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

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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 Sutrisno, Adi; 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 Park, Eunjeong
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

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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 Snikhovska, Irena; Soloviova, Larysa; Bereziuk, Julia; Poplavska, Svitlana; Zalibovska-Ilnitska, Zoia
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

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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.

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