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Magister Program of English Education, Fakultas Keguruan dan Ilmu pendidikan, Universitas Mulawarman ,Gedung E1/B Lt. 2,Muara Pahu Kampus Gunung Kelua, Samarinda, Indonesia
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Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Published by Research Synergy Foundation
ISSN : 27764184     EISSN : 27764524     DOI : https://doi.org/10.31098/jefltr.v2i2
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
The scope mainly focuses on but not limited to: English language, theoretical, descriptive and applied English linguistics, language learning and teaching, structure and development of English across the globe, comparative linguistics, sociolinguistics, psycholinguistics, anthropological linguistics, computational linguistics, discourse analysis, English language for specific purposes, translation, English Language Teaching, Linguistics and Literature. It provides teachers, linguists, and other relevant researchers throughout the world with the opportunity for the exchange and dissemination of theoretical and practice-oriented papers dealing with advances in English Teaching, Linguistics and Literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 64 Documents
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The Use of English Double Prepositions in English as a Second Language (ESL) Nursing Students Muhammad Jajere, Bello
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i1.3198

Abstract

This study examines the use of English prepositions among students of Shehu Sule College of Nursing and Midwifery (SSCNM), Damaturu, with a focus on double prepositions. The goal of this study is to identify common errors, classify error types, determine the most problematic prepositions, analyze underlying causes, and propose instructional solutions. Data were collected from 92 students through questionnaires and essay tasks requiring the insertion of appropriate prepositions in given contexts. The responses were analyzed using descriptive statistics. Findings indicate that spatial and directional prepositions posed significant challenges, with “Above” having the highest error rate (39.7%), followed by “Onto” (25.9%) and “Toward” (22.4%). The occurrence of errors involving “Within” and “Into” were lower (5.2% each), while “Without” had the least occurrence (1.7%). This study attributes these difficulties to inadequate exposure to authentic language use, first language interference, and insufficient explicit instruction. To mitigate these challenges, it recommends contrastive analysis in teaching, where English prepositions are compared with their equivalents in students’ native languages. Task-based learning should be integrated into nursing scenarios to reinforce contextual understanding. In addition, error analysis workshops should be held to help students identify and correct common prepositional errors. Exposure to authentic English materials, such as medical texts and recorded professional conversations, is also encouraged to enhance practical use. Implementing these strategies can improve students’ prepositional competence and overall English proficiency. ns, analyze underlying causes, and propose instructional solutions. Data were collected from 92 students through questionnaires and essay tasks requiring the insertion of appropriate prepositions in given contexts. The responses were analyzed using descriptive statistics. Findings indicate that spatial and directional prepositions posed significant challenges, with “Above” having the highest error rate (39.7%), followed by “Onto” (25.9%) and “Towards” (22.4%). Errors involving “Within” and “Into” were lower (5.2% each), while “Without” had the least occurrences (1.7%). The study attributes these difficulties to inadequate exposure to authentic language use, first language interference, and insufficient explicit instruction. To mitigate these challenges, it recommends contrastive analysis in teaching, where English prepositions are compared with their equivalents in students’ native languages. Task-based learning should be integrated into real-life nursing scenarios to reinforce contextual understanding. Additionally, error analysis workshops should be conducted to help students identify and correct common prepositional errors. Exposure to authentic English materials, such as medical texts and recorded professional conversations, is also encouraged to enhance practical usage. Implementing these strategies can improve students’ prepositional competence and overall English proficiency.
Social Media as a Tool for Improving English Proficiency Among Students of the Shehu Sule College of Nursing Sciences Damaturu Muhammad, Adamu Abubakar; Muhammad Jajere, Bello; Yusuf Adamu, Rabi
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i1.3201

Abstract

This study explores the role of social media in enhancing English proficiency among students at the Shehu Sule College of Nursing Sciences, Damaturu. Despite the growing use of digital platforms in education, limited research has examined their specific impact on language learning in this context. This study addresses this gap using a quantitative approach by distributing an online questionnaire via college students’ WhatsApp groups. A total of 104 students participated in the study, and data were analyzed using descriptive statistics and frequency distribution. Google Docs spreadsheets were used for chart visualization. Findings reveal a gender disparity, with 79.8% of male and 20.2% of female respondents. The frequency of social media usage varied, with 42.3% using it daily, 36.5% several times a week, 18.3% occasionally, and 2.9% infrequently. WhatsApp was the most preferred platform (42.4%), followed by Facebook (20.7%), YouTube and Instagram (17.4% each), and TikTok (2.2%). Key learning activities included watching educational videos (28.0%), following language-learning groups (26.2%), reading posts (20.9%), and language exchanges (14.2%), while podcast listening was less common (10.7%). Students reported improvements in vocabulary (41.4%), grammar (50.0%), and pronunciation (55.7%), with 47.2% experiencing increased motivation. Additionally, 70.2% of respondents support integrating social media into formal education, while 21.2% advocate a cautious approach. The study recommends promoting female engagement, developing tailored learning resources, incorporating emerging platforms, enhancing interactive activities, and formally integrating social media into English curricula. These findings underscore social media’s potential as an effective supplementary tool for language learning.
Understanding and Addressing Reading Comprehension Challenges: Magnitude, Causes and Solutions Mihret, Getachew; Joshi, Jagdish
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i1.3220

Abstract

Reading comprehension is a critical skill that forms the foundation for academic success and lifelong learning. However, many students face difficulties in understanding written texts, which negatively impacts their academic performance and overall literacy development. In Ethiopian secondary schools, poor reading comprehension has become a major concern, yet limited research has investigated the underlying causes and potential solutions within the local context. This study examines the extent and causes of students' reading comprehension difficulties and proposes actionable interventions. Employing a mixed-method research design, the study utilized a stratified random sampling technique to ensure the representation of diverse student subgroups. A total of 105 participants were selected from a population of 145. Data were gathered using a structured questionnaire with closed-ended questions, providing quantitative insights into the severity and nature of the problem. The findings reveal that students' reading comprehension challenges stem from inadequate teaching strategies, a lack of reading materials, and low motivation. The study identifies a significant gap in the existing literature regarding localized solutions to reading comprehension difficulties in Ethiopian secondary schools. Based on the findings, targeted recommendations are proposed, including the adoption of interactive teaching methodologies, enhanced access to reading resources, and teacher training programs aimed at improving pedagogical skills. This research contributes to the body of knowledge on reading comprehension and offers practical strategies for educators, policymakers, and other stakeholders to enhance student's literacy skills and overall academic performance
Describing the Educational Journey of Bachelor of Secondary Education Major in English Students Patalinghug, Trishia Cesar; Montealto, Rud Ghyne; Suarez, Aris Pet Angeli; Naparan, Genesis
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i1.3249

Abstract

This qualitative study explores the educational experiences of Bachelor of Secondary Education (BSED) students majoring in English, focusing on their motivations, expectations, challenges, and coping strategies. This study addresses the phenomenon of students dealing with challenging educational programs while desiring to develop the abilities essential for effective teaching. This section aims to understand the factors influencing their decision to pursue this program, the skills they develop, and how they overcome academic and personal obstacles. Semi-structured interviews were conducted with 14 BSED English students, two English teachers, and two peers. Using thematic analysis, recurring themes and patterns were identified. Results reveal that students were driven by job opportunities, family and social influences, and personal interests. They expect to improve their speaking skills, language proficiency, and teaching strategies. Challenges include low self-esteem, teacher incompetence, and academic difficulties, while coping mechanisms involve using online resources, seeking support, and practicing self-directed learning. This study emphasizes the importance of personal and academic support systems in fostering student resilience and offers recommendations for aspiring students, such as cultivating a passion for teaching, engaging in collaborative learning, and adopting strategic reviewing.
A Qualitative Genre Analysis of Engineering Students' Job Application Letters: A Philippine-Based Study Baron, Mariel; Caballero, Juliet; Maximo, Quenie Marie; Solmayor, Marry Joyy; Bonganciso, Ruel; Normandia, John Jonathan
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.2457

Abstract

Despite progressive research on professional communication, the intricacies of job application letter writing among Filipino engineering students remain underexplored. Crafting job application letters varies across different cultures. Factors such as environmental setting, social norms, and deeply held personal beliefs affect their standard structure. Existing studies indicate a scarcity in discipline-specific investigations that fail to emphasize the structure of job application letters of Filipino engineering students and the cultural factors that influence them. Recognizing this gap, the study provides new insights into the particular move-step structures used in job application letters by Filipino engineering students from state universities and colleges in Negros Occidental. For a more distinct analysis, researchers employed a comprehensive mixed-methods content analysis and Bhatia’s (1993) seven-move framework to identify different move-step elements, both obligatory and optional.  Researchers examined 40 job application letters gathered from various state universities and colleges. Through the frequency assessment technique, the study’s novel findings revealed obligatory moves (M1: Establishing credentials; M2: Introducing candidature; M4: Enclosing documents; M6: Soliciting response; M7: Ending politely) labeled as the “universal generic structure”. Meanwhile, optional moves M3 (Offering incentives) and M5 (Using pressure tactics) were omitted, reflecting the socio-cultural setting. This study not only sheds light on the existing conventions among Filipino engineering students but also contributes significantly to the broader discourse on professional communication practices that can enhance employability, sociolinguistic awareness, and discipline-specific templates.
Dealing with the Vocabulary Difficulties of BSED English Students in Reading Literary Texts Claro, Alexa; Lamosao, Dion Paolo; Abijay, Glaidyn; Suarez, Aris Pet Angeli; Naparan, Genesis
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3320

Abstract

Vocabulary Difficulties are words that BSED English students commonly encounter when reading literary texts, particularly in literature subjects. These difficulties can significantly impede students' comprehension and interpretation of various scholarly works. This study employs the Merriam Case Study Model from 1998 since it aims to provide a contextualized understanding of the vocabulary difficulties faced by BSED English students in reading literary texts. This research employed a triangulation method to collect data from fifteen fourth-year BSED English students, as well as from two peers and two English teachers, using a semi-structured interview guide. The findings highlight the students' perceptions regarding the importance of vocabulary in their reading experiences. Key findings revealed that vocabulary mastery facilitates interpretation, evokes epistemic emotions, and fosters audience engagement. However, students reported several vocabulary difficulties, including encountering unfamiliar words, misusing words, and spelling problems. To address these vocabulary difficulties, BSED English students employed various strategies, such as searching for information, expanding vocabulary through reading, note-taking words, utilizing AI tools, and identifying context clues. Additionally, students expressed intentions or plans to improve their vocabulary by maintaining vocabulary-building notes, reading engagement, participating in English-speaking practices, and immersing in gamification. In conclusion, this study is significant to the body of knowledge and in theoretical and practical methods for both BSED English learners and literature teachers. The study presents several recommendations to enhance teaching and learning strategies within literature courses to better support students in dealing with vocabulary difficulties in literature classes.
LOVE LANGUAGE: Effects of the Sign Language Workshop on Social Isolation among Students with Hearing Impairment Tabotabo, Rose Carmel; Delina, April Joy; Rotante, Kim; Rabago, Shendy; Amores, Glenvi; Bacay, Verdemerl
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3342

Abstract

Deaf students often face social isolation in public schools, where they are a small minority among predominantly hearing peers and educators. Research indicates this leads to feelings of loneliness, limited social skills, and diminished self-esteem, all of which can adversely impact their academic performance. Consequently, school administrators and teachers are legally encouraged to address this concern. Research also highlights the importance of student involvement, particularly that of student leaders, who can significantly influence their schoolmates. This study aimed to assess the ability level of the student leaders in promoting inclusivity and helping reduce isolation for deaf students. This research evaluated the effectiveness of a sign language workshop intervention among student leaders on minimizing the social isolation of hard-of-hearing students. A purposive sampling approach was used to select participants for the study, consisting of 12 student leaders from SPED High School. These participants attended the workshop and completed a pretest-posttest using the Likert Scale to assess intervention effectiveness. The gathered data were analyzed using Microsoft Excel to calculate averages and rank results. Initially, the student leaders exhibited an overall pretest mean score of 2.13, signaling a lack of confidence and skills in supporting hearing-impaired peers. Post-workshop, their capacities markedly improved, with scores rising to 4.51 for enhancing inclusivity and 4.17 for reducing social isolation. These outcomes indicate that the training successfully boosted the student leaders' confidence and understanding, equipping them with vital skills to better advocate for and support hearing-impaired peers. In conclusion, focused training programs or workshops are crucial for empowering student leaders to foster inclusivity and reduce social isolation.
Breaking Barriers: Sign Language and Visual Aids in a Regular English Classroom for Hearing-Impaired Students Capitle, Riza Mae; Ferrariz, Genaro; Garcitos , Angelyn; Amacna, Ronjell; Caballero, Juliet; Diel, Sophia Marie
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3393

Abstract

This study explored the effectiveness of integrating sign language and visual aids into English language instruction for hearing-impaired (HI) students in inclusive classrooms. Focusing on the reading comprehension skill of identifying claims in written texts, the research assessed how multimodal strategies could enhance English language learning outcomes for both HI and hearing students. A quasi-experimental design was used, featuring pre- and post-tests based on a 25-item multiple-choice assessment aligned with Bloom’s Taxonomy. The results showed significant post-test gains for both groups, suggesting that the integration of sign language and visual aids can improve students’ ability to identify claims in English texts. Classroom observations highlighted increased collaboration and the use of varied communication strategies. The findings underscore the need for inclusive pedagogical approaches and trained educators to support equitable English language learning. Further research is recommended to validate these findings across larger, more diverse samples. This study contributes to English language teaching (ELT) by demonstrating how inclusive methods can support reading comprehension and promote language learning for all students.
A Mixed-Method Analysis of Continuing Professional Development for EFL Teachers Saidi, Ezzeddine
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3445

Abstract

This study explores how Tunisian teachers of English as a Foreign Language (EFL) understand Continuing Professional Development (CPD) and how the in-service training they receive from the inspectors shapes their beliefs about the role(s) of self-explorations in achieving autonomous CPD. It adopts a mixed-method design consisting of a questionnaire answered by 99 EFL teachers working in public schools across the country and interviews conducted with three EFL inspectors from different Regional Directorates of Education. The analysis of the data collected with the two instruments confirms that the preparation areas chosen for the teachers are exclusively determined by the inspectors, with minimum interference from the teachers; the majority of the surveyed teachers link their CPD cycles to the supervision provided by the inspectors; and the inspectors seem to have a deeper understanding of CPD, but they consistently advocate some degree of involvement in the teachers’ self-explorations.
Affective Filters as Predictors of English Language Proficiency Cruz, John Francis
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3571

Abstract

This study investigated the predictive role of affective filters in second language acquisition on English language proficiency among 285 Grade 9 learners at Biñan Integrated National High School, Philippines, during the third quarter of the academic year 2024-2025. The sample was determined using stratified sampling with proportional allocation. The study employed a quantitative approach, analyzing the descriptive levels of affective filters and English proficiency using mean scores and the correlation among these variables using multiple regression analysis. English language proficiency was assessed through a standardized test.  The results revealed a significant positive correlation between motivation and various aspects of English proficiency, highlighting its crucial role in language learning success. Conversely, anxiety demonstrated a significant negative correlation, indicating that higher anxiety levels are associated with lower proficiency. Self-efficacy showed a positive relationship with specific skills, particularly correct usage and grammar, suggesting its importance in targeted skill development.  Regression analysis further confirmed the significant predictive power of motivation and anxiety on overall English language proficiency. Based on these findings, the study concludes that motivation and anxiety are key determinants of English language proficiency, while self-efficacy plays a more nuanced role.  This study recommends that educational interventions prioritize fostering motivation through engaging and relevant learning experiences, alleviating anxiety by cultivating a supportive and non-threatening classroom environment, and enhancing self-efficacy through targeted instruction and opportunities for success.  Further research is suggested to explore other potential factors influencing English language proficiency

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