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
22 Documents
AI-Driven Confidence in Language Learning
Azwin Arif bin Abdul Rahim;
Zakaria bin Bustamin;
Umi Khalsum binti Ab Aziz;
Mohammad Musab bin Azmat Ali;
Nor Yazi Khamis
Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 2 (2026): Forthcoming Issue
Publisher : CV Media Inti Teknologi
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DOI: 10.58723/jaiela.v2i2.197
Background: As English solidifies its role as a critical medium for global communication, addressing the gap between theoretical linguistic knowledge and practical oral proficiency has become increasingly urgent. The research aligns with the Malaysia Education Blueprint 2013–2025’s emphasis on integrating ICT in education.Aims: This paper explores how AI-powered applications, such as ChatGPT and ELSA Speak, can enhance the speaking skills and confidence of Malaysian pre-university students in English language learning.Methods: A qualitative research design was employed with 10 students from Pahang Matriculation College. Over three weeks, students participated in bi-weekly speaking sessions, where they used AI assistance to prepare and present topics. Data collection involved recorded interviews and speaking activities, and progress was assessed using the Common European Framework of Reference for Languages (CEFR) speaking standards.Result: The preliminary findings demonstrate consistent improvement in students’ speaking proficiency and confidence. Most participants advanced at least one CEFR level. Furthermore, the study indicates that targeted support for less responsive students further enhanced the outcomes. The study highlights AI’s potential to foster learner autonomy and provide personalized language practice, addressing common challenges faced by students in traditional speaking lessons.Conclusion: This research contributes to both theory and practice by demonstrating practical applications of AI in language education. It informs educators on integrating technology to enhance communicative competence. The findings are particularly relevant to the conference strand on Educational Technology and Innovation, offering insights into leveraging AI to transform teaching and learning processes in diverse educational contexts.
Smart Tools, Smarter Students? Unpacking the AI Paradox: The Influence of AI Tool Usage on Student’s Behaviour and Skills
Uzair Wafiy bin Rizman;
Ameer Iskandar bin Shamshul Adnan;
Luqmaan bin Mohd Fariz;
Melor binti Masdoki
Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 2 (2026): Forthcoming Issue
Publisher : CV Media Inti Teknologi
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DOI: 10.58723/jaiela.v2i2.198
Background: Artificial Intelligence (AI) tools are transforming education, but their growing use raises concerns. Students may become overly reliant, hindering the development of crucial skills such as decision making, responsibility and creativity, potentially fostering laziness. It is crucial to investigate AI’s influence on student behaviour and skill development as it becomes more integrated into learningAims: This study aims to investigate the significance influence of artificial intelligence tools towards four dependent variables of students’ behaviour and skills (decision making, laziness, responsibilities and creative thinking)Methods: Survey done on 140 pre-university students out of 180 students at Kolej MARA Banting using the questionnaire adapted from the Student Attitudes toward Artificial Intelligence (SATAI) scale, employing purposive sampling. SPSS MANOVA analyzed how gender, course and AI frequency usage collectively differentiate each dependent variable. Multivariate regression further examined AI’s individual influence on each dependent variableResults: The results shown that gender, course and frequency of AI used have no significant difference. However, AI significantly influence student responsibility, laziness and decision making (p<0.05), but not creativity (p>0.05)Conclusion: Overall, AI offers academic benefits but risks dependence and reduced effort. Its impact on creativity is minimal, underscoring its role as a supportive tool for original thought. Future studies should expand sample sizes and include diverse educational institutions for clearer, more varied results.