English Education and Applied Linguistics Journal (EEAL Journal)
English Education and Applied Linguistics Journal (EEAL Journal) is devoted to the applications of English education to problems of English language teaching and learning. Attention is paid to the learning and teaching of English languages as a second and foreign language in all countries. EEAL Journal requires articles to have a sound theoretical base and a visible practical application for a broad readership. Review articles are considered for publication if they deal with critical language learning and teaching issues with significant implications for practice and research. it is a double-blind peer-reviewed journal dedicated to enhancing and disseminating scholarly work in the form of conceptual and research-based articles within the field of teaching English and English linguistics that have not been published or are under consideration elsewhere.
Articles
230 Documents
<![CDATA[Investigating Perceptions of Online Paraphrasing Tools among English-Majored Students at Sai Gon University in Learning Academic Writing ]]>
<![CDATA[Cao, Hoang Minh Nguyet]]>;
<![CDATA[Lam, Minh Phuong Uyen]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eealjournal.v8i2.2675
<![CDATA[Abstract English academic writing, especially scientific reports, is difficult due to many problems. In particular, many researchers found that a large number of students are still unable to effectively paraphrase English texts, as shown by the fact that the majority of the sources are almost exactly repeated in the students' work, leading to unintentional plagiarism. To address the lack of paraphrasing skill, Artificial Intelligence (AI) can provide students with great assistance. Therefore, this study aims to investigate Sai Gon University students' perceptions towards online paraphrasing tools and recommend some ways to avoid plagiarism in learning academic writing. The data from 100 random English-majored seniors were collected through questionnaires and interviews. The findings revealed positive perceptions of students towards the utilization of online paraphrasing tools in learning academic writing. Most of them found these tools beneficial for their improvement in paraphrasing skill. Based on the data collected, the study recommends some useful and appropriate ways to avoid plagiarism by using AI tools in their writing.]]>
<![CDATA[The Roles of Teachers in Promoting 10th-Grade Students’ Learner Autonomy in Learning English Writing Skills at Trung Vuong High School ]]>
<![CDATA[Linh Y Ta]]>;
<![CDATA[Lan Hoang Tran]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[Grounded in Sociocultural Theory, this study investigated how teachers and tenth-grade students perceive five teacher roles: Instructor, Facilitator, Resource, Assessor, and Co-learner in promoting learner autonomy in English writing skills among tenth-grade students in one upper-secondary school in Vietnam. The study used a convergent design of mixed methods to gather data from 4 English teachers and 450 tenth-grade students. The comparison between 2 sets of perceptions showed that both teachers and students acknowledged the Instructor and Assessor roles for their contributions to the development of learner autonomy by giving formative feedback and structured direction. The Facilitator role was preferred by teachers but disapproved by students. Although students indicated positive responses to the Resource role, teachers found it ineffective because of students' passive use of materials. Both groups voiced discomfort regarding the Co-learner role's practicality in a teacher-centered society, making it the least desired option. These findings propose the need for contextually adapted, autonomy-supportive practices in Vietnamese EFL writing instruction.]]>
<![CDATA[The Use of Story Face Strategy to Enhance Reading Comprehension in Narrative Text ]]>
<![CDATA[Mery Handrayani]]>;
<![CDATA[Annisha Dyuli Adha]]>;
<![CDATA[Rahma Dania]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[This study investigates the use of the Story Face Strategy to enhance students’ reading comprehension of narrative texts at one of public junior high school in Padang. The research was motivated by students’ difficulties in understanding narrative texts, particularly in identifying the main idea, characters, setting, conflict, and resolution—common challenges faced by eighth-grade students. The objective of this study is to determine whether the implementation of the Story Face Strategy significantly enhances students’ reading comprehension. A one-group pre-test and post-test pre-experimental design was employed, with instruction delivered using the strategy across multiple sessions. Data were collected through a 25-item multiple-choice reading comprehension test administered before and after the intervention. The results showed a notable enhancement in students’ performance, with the average score increasing from 53.5 (pre-test) to 76.9 (post-test). A paired sample t-test confirmed the statistical significance of this improvement at the 0.05 confidence level. These findings suggest that the Story Face Strategy is effective in helping students understand narrative elements and can serve as an engaging and structured method for enhancing reading comprehension in junior high school contexts.]]>
<![CDATA[Improving Reading Comprehension Using Snowball Throwing Technique among Students at One of Public Vocational High School in EFL Context ]]>
<![CDATA[Queena Sehara Jeanery]]>;
<![CDATA[Asma Alhusna]]>;
<![CDATA[Rahma Dania]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[This research investigates the effectiveness of the Snowball Throwing Technique (STT) in improving students’ reading comprehension. The objective of this study was to determine whether there is a significant difference in students’ reading comprehension before and after being taught using the STT. A quantitative method with a pre-experimental design was employed, involving one randomly selected class of tenth-grade culinary students at one of public vocational high school in Padang. Data were collected using a pre-test and post-test. The mean score of students’ reading comprehension in the pre-test was 57.26, while the post-test score increased to 79.5. Based on the results of the paired t-test, the t-value (8.892) was higher than the t-table value (2.045), indicating a statistically significant improvement. These findings confirm that the Snowball Throwing Technique has a positive effect on enhancing students’ reading comprehension skills. This study concludes that STT can be an effective teaching method to improve students’ engagement and understanding in reading activities. This study contributes to educational research by offering empirical evidence that interactive, student-centred strategies like STT can improve reading outcomes, particularly in vocational school contexts. It supports the integration of collaborative techniques into English language teaching practices.]]>
<![CDATA[Motivation in learning English: A Case Study of Second-Year Students at Saigon university ]]>
<![CDATA[Thuy Phuong Nguyen]]>;
<![CDATA[Nhu Ngoc Huynh]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[This study investigated motivation in language learning through a questionnaire distributed to 108 second-year students at the Faculty of Foreign Languages, Saigon University. The findings reveal that the students demonstrate a relatively positive attitude toward learning English. In the relationship between academic performance and learning motivation, the motivation to learn English for better job opportunities ranks highest (accounting for 73.1%), as students believe it is essential for achieving material success after graduation. The motivation to gain promotion opportunities in the future also holds a relatively high percentage (67.6%), followed by the motivation to learn English for entertainment purposes (66.7%), the belief that English is a global language (64.8%), and the desire to communicate with foreigners (61.1%). In addition, the motivation to learn English for travel purposes also shows a fairly high proportion (58.3%). These factors all have an impact on students’ academic performance. The findings of the study offer useful suggestions for both students and lecturers in overcoming challenges in teaching and learning, helping students develop a more active and positive learning motivation.]]>
<![CDATA[The Effect of Using Flower Writing Strategy on Students’ Writing Skills of First Grade Students in Vocational High School ]]>
<![CDATA[Raehan Anwar]]>;
<![CDATA[Asma Alhusna]]>;
<![CDATA[Rahma Dania]]>;
<![CDATA[Dwi Megista Putri]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[This study investigated the effectiveness of the Flower Writing Strategy in improving tenth-grade students’ writing skills. Employing a quantitative approach with a pre-experimental one-group pre-test and post-test design, the research was conducted at a vocational high school in Padang. A total of 35 students from Class X Culinary 1 were selected as the sample through purposive sampling. Data were collected using a writing test administered before and after the treatment. The collected data were analyzed using a t-test to examine the research hypothesis. The results revealed that the calculated t-value (3.442) exceeded the critical t-table value at the 0.05 significance level (1.692), indicating a statistically significant difference between students’ pre-test and post-test scores. Consequently, the alternative hypothesis (Hₐ) was accepted, while the null hypothesis (H₀) was rejected. These findings demonstrate that the Flower Writing Strategy has a significant positive effect on students’ writing skills. The study suggests that this strategy can serve as an effective instructional approach to enhance writing performance in EFL classrooms, particularly at the vocational high school level.]]>
<![CDATA[Symbolic and Didactic Appraisal of Lenrie Peters “The Panic of Growing Older" ]]>
<![CDATA[Imeta Akakpo]]>;
<![CDATA[Robert Atsu Okor]]>;
<![CDATA[Isaac Horsu]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[This paper conveys a legitimate role of poetry to society. The introductory background conveys the role of poetry in society. The students' languages learning process for improvement of understanding and decoding of the symbiotic relationships of diction and literary art are made bare. It further portrays the importance and significance of poetry to students and society. The set objectives manifest a better scrutiny of poetry in unavailing the inner perimeters of poetry analysis; the use of appropriate diction, symbols and the moral lessons attached to poems and other literary art. Based on Barthes symbiotic theory, the paper digresses the connotative and denotative use of language in Lenrie Peters' poem 'The Panic of Growing Older'. Though the theory's major focus is on symbolism and didactive meaning of work of art, how best such diction and symbols can be helpful in the interpretation of a poem are brought to bear in the analysis and discussions in this paper. The analysis of the poem translates the serious stages of man's life on earth. The discussion does not only interpret what is indicated by the poet but relay them to the knowledge of the irreversible ageing features to set a tone for awareness and expected domain one finds himself or herself at that stage of life as described by the Lenrie Petters. Certainly, the paper gears towards the lessons shared in the poem to direct the upcoming youth on expectant challenges to be prepared for as on keeps growing which is inevitable. The brilliant use of diction to denote the intention of the poet is also discussed.]]>
<![CDATA[HOW ORAL CORRECTIVE FEEDBACK IS PERCEIVED BY EFL BILINGUAL ELEMENTARY SCHOOL TEACHER ]]>
<![CDATA[Novia Mustika Dewi]]>;
<![CDATA[Ainun Putri Nurdiya]]>;
<![CDATA[Mitha Mediana Sukandar]]>;
<![CDATA[Lucky Rahayu Nurjamin]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eeal.v6i2.46
<![CDATA[Oral corrective feedback (OCF) is one of the important teaching methods because it can aid the students in the learning process. The EFL teacher in bilingual primary schools was studied for this research because they are still in under research. This study tries to find out how oral corrective feedback (OCF) is perceived by EFL bilingual primary school teachers. This study used case study. The data were collected using semi-structured interview with one of the teacher. The findings of this research, there are four kinds of oral corrective feedback (OCF) that used often by the teacher in the learning process that are, recast, repetition, elicitation and paralinguistic signals and the mechanism used bases on the situations individually or group correction. The second findings of this research is from the teacher perspective giving oral corrective feedback (OCF) can be easier for students to remember the correction from the teacher]]>
<![CDATA[PORTRAYING HOW IMAGES ARE USED BY EFL TEACHERS IN THE TEACHING OF TEXTS ]]>
<![CDATA[Samsam Maoladi]]>;
<![CDATA[Vira Citra Mardiani]]>;
<![CDATA[M. Jihad Abdul Matin]]>;
<![CDATA[Pipih Setiawati]]>;
<![CDATA[Setia Muljanto]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eeal.v6i2.47
<![CDATA[Multimodal language literacy generates social and contextual ties and refers to the study of language combining two or more modes of meaning. This study aims to investigate how EFL teachers utilized pictures as a meaningful resource. Data collection was carried out face-to-face between teachers and students at one of Junior High Schools in Garut. In this study, an analysis was carried out to determine whether the teacher could explain an image in a text that produced meaning. The results of this analysis found that teachers only mastered limited multimodal competencies. This shows that teachers use pictures only to help teach texts, but teachers do not have enough teaching materials to use for teaching texts and only focus on textbooks when using pictures to make meaning. Then, based on these findings, it is suggested that teachers increase their competency in explaining multimodal meanings in texts so that images are used not only to create understandable learning materials but also to generate more meaning from texts. Based on these findings, it is recommended that teachers improve their ability to explain multimodal meanings in texts so that images are employed not just to make understandable learning materials, but also to generate additional meaning from texts.]]>
<![CDATA[TEACHER’S SCAFFOLDING IN ACADEMIC READING AND WRITING BY USING SMALL GROUP DISCUSSION IN UNIVERSITY LEVEL ]]>
<![CDATA[Asti Rahmiadji]]>;
<![CDATA[Henda Hendardi]]>;
<![CDATA[Zihan Fauziah Meilani]]>;
<![CDATA[Yustika Nur Fajriah]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eeal.v6i2.48
<![CDATA[The using of scaffolding in many teaching subjects has been used by teachers. Many lectures use scaffolding to embrace the students and make easier the learning. Lectures also use micro-scaffolding and macro- scaffolding for teaching. Previous study said that using scaffolding has advantages and disadvantages. However, this article attempts to find out the result of using scaffolding in Academic Reading and Writing in classroom. This study using qualitative with case study as a path to gain the information, with an English lecturer in one of university in Garut. This study also used non-participant observation as instrument and gathering the information using inductive analysis. The finding indicate that scaffolding make the classroom interact each other]]>
