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International Journal of English and Applied Linguistics (IJEAL)
Published by Information Technology and Science
ISSN : -     EISSN : 27979482     DOI : https://doi.org/10.47709/ijeal.v1i1.
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Aim and Scope International Journal of English and Applied Linguistic (IJEAL) is an International Journal that is published three times a year, namely in April, August, and December. IJEAL publishes manuscripts within the fields of: 1. English Language Teaching and Learning 2. Linguistics and Applied linguistics 3. English Literature 4. English for Specific Purposes (ESP) 5. English for Academic Purposes (EAP)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 325 Documents
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Understanding Deep Learning Strategies in EFL Classrooms: Students’ Experiences from an Indonesian Junior High School Bonefantura Jemy Briaa; Yofince Abatan; Yohanes Rusae
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.8106

Abstract

This qualitative phenomenological study explores junior high school students' lived experiences with deep learning strategies in their English as a Foreign Language (EFL) classroom in Weliman. Deep learning, characterized by critical thinking, connection-making, and intrinsic motivation, is often emphasized in curriculum goals but less understood from the student perspective in low-resource contexts. The research aimed to understand how students perceive, engage with, and benefit from (or are hindered by) strategies designed to foster deep learning. Data were collected through semi-structured interviews and focus group discussions with 15 purposively selected eighth-grade students. Thematic analysis revealed three major themes: 1) The central role of meaningful teacher-student interaction and feedback in fostering engagement; 2) The double-edged sword of collaborative projects, valued for peer support but criticized for free-riding; and 3) The struggle to connect textbook English to personal identity and real-world use, which often acts as a barrier to deep processing. The findings suggest that while structural strategies (Agyeman,2024) are implemented, the affective and relational dimensions—such as relevance and a psychologically safe classroom environment—are more critical catalysts for deep learning from the students' viewpoint. The study recommends a student-centered pedagogy that prioritizes personal relevance and reflective dialogue over mere task completion.
Communicative Language Teaching in Senior High School English Lessons: A Case Study of Begoro Presec Bismark Edzenu; Rosemary Awogya; Wisdom Agbanyo; Abrafi Adomah
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9177

Abstract

Communicative Language Teaching (CLT) remains one of the most influential approaches to second language instruction because of its emphasis on communicative competence. (Larson & Freeman, 1986; Ellis, 1996). The paper examines the use of CLT Techniques in English as a Second Language lessons and, by doing so, provides a critical evaluation of the lessons. It examined the existence of information gap in lesson activities, the existence of alternative for a choice of information in lesson activities and the extent to which feedback is given in lesson activities. This research used qualitative approach, collecting data through observation and interview, and analyzing it. The findings indicate that the CLT approach to language pedagogy has dominated language instruction at the SHS level, as all the lessons sampled in this paper used techniques from this approach. It was specifically found that all the lessons had alternatives for which students had to make a choice, feedback ran through all the lessons, and information gaps existed in all the lessons, which made these lessons gain the characteristic of CLT. It was also found that many of the teachers do not have knowledge of the theoretical basis of the techniques they use. It is therefore recommended that teachers upgrade their knowledge of approaches and techniques of teaching language, especially Communicative Language Teaching, to enable them to make the best of these approaches and techniques.
The Use of Audio-Visual Method to Improve Student’s Listening Skills Riska Aprilliani; Siti Syafi'atul Qomariyah; Sri Ariani
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9362

Abstract

In English, listening is a fundamental ability students have to acquire. Still many students struggle wtih spoken English understanding because of their small vocabulary and use of uninsprired teaching methods. This study aims to improve students' listening skills through the use of the audio-visual method at SMP Negeri 2 Lingsar. The study using Classroom Action Research (CAR) based on the Kemmis and McTaggart framework.The research subjects were 25 eighth-grade students of SMP Negeri 2 Lingsar.Using mean scores, percentage,and paired sample t-test. Data were collected through observation sheets and listening tests, including pre-test and post-test. The results show that students average scores went from 48.00 in the first test to 61.16 in the first cycle and then up to 78,48 in the second cycle. The percentage of pupils achieving the Minimum Mastery Criterion (MMC) also from 0% to 4% and then to 20%. The result show that the audio-visual method improves students listening skills in a positive way.
Improving Student Achievement in Writing Descriptive Text Through Wordwall Media Khonsa’ Izzatul ‘Abidah ‘Abidah; Carbiriena Solusia; Endang Lestari
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9506

Abstract

Writing descriptive texts remains a challenge for many students learning English as a Foreign Language due to limited vocabulary, inadequate grammatical competence, and difficulties in organizing ideas. This study aimed to investigate the effectiveness of Wordwall-based learning activities in improving the descriptive writing skills of seventh-grade students at UPT SMPN 9 Gresik. The study employed Classroom Action Research involving ten seventh-grade students and was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through descriptive writing tests and analyzed using descriptive statistics. The findings showed a steady improvement in students’ writing performance. The mean score increased from 68.5 in the preliminary study to 74.0 in Cycle I and 82.5 in Cycle II. The percentage of students achieving the Minimum Mastery Criterion also improved from 30% to 60% and reached 80% by the end of cycle II. These findings indicate that Wordwall-based learning activities effectively improve students’ descriptive writing skills by enhancing vocabulary use, sentence construction, and idea organization.
Students’ Perceptions of Artificial Intelligence in English Language Learning Arin Mantara Anggawirya; Evan Afri
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9582

Abstract

This study aimed to explore students’ perceptions and experiences of using artificial intelligence (AI) in English language learning, particularly its perceived benefits, limitations, and ethical implications. A qualitative case study was conducted at Politeknik Ganesha Medan in Medan, North Sumatra, Indonesia, involving 15 students selected through purposive sampling based on their experience using AI-powered applications for learning English. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analysed using reflexive thematic analysis involving data familiarisation, initial coding, theme development, theme review, and interpretation. The findings revealed four principal themes: AI as an accessible and personalised learning assistant; AI support for vocabulary development, grammar correction, academic writing, translation, speaking practice, and pronunciation; concerns regarding inaccurate information and excessive dependence; and uncertainty surrounding academic integrity, authorship, and acceptable AI use. Students generally perceived AI as beneficial because it provided immediate explanations, language corrections, and opportunities for independent learning. However, they also recognised that uncritical reliance on AI could reduce cognitive engagement and expose learners to inaccurate or contextually inappropriate information. These findings indicate that the educational value of AI is determined not only by its technological capabilities but also by students’ AI literacy, agency, and institutional guidance. The study concludes that AI should be integrated as a critical learning scaffold rather than as a substitute for students’ independent thinking. English teachers and institutions should therefore provide explicit guidance on evaluating, acknowledging, and ethically using AI-generated content. Further research should examine whether students’ perceived benefits correspond to measurable language development.

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