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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 Universitas Mulawarman
ISSN : 27764184     EISSN : 27764524     DOI : https://doi.org/10.12345/jefltr.v6i1
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal of English as a Foreign Language Teaching and Research JEFLTR is an international peer reviewed journal that covers the aspects related with the process of learning teaching and research English language It provides an academic platform for professionals and researchers interested on areas as 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 Journal of English as a Foreign Language Teaching and Research JEFLTR is published biannually online in English on March and September JEFLTR accept all research article case studies intervention studies cross sectional studies observational studies and other scholars work related to research both empirical and theoretical Aim and Scope The main objective of Journal of English as a Foreign Language Teaching and Research JEFLTR is to create a scientific forum for exchange between academics teachers and scholars who study teach learn or are related to the disciplines associated with english language education The journal prominently accentuates the utilization of the English language as a secondary or non indigenous linguistic medium within its publishing framework Our objective is to create and sustain a mutually beneficial and long term bidirectional knowledge dialogue between the authors and their stakeholder of the research released Its main aim is to disseminate the latest research findings and scientific developments in the field of education to investigate traditional and contemporary patterns to analyze social and cultural effects and to study interdisciplinary methodologies We invite our partners to actively engage in the creation of this knowledge platform as a novel instrument for the advancement of educational science with their current scientific studies theoretical and practical experience In compliance with the Open Access policies and methods our publication provides authors with an active tool for publishing and sharing their accomplishments worldwide as well as a valuable tool for researchers to acquire theoretical and practical information for future research projects This journal is a peer reviewed open access journal published twice a year The scope mainly focuses on but not limited to English Linguistics English language Theoretical linguistics Descriptive linguistics Applied English linguistics Structure and development of English across the globe Comparative linguistics Sociolinguistics Psycholinguistics Anthropological linguistics Computational linguistics Discourse analysis English language for specific purposes Translation Linguistics and literature Theoretical and practice oriented papers in linguistics and literature Language Learning and Teaching Language learning Language teaching English Language Teaching ELT Advances in English Teaching Peer Review Process The suitability of manuscripts for publication in the Journal of English as a Foreign Language Teaching and Research JEFLTR is judged by peer reviewers and the editorial board All the review processes are conducted in a double blind review where both authors and reviewers identities remain anonymous Editor in Chief and Editorial board arrange editorial meetings together to decide whether the paper is recommended for acceptance or rejection for each edition Editor in Chief and Editorial Board will evaluate the submitted papers on the prequalification step for the suitability of further review process The manuscripts will be evaluated by qualified peer reviewers selected by the Editor in Chief and editorial board The peer reviewers should examine the manuscript and return it with their recommendation to the journal as soon as possible following the review speed acceptance scheme Papers needing revision will be returned to the authors and the author must return the revised manuscript via OJS of Journal of English as a Foreign Language Teaching and Research JEFLTR The editor in Chief sends the revised manuscript to the Editorial Board to check whether the manuscript is revised as suggested by peer reviewers Editorial Board could give a recommendation to the Editor in Chief that the manuscript should return to authors accept or reject They can also arrange editorial meetings to discuss accepted rejected or potential manuscripts in each edition Editor in Chief would send an acceptance letter LoA announcing the publication issue attached with manuscript reprint to authors before publication After the LoA release by the decision of the editorial meeting the manuscript will go to the language editor to check the readability and grammar After the language editing process the journal manager will prepare for layout and publish as well the publication schedule in Open Journal System OJS Review Speed Acceptance Welcome to our scientific journals dedicated page on the review process timeline where transparency and efficiency are at the forefront of our commitment to advancing scholarly research From the initial submission to the publication of accepted manuscripts we strive to provide a clear and concise overview of the various stages involved in bringing valuable contributions to the scientific community At every step of this timeline we are committed to maintaining the highest standards of scholarly publishing fostering collaboration and contributing to the collective advancement of knowledge We invite you to navigate through our journals review process confident that your research is in capable hands Publication Frequency Journal of English as a Foreign Language Teaching and Research JEFLTR is a journal published online twice a year in March and September Open Access Policy Journal of English as a Foreign Language Teaching and Research JEFLTR is a peer reviewed journal with open access The article processing or delivery of the manuscript submitted to the manager or editor through an online system or by using the OJS Open Access publishing model and this journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge This journal is open access journal which means that all content is freely available without charge to users or institution Users are allowed to read download copy distribute print search or link to full text articles in this journal without asking prior permission from the publisher or author This is in accordance with
Arjuna Subject : Umum - Umum
Articles 63 Documents
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The Use of English Double Prepositions in English as a Second Language (ESL) Nursing Students Bello Muhammad Jajere
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

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 Adamu Abubakar Muhammad; Bello Muhammad Jajere; Rabi Yusuf Adamu
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

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 Getachew Mihret; Jagdish Joshi
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

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 Trishia Cesar Patalinghug; Rud Ghyne Montealto; Aris Pet Angeli Suarez; Genesis Naparan
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

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.
Dealing with the Vocabulary Difficulties of BSED English Students in Reading Literary Texts Alexa Claro; Dion Paolo Lamosao; Glaidyn Abijay; Aris Pet Angeli Suarez; Genesis Naparan
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

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 Rose Carmel Tabotabo; April Joy Delina; Kim Rotante; Shendy Rabago; Glenvi Amores; Verdemerl Bacay
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

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 Riza Mae Capitle; Genaro Ferrariz; Angelyn Garcitos; Ronjell Amacna; Juliet Caballero; Sophia Marie Diel
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

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 Ezzeddine Saidi
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

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 John Francis Cruz
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

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
A Contrastive Analysis of English and Kanuri Vowels: Implication for EFL Pronunciation Umar Muhammad-Gombe
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 : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3603

Abstract

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