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Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : 27471721     EISSN : 27752844     DOI : https://doi.org/10.47766
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
JETLEE (Journal of English Language Teaching, Linguistics, and Literature) is an academic/peer-reviewed journal published twice a year (June and December). It is dedicated to promoting scholarly exchange among teachers and researchers in the field of languages. The scope of JETLEE includes the following fields: Linguistics Applied linguistics Language and gender Language and globalization English Language Teaching Language research methods Ethnics and indigenous language Literature
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 87 Documents
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Understanding Second-Year Students’ Speaking Anxiety in EFL Virtual Classroom Ariqoh Nurjihan; Fancista Azriel Firmansyah; Afrina Majdanis Shofia; Wahyu Indah Mala Rohmana
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.6986

Abstract

This study investigates speaking anxiety among second-year EFL students in online learning contexts by analyzing four main dimensions: their emotional responses, the factors that provoke anxiety, its impact on speaking performance, and the strategies they use to manage it. Using a qualitative descriptive design, the study gathers data through interviews with fifteen students who have previously engaged in online English-speaking activities. The results show that the experience of speaking anxiety differs across individuals. While some students feel more comfortable in virtual classes because the lack of direct eye contact helps reduce pressure, others report heightened anxiety due to insufficient preparation, poor internet connectivity, limited vocabulary, or fear of errors and negative judgment. These influences shape students’ fluency and concentration during speaking tasks. To deal with anxiety, students employ various strategies, such as preparing their material beforehand, calming themselves before speaking, using humour to ease tension, or utilizing supporting tools like digital prompters. The lecturer’s behaviour also plays a crucial role, as supportive and expressive instructors tend to create a more relaxed atmosphere, whereas less engaging teaching styles can intensify stress. Online learning environments may either lessen or heighten anxiety depending on classroom management and learners’ readiness. Therefore, teachers are encouraged to foster a supportive and comfortable learning space to enhance students’ confidence in speaking.
Artificial Intelligence Literacy and Teachers' Readiness in EFL Context: A Systematic Literature Review Ni Luh Putu Anis Darma Wulan; Made Hery Santosa
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.7184

Abstract

Existing studies on AI literacy have largely focused on students, leaving EFL teacher preparedness underexplored. This study aims to explore the level, determinants, barriers, and recommended solutions regarding AI literacy and EFL teachers’ readiness. Using the SLR method with PRISMA guidelines and Lame’s (2019) framework, this synthesized six empirical articles published between 2022 and 2025 from the Google Scholar database. The findings report that AI literacy and EFL teachers’ readiness are classified at a moderate level. The majority of determinants include internal and external factors. Next, this study identified significant barriers such as limited infrastructure, lack of professional development training, ethical concerns, and AI anxiety. To address these challenges, recommended strategies include continuous professional development based on the AI-TPACK framework, the formulation of clear institutional ethics policies, and the adoption of peer mentoring models. Ultimately, there is a strong positive correlation between AI literacy and teacher preparedness. This study provides a foundational framework to assist educational institutions in designing future-ready professional competency standards for EFL educators.
Movie Script-Based Learning: Best Practice to Improve Speaking Skills in EFL Classroom? Ella Yuzar; Muntasir Muntasir; Fadhlur Rahman; Mohammad Kholid; Khairul Azmy
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.6640

Abstract

In communication, speaking acts as a productive skill that allows a person to convey ideas and meanings through voice articulation. In the context of English learning, it is important to find method/approach/technique that can stimulate students' interest in practicing speaking skills. Script from a movie offers advantages in improving speaking skills as they are able to capture students' attention and stimulate their curiosity. The aim of this paper is to assess the impact of employing movie scripts in the classroom to enhance students' speaking abilities. Fifty-eight English department students from a State Islamic University in Aceh participated in the study. They were divided into two groups: control (NUMS-None of Using Movie Script) and experimental (UMS-Using Movie Script). Prior to and subsequent to the treatment, they were screened. The students in the experimental group were assigned a task to create a video recording in groups of five characters from a movie at the conclusion of each meeting. They were also provided with a movie script and interactive instruction by the teachers. The results of the study suggest that there was a substantial difference between the pre-test and post-test. The mean difference of both post-tests was 65.9310 for the experimental group and 55.5862 for the control group. As the result, students' speaking ability improved after they learned how to use movie scripts properly, which enabled them to gain confidence, overcome the challenge of memorizing the script, easily organize ideas, and enrich their vocabulary stock. Accordingly, the mean score of the pre-test increased more than that of the post-test.
Systematic Literature Review on Speaking Assessment Practices in EFL Contexts Farah Nurkumaila; Zian Salma; Azifah Hafizha Husnullah; Ratna Sari Dewi; Reza Anis Maulidya
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.7247

Abstract

Speaking assessment is essential for evaluating EFL learners’ communicative competence, yet it remains challenging due to issues of validity, reliability, and authenticity. This study conducts a Systematic Literature Review (SLR) of empirical research on speaking assessment practices in EFL contexts from 2015 to 2025, using the SALSA framework for methodological rigor. Fourteen studies were analysed thematically. The findings show that performance-based and technology-integrated assessments are the most dominant approaches, while rater bias, limited assessment literacy, and learner anxiety remain key challenges. The review highlights the importance of balancing fairness, practicality, and authenticity in evaluating speaking performance. It also emphasizes the potential of formative and technology-supported assessments to enhance feedback and learner engagement. The results also provide valuable insights for EFL teachers and policymakers in developing more effective and equitable speaking assessment practices. Pedagogically, the review underscores the need to strengthen teachers’ assessment literacy so that they can design and apply rubrics, provide formative feedback, and interpret speaking scores accurately. Theoretically, this study contributes to the understanding of how various assessment practices interact within the broader EFL teaching-learning process. Future studies are encouraged to explore longitudinal evidence of how integrated assessment frameworks influence EFL learners sustained speaking improvement, motivation, and classroom participation.
Exploring TOEFL Anxiety in First-Time Test-Takers: Emotional, Cognitive, and Motivational Perspectives Asma Asma; Khairul Azmy; Nur Akmaliyah; Sri Kartika Abdul Rahman
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 2 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i2.7441

Abstract

The present study examined the test anxiety of TOEFL among non-English major college students who took the test for the first time. The aim is to explore emotional responses, cognitive problems, and motivational-behavioural implications associated with TOEFL anxiety. A descriptive qualitative study was adopted and six first-time TOEFL test takers were selected using purposive sampling. Data were collected through semi-structured interviews and analysed using descriptive thematic analysis to identify common themes across participants’ experiences. The results of the study suggest that students showed less anticipatory fear at the start but experienced more emotional pain during the test, especially during the Listening segment. The anxiety experienced was in the form of fear of failing, difficulty concentrating and lack of self-confidence, in accordance with theories of language anxiety that underline the effect of assessment pressure and perceived language proficiency. Cognitive obstacles included a limited vocabulary, problems with auditory information processing and poor strategy use which led to cognitive overload and reduced efficiency in performance. There were cognitive distortions among participants such as an overestimation of the task difficulty and underestimation of their talents, contributing to increased anxiety during test performance. TOEFL anxiety had also positive motivating effects, students reported an increased motivation to learn, improved study habits, and greater engagement in practicing English. Methods of coping included self-encouragement, support from friends and parents and constant practice, which eased anxiety and increased resilience. The statistics imply that TOEFL anxiety is a multidimensional entity consisting of emotional, cognitive and behavioural components which interact dynamically during test performance. The results highlight the significance of structured TOEFL preparation programs that integrate language skill building with anxiety reduction approaches to improve student readiness and performance on crucial English proficiency tests.
The Meaning and Functions of Sarcasm and Humour in Gen Z Netizens’ Comments on Viral Issues on TikTok: A Pragma-Semantic Analysis Isti Qomatusadiah Fimulkillah; Nurrifani Nurrifani; Najwa Riskiyani; Tatu Siti Rohbiah
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 2 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i2.7650

Abstract

The increasing use of sarcasm and humour in social media discourse has transformed online comment sections into significant spaces for social criticism and public engagement. The present study investigates the use of sarcasm and humour by Generation Z (Gen Z) netizens on TikTok from a pragma-semantic perspective, focusing on their responses to viral issues during 2025–2026. It examines how sarcastic and humorous expressions function not only as forms of entertainment but also as vehicles for criticism, resistance, and evaluation in contemporary digital communication. Employing a qualitative content analysis to examine 20 TikTok comments selected from five viral topics. The analysis was guided by Austin’s (1962) dan Searle’s (1969) Speech-Act theory and a pragma-semantic framework, which integrates semantic meaning with contextual interpretation to uncover the pragmatic functions of sarcasms ang humour. The findings reveal a functional shift in online language use, in which TikTok comments serve not merely locutionary purposes of information sharing but also illocutionary functions of criticism, satire, and social resistance. Gen Z users frequently employ indirect speech, absurd humour, irony, wordplay, and (clumsy) metaphors to express scepticism toward public figures, institutions, and policies. Furthermore, conventional expressions such as “thank you” undergo semantic-pragmatic shifts, functioning sarcastically in specific contexts. The findings demonstrate that humour and sarcasm have become strategic communicative resources through which Gen Z articulates social criticism, negotiates public issues, and actively participate in contemporary digital discourse.
Rethinking Error Treatment: Written Corrective Feedback and Its Effects on EFL Learners’ Writing Proficiency Marshinel Shiwani Nelson; Kristian Florensio Wijaya
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 2 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i2.7443

Abstract

Employing meaningful types of feedback has been a customary pedagogical practice in modern EFL writing teaching and learning enterprises. With the help of constructive feedback, EFL learners are believed to be motivated to proceed into various challenging writing learning enterprises due to the profound realization of their specific writing strengths and weaknesses. Amongst these rewarding feedback models is WCF. Former educational researchers postulated that WCF could potentially promote more positive, conducive, and convivial writing learning climates to heterogeneous EFL learners due to its constructiveness and comprehensibility. The researchers initiated this small-scale library study to investigate the effects of WCF on the writing proficiency of EFL learners. To do so, the researchers capitalized on a thematic analysis method in reviewing 30 WCF studies to address more dependable, understandable, and employable findings to the designated research stakeholders. The thematically-subsumed research results implied that WCF helped EFL learners to improve their text quality, accuracy, and fluency. Through all these means, EFL learners are more likely to produce better-quality writing products in which they have been more cognizant decent writing models worth replicating during their idea generation process. These results indicated that WCF is beneficial for enhancing EFL learners’ writing proficiency as they have been more aware of the technical and acceptable aspects indispensable to be integrated in their designated writing compositions.

Page 9 of 9 | Total Record : 87

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