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 233 Documents
 20   21   22   23   24 
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.

Page 24 of 24 | Total Record : 233

 20   21   22   23   24 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2026) Vol. 9 No. 1 (2026) 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