting stages. Data were collected through a mixed-methods approach. Quantitative evidence came from pre-tests and post-tests of reading comprehension, while qualitative data were obtained from classroom observations, field notes, and interviews. The findings showed substantial improvements in both motivation and understanding. Students' mean reading scores increased from 57.22 in the pre-test to 78.26 in Cycle II, with the number achieving the passing grade rising from three to fifteen. Variability decreased, indicating more consistent achievement across the class. Qualitative results revealed a transformation from passive and disengaged learners to confident and motivated participants who valued collaboration and peer support. The study concludes that TPS is effective not only in enhancing comprehension but also in fostering a student-centered and inclusive learning environment. Teachers are encouraged to integrate TPS with explicit scaffolding and adaptive sharing formats to maximize equity and engagement in reading instruction.
Dialogic feedback in English Language Teaching (ELT): Modalities, outcomes, and research trends Susanti, Ani; Sharif, Tengku Intan Suzila Tengku; Masardo, Alex
English Language Teaching Educational Journal Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i1.14057

Abstract

This systematic literature review examines dialogic feedback research in English Language Teaching (ELT) based on 23 empirical studies published between 2010 and 2025. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, the review applied a rigorous selection and screening process to ensure transparency and replicability. Six main modalities of dialogic feedback are identified: face-to-face dialogic feedback, written dialogic feedback, technology-mediated dialogic feedback, peer dialogic feedback, supervisory dialogic feedback, and teacher professional development dialogic feedback This typology reflects variations in feedback interaction modes, participants, and instructional settings, offering a more nuanced framework for understanding how dialogic feedback operates across formal and informal learning contexts.  These modalities promote interactive, learner-centered feedback processes across varied learning environments. The analysis highlights four key educational outcomes: improvements in writing proficiency, enhanced feedback literacy, increased learner engagement and reflection, and the development of learner autonomy and self-regulation. These outcomes demonstrate a consistent pedagogical value of dialogic feedback in supporting active learning ecosystems. Research trends reveal three chronological phases: early conceptual exploration, empirical classroom application, and recent growth in digital feedback practices. Studies predominantly employ sociocultural theory, dialogic pedagogy, feedback literacy, and self-regulated learning frameworks. Methodologically, the field has advanced from qualitative designs to mixed method and quasi-experimental approaches, mostly within Asian EFL university writing contexts. Notable gaps include the lack of longitudinal studies, minimal focus on speaking skills, and underrepresentation of diverse geographical and educational contexts. Future research should address these gaps by expanding skill focus, geographical coverage, and methodological rigor to ensure more equitable and effective dialogic feedback practices in ELT.

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