Journal of English Language Teaching and Applied Linguistics
Focus and Scope English Language Teaching (ELT) and Pedagogy - Teaching methods, approaches, and classroom innovations in ELT - Curriculum design, materials development, and assessment practices - Gamification, project-based learning, and technology-enhanced pedagogy - Teacher professional development and reflective practice Applied Linguistics and Language Studies - Error analysis, interlanguage studies, phonology, syntax, and semantics - Sociolinguistics, psycholinguistics, and language acquisition research - The application of linguistic theories to educational and real-world contexts - Language policy, multilingualism, and language learning strategies Language, Culture, and Society - The interaction between language, ideology, culture, and identity - Political, social, and cultural representations in literature and media - Local and global perspectives on cultural diversity and education - Language as a medium for social change and intercultural understanding Technology-Enhanced Language Learning (TELL) - The use of Artificial Intelligence (AI), digital media, and online platforms in ELT - Digital literacy, multimodal communication, and virtual learning environments - Pedagogical, ethical, and practical implications of technology integration - Innovations in digital tools for writing, pronunciation, and communication Discourse, Media, and Critical Linguistics - Critical discourse analysis, media discourse, and gender studies - Linguistic representations of power, ideology, and identity - Literary and cultural discourse in digital and traditional media - Critical language awareness and its implications for education
Articles
10 Documents
<![CDATA[Investigating Misogynistic Themes in Modern Dramas: A Case Study of Pakistani Drama Noor Jahan: ]]>
<![CDATA[Rimsha Akram]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 1 No. 1 (2025): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v1i1.13
<![CDATA[Background of the Study: Television dramas significantly shape public perception, particularly in gender-related issues. In South Asian contexts, media often promotes patriarchal values by repeatedly portraying women in submissive and marginalized roles. Aims and Scope of the Paper: This study investigates the misogynistic themes embedded in the modern Pakistani television drama Noor Jahan. It focuses not only on male dominance but also explores matriarchal misogyny, where women themselves contribute to the oppression of other women. Methods: Adopting a qualitative research approach, this study applies Sara Mills’ Feminist Stylistics (1995) to analyze selected episodes of Noor Jahan. Through thematic and linguistic analysis of dialogues, the study identifies power imbalances and gender bias reinforced through language. Results: Findings reveal that misogyny is perpetuated not only by male characters but also by female ones, especially the antagonist, Noor Jahan. Women are portrayed as limited to domestic roles and often shown as burdens or sources of dishonor. Linguistic choices such as “kam zaat aurat” and “main ek kaneez hoon” reflect deep-rooted gender discrimination. Conclusion: Media, especially television, plays a critical role in reinforcing or challenging societal norms. The drama Noor Jahan reinforces negative gender roles, which may influence youth perceptions. There is a pressing need for media to shift its narrative highlighting women’s strength, independence, and diverse roles in society.]]>
<![CDATA[From Errors to Engagement: Gamification and Digital Tools in Teaching English Pronunciation to Arabic Speakers: ]]>
<![CDATA[Rama Mohamed Kamal Ahmad Rustom]]>;
<![CDATA[Alzahraa Mandour Sayed]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 1 No. 1 (2025): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v1i1.15
<![CDATA[Background of the Study: This study investigates the phonological errors in English pronunciation made by Egyptian university students whose first language is Arabic (L1). These errors are shaped by both first language interference and internal L2 challenges. Aims and Scope of the Paper: The research categorizes errors into interlingual and intralingual types and emphasizes pedagogical strategies tailored to these challenges, with a specific focus on gamification and technology enhanced learning. Methods: Data were collected through classroom observations and recorded speech samples from English language lectures. The recordings were transcribed and analyzed. Interlingual errors included vowel length confusion, consonant substitution, and cluster reduction, while intralingual errors involved overgeneralization and incorrect stress placement. Result: The findings provided authentic insight into learners' spoken interactions. Phonological patterns influenced by Arabic L1 and internal misapplication of English phonological rules were clearly identified and analyzed. Gamified strategies were proposed as targeted interventions. Conclusion: This study highlights the importance of integrating creative digital tools such as pronunciation based apps, rhythm based games, and role-play tasks into pronunciation instruction. These tools help transform error correction into a more dynamic and learner centered experience. The study contributes a practical model for improving phonological competence among Arabic-speaking EFL learners through innovative, evidence-based pedagogy.]]>
<![CDATA[The Representation of Politics in Andrea Hirata’s Novel Laskar Pelangi: A Social, Cultural, and Applied Linguistic Analysis ]]>
<![CDATA[Muhammad Natsir Amir]]>;
<![CDATA[Zuriyati]]>;
<![CDATA[Miftahulkhairah]]>;
<![CDATA[Yasir Riady]]>;
<![CDATA[Muhammad Ajmal]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 1 No. 1 (2025): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v1i1.38
<![CDATA[Background of study: The novel reveals real social inequalities, where access to quality education remains a privilege for a few, while children from underprivileged backgrounds must contend with various limitations, from inadequate school facilities to difficult family economic conditions. Aims and scope of paper: This research explores the representation of politic in the novel Laskar Pelangi by Andrea Hirata through a social and cultural analysis approach. This novel is a medium for depicting fundamental issues in Indonesian society, such as inequality in access to education, economic injustice and exploitation of natural resources Methods: This research uses qualitative methods with a descriptive-analytical approach to explore political, social and cultural meanings in the text. Result: The results of the analysis show that Laskar Pelangi not only criticizes educational policies and socio-political dynamics, but also inspires readers to reflect on the role of literature in voicing social change. In this way. Conclusion: This novel is a reflection of the complexity of Indonesian society as well as a tool for social criticism that is relevant in the study of political and cultural literature.]]>
<![CDATA[English Teachers’ Perceptions of Digital Literacy in Teaching ]]>
<![CDATA[Imam Santosa]]>;
<![CDATA[Stephanie Fahra Caroline]]>;
<![CDATA[Ifan Iskandar]]>;
<![CDATA[Vjollca Jonuzi]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 1 No. 1 (2025): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v1i1.50
<![CDATA[Background of the Study: Digital literacy has become a crucial aspect of modern education. English teachers are expected to not only use digital tools but also understand their pedagogical and ethical implications. Aims and Scope of the Paper: This study explores the perceptions of junior and senior high school English teachers regarding digital literacy in teaching, including their experiences, challenges, and readiness in integrating digital tools. Methods: Using a descriptive qualitative approach, data were collected through semi-structured interviews with 17 English teachers who met the inclusion criteria. Thematic analysis was employed to identify patterns and themes. Results: The analysis revealed four main themes: access, evaluation, use, and reflection. Teachers showed enthusiasm in using digital tools, but practices remained within familiar boundaries. Formal training in evaluating content was limited, and concerns about ethical and pedagogical responsibilities emerged. Conclusion: Effective integration of digital literacy requires not only access to tools and infrastructure but also continuous professional development that promotes confidence, critical awareness, and reflective teaching practices.]]>
<![CDATA[Harnessing Generative AI to Support EFL Academic Writing: A Systematic Review of English Education Students ]]>
<![CDATA[Desti Angraini]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 1 No. 1 (2025): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v1i1.56
<![CDATA[Background of Study: Generative Artificial Intelligence (AI) has increasingly influenced higher education, offering innovative possibilities for English language teaching, particularly in academic writing. While its adoption is expanding, systematic evidence on its roles, benefits, and limitations for English education students remains limited. Aims and Scope of Paper: This paper aims to systematically review empirical studies on the integration of generative AI into English education at the tertiary level. The focus is on identifying its pedagogical applications, impacts on learning, and challenges in the context of academic writing development. Methods: Following the PRISMA 2020 guidelines, relevant peer-reviewed studies published between 2020 and 2025 were collected from major academic databases. Inclusion criteria targeted studies involving English education students in higher education settings that implemented generative AI tools as part of teaching and learning activities. Results: The review highlights key benefits of generative AI, including enhanced learner autonomy, improved writing quality through AI-assisted feedback, and increased engagement. However, challenges were identified, such as ethical concerns, the risk of over-reliance, and the need to develop students’ critical literacy skills in using AI-generated content. Conclusion: Integrating generative AI into English education has the potential to significantly improve academic writing skills and student engagement. Nevertheless, effective implementation requires clear pedagogical frameworks, ethical guidelines, and targeted training to ensure responsible and balanced use. The findings provide practical insights for educators, curriculum designers, and policymakers in optimizing AI integration into English language teaching and learning.]]>
<![CDATA[Sustainable Development in Teaching: Examining Puzzle-Based Instruction, Professional Success, and the Role of AI-Driven Education ]]>
<![CDATA[Mehdi Manoochehrzadeh]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 1 (2026): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v2i1.57
<![CDATA[Background: Recent scholarship emphasizes critical pedagogy and learner-centered approaches as cornerstones of sustainable ELT, aligning with UNESCO’s Education for Sustainable Development (ESD) goals. One promising pedagogical framework is Puzzle-Based Instruction (PBI), which engages learners through problem-solving, discovery, and critical thinkingAims: This study investigates the interplay between puzzle-based instruction (PBI), teachers’ professional success, and the integration of AI-driven educational tools as a catalyst for sustainable development in English language teaching (ELT). Specifically, it examines the prevalence and application of PBI principles among Iranian English language teachers (IELTs) in high schools and universities, alongside the extent to which learner-centered approaches are adopted in classroom practice.Methods: A stratified random sampling method was used to select 35 IELTs from diverse EFL contexts in Iran. Data were collected using two validated instruments: The inquiry-led puzzle teaching review (comprising five subsections and nine scenarios) and the Successful Iranian EFL Teacher Questionnaire (SIETQ), which encompasses 12 professional competence factors.Result: The study found a significant link between knowledge of PBI and professional success, with BA- and MA-level teachers showing lower awareness and engagement with socio-political content. It highlights the need for targeted professional development to improve PBI competence and critical thinking. Additionally, the research underscores the transformative potential of AI-driven education, like adaptive learning systems and automated feedback tools, to enhance reflective practice and support personalized instruction.Conclusion: Implications are offered for policymakers, curriculum designers, and teacher educators seeking to integrate both critical pedagogical and technological dimensions into ELT.]]>
<![CDATA[Iranian EFL Instructors’ Perspectives on Integrating Artificial Intelligence Applications into English Language Teaching and Learning ]]>
<![CDATA[Hossein Isaee]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 1 (2026): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v2i1.58
<![CDATA[Background: AI tools are increasingly recognized for their potential to enhance language acquisition, personalize instruction, and improve classroom efficiency.Aims: This study investigates the perceptions of English as a Foreign Language (EFL) instructors in Iran regarding the integration of artificial intelligence (AI) applications into teaching and learning.Methods: A quantitative research design was employed, collecting data via a structured survey from 50 EFL instructors across public and private universities in Iran.Result: Findings indicate that most instructors viewed AI applications positively, particularly for their ability to deliver tailored feedback, foster engagement, and adapt learning to students’ individual needs. AI-assisted tools, such as Duolingo and ELSA Speak, were noted as effective for improving pronunciation, grammar, and vocabulary. However, challenges such as limited technological infrastructure, potential cultural mismatches in content, and high implementation costs were also highlighted. Statistical analysis revealed significant differences in perceptions of AI benefits based on teaching experience, but no significant differences in perceived challenges.Conclusion: The study concludes by recommending increased teacher training, investment in localized AI resources, and strategies to ensure cultural relevance in AI-driven language learning.]]>
<![CDATA[Evaluating The Effectiveness of The Intercultural Communication Needs (ICN) Model on Developing Intercultural Competence Among Iranian EFL University Students ]]>
<![CDATA[Vahid Ghorbani]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 1 (2026): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v2i1.97
<![CDATA[Background: Intercultural communicative competence (ICC) has become a central objective in English as a Foreign Language (EFL) education due to increasing global interaction. However, EFL instruction in Iran has traditionally prioritized grammatical and lexical accuracy, offering limited opportunities for intercultural development. To address this gap, the Intercultural Communication Needs (ICN) model integrates three core macro-needs, language, emotion, and culture, into instructional practiceAims: This study examined the effectiveness of the ICN model in enhancing ICC among Iranian university EFL learners.Methods: A quasi-experimental pretest–posttest design was employed with 100 undergraduate students divided into experimental and control groups. Over a six-week period, the experimental group received ICN-based instruction, while the control group followed conventional EFL instruction. Data were collected using a researcher-developed 15-item ICC questionnaire measuring linguistic, emotional, and cultural needs. Paired-samples and independent-samples t-tests were conducted, and effect sizes were calculatedResults: The results indicated a significant improvement in the experimental group’s overall ICC, with a large effect size (Cohen’s d = 1.735). Among the ICN components, language showed the greatest gains, followed by emotion and culture. In addition, students reported increased confidence, empathy, and curiosity toward intercultural interactionConclusion: The findings provide empirical support for the ICN model as an effective pedagogical framework for fostering holistic intercultural competence in EFL contexts and highlight the importance of integrating linguistic, emotional, and cultural dimensions in language instruction.]]>
<![CDATA[Rethinking Assessment Practices Through AI And Alternative Approaches: A Case From Teacher Education In Colombia ]]>
<![CDATA[Angélica María Rojas-Isaza]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 1 (2026): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v2i1.121
<![CDATA[Background: Teacher education programs in the Global South face persistent challenges in implementing fair and context-responsive assessment practices. In southern Colombia, public universities operate within structural constraints including limited funding, heavy workloads, and sociocultural diversity that complicate the adoption of innovative and equity-oriented evaluation models. At the same time, Artificial Intelligence (AI) is reshaping pedagogical decision-making, raising both possibilities and ethical concerns regarding teacher agency, cultural relevance, and data governance.Aims: This study examines how AI-supported alternative assessment practices can enhance reflective learning, autonomy, and critical awareness among pre-service English teachers in southern Colombia while remaining aligned with decolonial and context-sensitive educational principles.Methods: Drawing on a qualitative descriptive design, the research analyzes classroom observations, student-produced assessment artifacts, and reflective journals collected during a 16-week university course on formative and process-based evaluation.Result: Findings indicate that AI-supported assessment expanded students’ multimodal design repertoires, strengthened epistemic agency in their interaction with technological tools, and fostered deeper reflection on validity, coherence, and contextual relevance. However, these developments were mediated by structural constraints, including digital access gaps and practicum realities in under-resourced schools.Conclusion: The study concludes that AI-assisted alternative assessment can foster more equitable and context-responsive learning experiences when integrated dialogically and critically, grounded in decolonial commitments, and attuned to institutional and material realities in the Global South.]]>
<![CDATA[Cybernetic Communication: Exploring the Role of AI as an Empathic Human Listener ]]>
<![CDATA[Mohd Hanafi Jumrah]]>;
<![CDATA[Aisah Hossin]]>
<![CDATA[ Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 1 (2026): Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[CV Media Inti Teknologi ]]>
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DOI: 10.58723/jaiela.v2i1.147
<![CDATA[Background: The emergence of artificial intelligence (AI) has transformed the landscape of human life, particularly in the way emotional expression is mediated. Humans have discovered new channels for emotional engagement through interactions with AI. Aims: This study explores the phenomenon of emotional cybernetic communication, focusing on how individuals interact with AI systems such as ChatGPT as empathic conversational agents. Methods: A qualitative research design was adopted, using in-depth semi-structured interviews with 28 active AI Chabot users in Malaysia, selected through purposive sampling. At the data analysis stage, the qualitative software ATLAS.ti was used to conduct thematic analysis following the procedures outlined by Braun & Clarke. Result: The study employs Parasocial Interaction Theory, focusing on three dimensions: (i) One-way relationships, (ii) Simulative intimacy, and (iii) Emotional involvement and trust. The findings reveal that participants perceive AI as a non-judgmental, emotionally responsive, psychologically safe space to express their thoughts and feelings. Three main themes emerged: (i) Emotional intimacy with AI, (ii) Empathic trust in AI, and (iii) The therapeutic value of interaction without human social pressure. Conclusion: This study shows that parasocial interactions between humans and AI Chabot’s constitute a unique and complex emotional experience. This study contributes to the growing discourse on human-AI communication by highlighting the evolving role of AI not merely as an informational tool but as an emotionally engaged talker. The implications extend to digital mental health support, the ethics of machine empathy, and design of future human-AI interactions. ]]>
