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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 233 Documents
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Rhetorical structure and metadiscourse markers of local and international agriculture research abstracts Frelita Bartolome; WIlliam Magday
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15715

Abstract

Educational mandates promoting a research culture among educators and students emphasize the importance of high-quality research publications. A critical component of this is writing effective research abstracts, a key requirement for journal acceptance. This comparative genre-based study aimed to analyze the macrostructure and linguistic features of 40 local agricultural research abstracts from a state university journal and 40 international abstracts from reputable journals covering 2011-2024. Using Hyland’s (2000, 2004, 2005) frameworks, the rhetorical structures, metadiscourse patterns, and communicative functions of the corpora were analyzed. Both local and international abstracts commonly employed moves like Purpose, Method, and Product. Local abstracts considered the Introduction and Conclusion moves as optional, while these moves were conventional in international abstracts. Typical patterns for local abstracts were PMPrC and PMPr, while most international abstracts followed Hyland's IPMPrC framework. Both sets used metadiscourse markers, but international abstracts employed them more frequently, favoring boosters over hedges to emphasize certainty and validation. These findings highlight the importance of adhering to international academic writing norms to enhance research visibility and impact, with implications for teaching academic writing and research.
The mondegreen effect in L2 speech perception: An investigation of phonological ambiguity and cognitive expectation in the speeches of Indonesian university students Adi Sutrisno; Misnadin Misnadin
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15721

Abstract

This study investigates the Mondegreen effect in second language (L2) listening by examining how phonological ambiguity and cognitive expectation interact to shape auditory misperception among Indonesian university-level EFL learners. While prior research has often treated L2 listening difficulties as either phonological decoding problems or failures of top-down processing, this study offers an integrated account by analyzing misperceptions across multiple linguistic levels. Data were collected from 165 Indonesian undergraduate students through a listening transcription task involving 12 naturally produced English utterances characterized by connected speech, prosodic variation, and phonological reduction. A total of 1,980 responses were analyzed and categorized into word, phrase, clause, and sentence-level misperceptions. The findings show that 39.9% of responses involved misperception, with sentence-level reinterpretations emerging as the most frequent pattern, followed by word-level substitutions and lower rates at clause and phrase levels. The analysis demonstrates that auditory misperception is systematically triggered by reduced and ambiguous speech signals, which obscure segmentation and activate competing lexical candidates. Crucially, listeners do not merely fail to decode input but actively reconstruct meaning, often relying on top-down expectations that override bottom-up acoustic cues. This study contributes to L2 speech perception research by reframing Mondegreens as evidence of dynamic meaning construction rather than perceptual error. It also highlights the interaction between phonological processing and cognitive expectation in real-time listening. Pedagogically, the findings suggest the need for greater emphasis on prosodic training, segmentation awareness, and metacognitive strategies to enhance learners’ perceptual resilience in authentic listening contexts.
A thematic analysis of preservice teachers’ peer feedback in teacher education Eunjeong Park
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15928

Abstract

Peer feedback plays a key role as a way of encouraging reflective practice and professional learning in teacher education, but there is less understanding about how preservice teachers assess the instructional quality influenced by evaluative orientations. In this qualitative research, the researcher seeks to know the themes of peer feedback given by preservice English teachers after instructional activities. Thematic analysis was applied to the peers’ evaluative comments to determine common criteria that were used to construct the teaching effectiveness. There were three themes: (1) the focus on the relevance of the topic to the learners, (2) the importance of interactions and discussion-based activities, and (3) the lack of interest in linguistic scaffolding and pedagogical rigor. These findings show that peer feedback primarily indicates adherence to the principles of communicative language teaching, particularly learner-centeredness and interaction but does not pay sufficient attention to linguistic rigor and learning outcomes. Through the lenses of second language acquisition and teacher education, the findings imply that even though preservice teachers show conceptual approval of communicative pedagogy, they need more assistance in the creation of evaluative literacy that relates the engagement-based practices to the process of language learning and teaching. This study adds to existing literature on peer feedback in teacher education by pointing out the necessity of systematic instructions in peer evaluation practices.
The role of evaluative nouns in shaping modern English movie discourse: An axiological and morphological analysis Irena Snikhovska; Larysa Soloviova; Julia Bereziuk; Svitlana Poplavska; Zoia Zalibovska-Ilnitska
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15939

Abstract

Evaluative language has been widely examined, but evaluative nouns in cinematic discourse remain insufficiently studied. This study addresses this gap by systematically analyzing evaluative nouns in English movie dialogue. A sample of 176 lexemes with explicit evaluative marking was selected from authoritative dictionaries and analyzed using The Movie Corpus with a frequency threshold of ≥10 occurrences. The study combines lexicographic analysis with corpus-based methods to identify recurrent patterns and contextual usage. The findings reveal a strong quantitative asymmetry between negative and positive evaluative nouns (84 vs. 8), indicating a linguistic tendency to mark deviations in cinematic language. Morphologically, evaluative meanings are primarily realized through suffixation, with -y/-ie, -ling, -er, and -o demonstrating high productivity in the dataset. These suffixes exhibit functional ambivalence, encoding both pejorative and meliorative meanings depending on context. The results show that evaluative nouns function as recurrent elements in cinematic dialogue, contributing to character construction and interactional dynamics. This study contributes to evaluative morphology and discourse analysis by integrating lexicographic and corpus-based approaches. The findings may inform research in film studies, translation, and applied linguistics.
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.

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