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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 9 Documents
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Search results for , issue "vol. 9 no. 2 (2026)" : 9 Documents clear
Exploring teachers’ perspectives on student and teacher challenges and solutions in inclusive senior high school English learning in Yogyakarta: A case study Rovi Kholifah; Bambang Widi Pratolo
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.14590

Abstract

This study explores teachers’ perspectives on both student and teacher related challenges, as well as the solutions employed in English language instruction within inclusive senior high schools in Yogyakarta. Using a qualitative case study design, data were collected through interviews with three types of participants. English teachers, a teacher assisstant and school principals, complemented by approximately five hours of classroom observations. The data were analyzed thematically through initial coding, categorization, and triangulation to ensure credibility. The findings reveal five major themes, including challenges in addressing diverse learner abilities, particularly between students with special educational needs (SEN) and their peers, as well as constraints related to resources, time management, and instructional strategies. Teachers addressed these challenges through institutional support, comprehensive and adaptive assessment practices, and the development of engaging and differentiated learning activities. This study extends existing research on inclusive education by specifically examining EFL instruction in Indonesian inclusive senior high schools from teachers’ perspectives. The study highlights future prospects including enhanced teacher training, the development of innovative media, and collaboration with international institutions. These insights contribute to strengthening inclusive English education practices in Indonesia.
Pre-service English teachers’ perspectives on global Englishes in Banda Aceh, Indonesia Diana Fauzia Sari; Yunisrina Qismullah Yusuf; Heather Linville; Amirul Mukminin; Tanzir Masykar
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.15083

Abstract

The role of English as a global language has sparked debates in English Language Teaching (ELT), particularly within the context of World Englishes. This study investigates Indonesian pre-service teachers’ perceptions of five key issues: English as a global language, language ownership, native versus non-native speaker status, cultural content in ELT, and the appropriateness of teaching methods and materials. The study was conducted in Banda Aceh and used a mixed-methods approach, combining questionnaires and semi-structured interviews with 15 participants. The findings show that while participants recognize the global importance of English, they express concerns about its dominance over local languages and cultures. Native speakerism is contested; some value native speakers’ linguistic accuracy, while others prioritize teaching ability. The participants note challenges in adapting Western materials to local contexts and encourage a hybrid approach combining global perspectives with local relevance. They find that English teaching should be more flexible and inclusive to help students understand global English while valuing local cultures.
Gains and hurdles of English language instructors in developing writing skills of criminology students in the age of Artificial Intelligence (AI) Aldren Lim
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16006

Abstract

This study explored the perspectives of English language instructors on the gains and challenges of developing the writing skills of criminology students in the age of Artificial Intelligence (AI), as well as the strategies they employed to address these challenges. A qualitative research design was employed using semi-structured interviews with 6 English language instructors teaching writing in criminology programs at a criminology school in the Philippines. The interview data were analyzed through thematic analysis to identify recurring patterns and shared experiences. The findings revealed that instructors perceived AI as beneficial in facilitating writing instruction, improving the quality of students’ written outputs, and supporting the writing process through planning, modeling, feedback, and increased learner confidence. However, instructors also identified challenges associated with AI-assisted writing, including students’ overdependence on AI-generated outputs, concerns regarding comprehension and authenticity, and reduced critical engagement in writing tasks. To address these issues, instructors implemented strategies such as guided AI use, independent and contextualized writing activities, and controlled AI-assisted writing tasks to promote ethical and critical writing practices. The study concludes that while AI offers valuable support in writing instruction, its effective integration depends on instructors’ pedagogical guidance to ensure the development of students’ authorship, critical thinking, and responsible use of AI.
Effects of talker and vowel context in Thai learners’ discrimination of English dental fricatives Patchanok Kitikanan; Ho Ting Chak
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16045

Abstract

L2 speech perception is shaped by variability in both talker characteristics and phonetic context, yet how these sources of variability interact remains insufficiently understood. This study investigated how talker accent and vowel context interact to influence L2 speech perception among Thai learners. Thirty-eight Thai undergraduate learners completed an ABX discrimination task testing five English consonant contrasts (/f–θ/, /ð–d/, /θ–ð/, /f–t/, and /t–θ/) produced by five talkers (Thai, Philippine, Indian, British, and American English) across three vocalic environments (high, low, and back vowels). Accuracy was analysed using a binomial generalised linear mixed-effects model (GLMM). Results revealed a significant three-way interaction among consonant contrast, vowel context, and talker (p < .001). Talker effects were limited in high- and back-vowel contexts but pronounced in the low-vowel context. Similarly, vowel-context effects were non-uniform; for instance, low vowels degraded /ð–d/ discrimination for American, Indian, and Thai talkers, whereas back vowels impaired /t–θ/ discrimination specifically for the Thai talker. Overall, no single talker or vowel context provided a uniform perceptual advantage. These findings demonstrate that L2 phoneme discrimination is dynamically co-conditioned by phonetic context and talker variability, carrying important implications for models of L2 speech perception (PAM-L2, SLM-r, L2LP) and contextualised perception pedagogy.
From production to reflection: Integrating video project-based learning and dialogic pedagogy in tertiary EFL Speaking Teguh Sulistyo; Rizky Lutviana; Maria Purnawati; Oktavia Widiastuti; Daniel Ginting
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16237

Abstract

This study examines the effects of integrating Video Project-Based Learning (VPBL) and Dialogic Pedagogy (DP) on tertiary EFL students’ speaking performance. It explores their self-reflection and self-efficacy during the learning process. A quasi-experimental convergent mixed-methods design was employed with two intact groups of second-year university students: an experimental group receiving VPBL integrated with DP and a control group receiving conventional speaking instruction. Quantitative data were collected through pretest and posttest speaking assessments based on Complexity, Accuracy, and Fluency (CAF), together with self-reflection and self-efficacy questionnaires. Qualitative data were obtained through semi-structured interviews with students from the experimental group. Speaking performances were assessed by two raters, and inter-rater reliability was established using the Intraclass Correlation Coefficient (ICC). ANCOVA was employed to examine posttest performance while accounting for students’ initial performance. The findings revealed significant differences in the patterns of overall speaking performance and Fluency between the instructional groups, whereas no significant group effects were found for Complexity and Accuracy. The questionnaire findings indicated relatively high self-reflection and moderate self-efficacy among students in the experimental group. Qualitative findings further revealed that video production, dialogic interaction, feedback, and reflection formed an interconnected learning process. Overall, the findings suggest that integrating VPBL with DP may be particularly responsive to fluency-related and broader aspects of oral performance. However, the development of Complexity and Accuracy may still require more sustained exposure, practice, and form-focused support. These findings suggest that speaking development is not solely a linguistic process, but a multidimensional phenomenon shaped by the interplay of cognitive, affective, and social factors.
Additive, not conditional: Text difficulty, self-efficacy, and classroom climate as predictors of reading anxiety in Indonesian EFL higher education Eva Faliyanti; Risma Margaretha Sinaga; Rabiyatul Adawiyah Siregar; Budi Kadaryanto; Irma Lusi Nugraheni
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16363

Abstract

Foreign language reading anxiety (FLRA) is a persistent affective barrier in EFL contexts, yet research in Indonesia has remained largely descriptive, ranking the sources of anxiety without testing whether they predict FLRA inferentially or whether learner and classroom resources alter their impact. This study addressed both questions through moderated multiple regression with 178 EFL undergraduates (semesters 3–6) at a university in Lampung, Indonesia, using six adapted instruments. The central finding was not the one anticipated. Neither reading self-efficacy nor classroom supportive climate moderated any relationship between text difficulty and FLRA (all p ≥ .53; ΔR² = .002), and a sensitivity analysis confirmed that the design could detect interactions of f² ≥ .045, so conditional effects of practical magnitude can be excluded although smaller ones cannot. Instead, both resources operated additively rather than conditionally, reducing FLRA directly and uniformly (self-efficacy b = −0.221; classroom climate b = −0.188) and adding 10.4% of explained variance. Among the predictors, performance worry dominated (b = 0.389, f² = .350), outweighing vocabulary difficulty and topic familiarity; together the three explained 46.4% of FLRA variance. Confidence and a supportive climate therefore appear to lower the anxiety baseline without blunting specific text-difficulty triggers. Indonesian EFL instruction should reduce the evaluative stakes of reading tasks directly rather than relying on affective resources to buffer them.
Insights into the effects of Online-based Writing Mock-Tests on EFL learners’ writing skills Tham My Duong; Quyen Nguyen; Thao Quoc Tran
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16414

Abstract

This quasi-experimental study primarily aims to examine the effects of online-based writing mock tests (OWMT) on Vietnamese EFL learners’ writing skills and their attitudes toward OWMT. Thirty-six learners at an English center in Ho Chi Minh City participated in a ten-week course. Nineteen experimental learners participated in an OWMT platform called Cambridge English Write & Improve (CEWI), whereas 17 learners in the control group studied with the traditional teaching method. Quantitative data were collected from pre-tests and post-tests, evaluating four writing criteria (content, communicative achievement, organization, & language), analyzed by using SPSS through descriptive statistics and T-tests. Questionnaire data were collected to respond to the effects and learners’ attitudes towards OWMT. Ten experimental learners were invited for semi-structured interviews, analyzed by the thematic analysis approach. Findings indicated OWMT significantly improved learners’ writing performance, particularly in language, organization, and communicative achievement. Participants specifically demonstrated positive attitudes as dynamic triangular relationship of cognitive, affective, and behavioral, assisted their learning. These findings indicate that OWMT can serve as an effective formative assessment tool to foster writing development and learning autonomy.
Becoming someone else in English through self-efficacy and identity positioning in Vietnamese EMI classrooms Thi Thuy Nhung Le
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16498

Abstract

English-medium instruction (EMI) requires learners to reconstitute academic selfhood through a language that is not their own, yet this process remains undertheorised. This study examined how self-efficacy beliefs are associated with identity positioning across four dimensions, disciplinary, academic, linguistic, and social, among Vietnamese EMI undergraduates. Using an explanatory sequential mixed-methods design (N = 266 quantitative; n = 18 qualitative), the study integrated Bandura's (1997) self-efficacy theory, Norton's (2000) investment framework, and Dörnyei and Ushioda's (2021) L2 motivational self-system. Regression with all four self-efficacy dimensions entered simultaneously showed disciplinary identity most strongly associated (f² = .418), followed by academic (f² = .293), linguistic (f² = .209), and social identity (f² = .182), with academic self-efficacy the strongest predictor across all four. Thematic analysis identified three dimension-specific themes: an efficacy-attribution pattern for disciplinary and academic identity, a written-oral modality split for linguistic identity, and an emerging cultural-threshold proposition linking Confucian face-saving norms to social identity positioning. These findings suggest identity positioning in EMI is dimension-differential rather than unitary, and that self-efficacy is associated with identity through attribution-conditional rather than performance-contingent pathways.
Pragmatic markers and interpersonal alignment in contemporary British: A corpus-assisted study Ha Thu Nguyen; Tuan Vu Van
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16516

Abstract

Pragmatic markers are small conversational forms, but they carry substantial interactional weight in spoken English. They organize discourse and shape interpersonal meaning. This study examines the functions of you know, I mean, well, like, so, and I think and their contribution to interpersonal alignment in contemporary British conversation. Adopting a corpus-assisted qualitative design, the study analyses approximately 50,000 words from around 40–50 Spoken BNC2014 extracts involving adult speakers. Extracts were selected based on the six markers and surrounding turns for contextual analysis. AntConc was used for corpus retrieval and frequency analysis, while NVivo 12 supported qualitative coding. Each occurrence was examined in context, and lexical or grammatical uses were excluded, leaving 812 eligible tokens. Like was the most frequent marker (218; 26.8%), followed by well (176; 21.7%), you know (147; 18.1%), I mean (112; 13.8%), so (94; 11.6%), and I think (65; 8.0%). The findings show four interconnected functions: constructing shared knowledge, facilitating reformulation and repair, managing turns and sequences, and expressing stance and mitigation. You know invited listener recognition; I mean clarified prior talk; well and so managed responses and progression; and like and I think made meanings more approximate and negotiable. Alignment interpretations were grounded in surrounding sequences and interlocutors’ responses rather than in the markers alone. The findings indicate that pragmatic markers support interpretive coordination, relational sensitivity, and conversational continuity. The study contributes to corpus-assisted and interactional pragmatics and offers implications for learners’ pragmatic competence.

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