cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
BAMBANG WIDI PRATOLO
Contact Email
bambang.pratolo@pbi.uad.ac.id
Phone
-
Journal Mail Official
eltej@pbi.uad.ac.id
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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.
Arjuna Subject : -
Articles 209 Documents
 17   18   19   20   21 
Teaching English in rural settings: A systematic review of challenges and strategies in non-technological classrooms Candrawati, Andi Cahyuni; Purbani, Widyastuti
English Language Teaching Educational Journal Vol. 8 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i2.14081

Abstract

The aim of this study is to understand what challenges encountered by English teachers and how they cope with the barriers, particularly in low-resource, non-technological settings. Using the PRISMA framework, this study conducted a systematic literature review to synthesize the twenty articles published between 2018 and 2024 from Scopus, Connected Papers and ERIC. This study identified eight major challenges which are: inadequate resources for learning, poor school infrastructure, lack of teaching media, overly teacher-centered pedagogy, heavy workload, insufficiency of prepared teachers, adaptation issues, and low levels of student motivation. To cope with these challenges, teachers applied six primary strategies which included development of teaching materials by hand, content simplification through local dialects, application of teacher-centered pedagogy, peer collaboration, curriculum improvisation to fit local context, and informal professional development activities. These results have noted the creativity and adaptability of teachers within constrained environments and underscore the necessity for situated educational policies. Moreover, the study contributes to a better understanding on the preservation of English instruction in rural settings and offers useful information to policy makers, educators, and other divisions which work towards resolving inequities in education.
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 English Teaching in Elementary Schools: A Sociocultural Perspectives of Non-English Major Teachers’ Experiences Purwanti, Eko; Prasanti, Sellin Yonica
English Language Teaching Educational Journal Vol. 8 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i2.13052

Abstract

English language has been introduced and taught to Indonesian students from elementary to higher education. In the context of Indonesian elementary education, the teaching of English often falls to homeroom teachers who lack formal qualifications in the language. This study explores the challenges and strategies of non-English major teachers in teaching English in Indonesian elementary schools using Sociocultural Theory framework. Utilizing qualitative approach and descriptive qualitative research design, a qualitative research method was employed, involving semi-structured interviews with six homeroom teachers from a public elementary school in Yogyakarta who teach English without the language background. The findings reveal six primary challenges: (1) problems with pronunciation, (2) lack of vocabulary, (3) mother tongue interference, (4) inadequate teaching skills, (5) large class sizes, and (6) diverse student characteristics. To address these challenges, these teachers adopted various strategies, including (1) participating in professional development programs, (2) engaging in peer discussions, (3) carrying out independent learning, (4) utilizing learning applications, (5) using learning media, and (6) forming study groups. These findings highlight the need for targeted support and training for non-English major teachers to enhance the quality of English education in Indonesian elementary schools.
A correspondence analysis of English proficiency and demographic factors among EFL students at Burapha University, Thailand Pohnsuriya, Piyapohn
English Language Teaching Educational Journal Vol. 8 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i2.13434

Abstract

The study aimed to determine the correspondence association between English proficiency (BUU-CET U Level) and demographic factors of EFL students at Burapha University, Thailand. The sample consisted of 385 non-English major students who took the BUU-CET U exam at Burapha University. Data on BUU-CET U score (level 1-4) and demographic factors were analyzed using descriptive statistics (frequency and percentage) and a correspondence analysis. The results showed that English proficiency, as indicated by the students’ BUU-CET U level, was not associated with gender. The proficiency level 4 tended to associate with the age group of more than 22 years, corresponded most with 5th-year and 6th-year students, and the Health Science faculty group, with a strong association. Students from high-income families tended to have high proficiency at level 4, and students from moderate-income families tended to have moderate proficiency at level 2. According to parents’ education, students whose fathers finished a master’s degree had the most correspondence with the level 4, and students whose mothers obtained a bachelor's degree had the most correspondence with the level 1 and level 3. For parents’ occupation, students whose fathers were freelancers tended to associate closely with level 2, and students whose mothers were housewives had the most correspondence with level 2 and level 4.
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.
Designing AI-Based Interactive E-Books for English for Specific Purposes (ESP) in Health Science Education Surip Haryani; Maulida Rahmawati Emha
English Language Teaching Educational Journal Vol. 8 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i2.14229

Abstract

This research formulates and tests an AI-driven interactive e-book to increase English for Specific Purposes (ESP) learning by healthcare students in order to enhance speaking performance regarding fluency, pronunciation, vocabulary, grammar, and cohesion of content. Existing ESP materials in healthcare settings are non-interactive and too static to facilitate communicative practice in real time. Following a Research and Development (R&D) methodology, the research moved from needs analysis, prototyping of AI-based functionalities such as adaptive learning modules, NLP-based clinical dialogue simulation chatbots, and speech recognition to provide pronunciation feedback, to empirical testing. Thirty medical students completed pre- and post-tests, measured on a valid speaking rubric for the five performance areas and user perception surveys. Quantitative outcomes recorded considerable improvement across every area of speaking with maximum progress in fluency and vocabulary, while qualitative feedback indicated growing confidence and motivation for applying English for work purposes. The concluding AI-facilitated e-book, ISBN and copyrighted, provides a model for the scaling up of AI into domain language acquisition. The results have practical significance for ESP instructors and instructional designers who seek to integrate pedagogy and technology in ESP, particularly in healthcare training. Keywords: ai-integrated e-book, English for specific purposes, healthcare communication, speaking performance, interactive learning.
A framework for playful pedagogy: Nurturing child imagination in second language learning Bao, Dat; Nguyen, Tran Thi Hoang
English Language Teaching Educational Journal Vol. 8 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i2.14368

Abstract

This conceptual article argues that although imagination is a highly important dynamic of the mind with strong potential to assist language development, imagination alone does not work by itself. Instead, a strategic framework is needed to support imagination by connecting it with playful teaching and amusing content. The article begins by pinpointing what playful pedagogy means and what role imagination plays in the learning process. Secondly, the discussion presents some challenges to such learning, delving particularly into some constraints on child imagination and other constraints on English learning among children. Thirdly, the discussion highlights the need for a playful pedagogy and amusing content to support it. This is followed by some insights into nurturing imagination for learning. Finally, the article unpacks the above-mentioned framework in ways that would assist task design in language education.
Exploring AI-mediated linguistic and cognitive support for non-native English speakers in English-only higher education Tien, Ching-Yi; Haji-Othman, Noor Azam
English Language Teaching Educational Journal Vol. 8 No. 3 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i3.14228

Abstract

The release of ChatGPT by OpenAI in 2022 marked a major milestone, beginning a new phase in how artificial intelligence (AI) is used in education and transforming the way students access and engage with academic resources. This study explores how non-native English-speaking students handle the language challenges of content-area courses in higher education when instruction is focused solely on professional subjects in an English-only setting, with limited explicit language support to improve English skills. Using a sample of undergraduate students (N = 63), this research examines differences in AI tool usage, perceptions, and outcomes based on gender, nationality, major, and year of study. Independent samples t-tests and one-way ANOVA were performed on variables that measure perceived language learning benefits, cognitive skill development, creative tool use, and the overall effectiveness of AI tools. Open-ended questions provided qualitative data for this study. The findings show that AI and Generative AI tools meet students’ linguistic needs, address cognitive demands, support personalized learning, enhance understanding of subject material, and improve academic performance. Contrary to earlier research suggesting male students are more proficient with AI, this study finds that female students are more likely to view AI tools as beneficial for integrating thinking and higher-order cognitive skills. The study also discusses potential challenges related to AI use and notes its methodological limitations.

Page 20 of 21 | Total Record : 209

 17   18   19   20   21 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 3 (2025) Vol. 8 No. 2 (2025) Vol. 8 No. 1 (2025) Vol. 7 No. 3 (2024) Vol. 7 No. 2 (2024) Vol. 7 No. 1 (2024) Vol. 6 No. 3 (2023) Vol. 6 No. 2 (2023) Vol. 6 No. 1 (2023) Vol. 5 No. 3 (2022) Vol. 5 No. 2 (2022) Vol. 5 No. 1 (2022) Vol. 4 No. 3 (2021) Vol. 4 No. 2 (2021) Vol 4, No 2 (2021) Vol 4, No 1 (2021) Vol. 4 No. 1 (2021) Vol. 3 No. 3 (2020) Vol 3, No 3 (2020) Vol 3, No 2 (2020) Vol. 3 No. 2 (2020) Vol. 3 No. 1 (2020) Vol 3, No 1 (2020) Vol 2, No 3 (2019) Vol. 2 No. 3 (2019) Vol. 2 No. 2 (2019) Vol 2, No 2 (2019) Vol 2, No 1 (2019) Vol. 2 No. 1 (2019) Vol 1, No 3 (2018) Vol 1, No 3 (2018) Vol. 1 No. 3 (2018) Vol 1, No 2 (2018) Vol. 1 No. 2 (2018) Vol. 1 No. 1 (2018) Vol 1, No 1 (2018) Vol 1, No 1 (2018) More Issue