Journal of Research in English Language Teaching and Linguistics
The Journal of Research in English Language Teaching and Linguistics (JRELL) is a peer-reviewed, open-access journal that focuses on the latest research and developments in the fields of English Language Teaching (ELT) and Linguistics. The journal aims to provide a platform for scholars, researchers, and practitioners to share their research, experiences, and insights in the areas of ELT and Linguistics as the following: English Language Teaching (ELT) The journal welcomes articles on all aspects of ELT, including: Methodologies and Approaches: Research on innovative and effective teaching methodologies, approaches, and techniques in ELT. Curriculum Design and Development: Studies on the design, implementation, and evaluation of ELT curricula. Language Assessment and Testing: Research on language assessment and testing, including the development and validation of language tests. Teacher Education and Development: Articles on teacher education, professional development, and teacher training in ELT. Technology-Enhanced Language Learning: Research on the use of technology in ELT, including online learning platforms, language learning apps, and multimedia materials. Content and Language Integrated Learning (CLIL): Research on the integration of content and language in ELT. English for Specific Purposes (ESP): Articles on teaching English for specific purposes, such as business, engineering, or medicine. English as a Foreign Language (EFL): Research on teaching English as a foreign language. English as a Second Language (ESL): Articles on teaching English as a second language. Language Teaching: Articles on language teaching methodologies, including language pedagogy and language curriculum design. Language Policy: Articles on the planning and management of language, including language rights and language education policy. Other related areas in ELT. Linguistics The journal also invites articles on various aspects of Linguistics, including: Phonetics: Research on the sound systems of languages, including phonetic analysis. Phonology: Studies on the sound systems of languages, including phonological analysis. Morphology: Research on the structure of words, including morphological analysis. Syntax: Articles on the structure of sentences, including syntactic analysis. Semantics: Research on meaning in language, including semantic analysis. Pragmatics: Studies on the use of language in context, including pragmatic analysis. Discourse Analysis: Research on the analysis of language in use, including discourse structure, cohesion, and coherence. Sociolinguistics: Articles on the relationship between language and society, including language variation, language contact, and language policy. Psycholinguistics: Research on the psychological processes involved in language use, including language perception, processing, and production. Neurolinguistics: Studies on the neural basis of language, including language processing and language disorders. Historical Linguistics: Research on the history and development of languages, including language change and evolution. Comparative Linguistics: Articles on the comparison of languages, including language typology and language universals. Linguistic Typology: Research on the classification of languages based on their structural properties. Language Acquisition: Studies on the process of language acquisition, including first and second language acquisition. Computational Linguistics: Research on the computational modeling of language, including natural language processing and machine learning. Corpus Linguistics: Studies on the analysis of large databases of language, including corpus design and methodology. Forensic Linguistics: Articles on the application of linguistic analysis to forensic science, including language and law. Interlanguage Studies: Studies on the language of second language learners, including language transfer and language development. Linguistic Anthropology: Research on the relationship between language and culture, including language and identity. Other related areas in linguistics.
Articles
20 Documents
<![CDATA[Politeness strategies in English conversation: A pragmatic perspective ]]>
<![CDATA[Farhan Salim]]>;
<![CDATA[Genkateswarlu Dripathi]]>;
<![CDATA[Xavier Mehayov]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i1.3
<![CDATA[This study investigates the use of politeness strategies in spontaneous English conversations, addressing a significant gap in the literature where insights are predominantly drawn from scripted data. While existing research has explored how politeness functions in educational and intercultural contexts, there remains a lack of empirical evidence on real-life interactions that incorporate diverse speaker identities and contexts. The primary aim of this research is to identify and analyze the frequency and distribution of politeness strategies across various interactional settings, with particular attention to the differences between native and non-native speakers and the influence of gender. The research design employed a mixed-methods approach featuring 40 participants from different backgrounds, including both native and non-native English speakers. The study employed a triangulated set of instruments including audio recording devices to capture authentic spoken interactions, a structured Participant Profile Questionnaire to gather demographic data, and a detailed coding framework based on Brown and Levinson’s politeness theory for analyzing politeness strategies. The analysis utilized quantitative methods to code the politeness strategies identified within the conversations and qualitative discourse analysis to interpret these strategies in context. Findings revealed a predominance of positive politeness in peer-to-peer interactions, highlighting the role of relationship-building and social closeness, while negative politeness was prevalent in formal student-teacher exchanges, reflecting an emphasis on respect and deference. Notably, the analysis also showed that gender differences influenced the choice and frequency of politeness strategies, with women often employing more accommodating approaches. This study enriches the understanding of how politeness strategies are contextually employed in English conversations and underscores the need for integrating pragmatic competence into language education. The implications suggest that enhancing awareness and understanding of politeness strategies can significantly improve communicative competence in multicultural and multilingual contexts, benefiting both learners and educators alike.]]>
<![CDATA[The relationship between students’ learning motivation and their speaking performance ]]>
<![CDATA[Suadi]]>;
<![CDATA[Owusu Mensah]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i1.4
<![CDATA[Speaking proficiency is a crucial yet often difficult goal for English language learners, particularly in EFL (English as a Foreign Language) contexts where opportunities for authentic communication are limited. While motivation is widely recognized as a key factor in language learning, its specific link to speaking performance has not been sufficiently explored. This study addresses that gap by investigating the relationship between students’ learning motivation and their English-speaking performance, with a focus on identifying which motivational aspects most influence oral language development. The study adopted a quantitative, correlational-comparative design and involved undergraduate EFL students enrolled in intermediate-level speaking courses at a private university in Indonesia. Data were gathered through a standardized motivation questionnaire and a structured speaking test aligned with international language proficiency benchmarks. The analysis was conducted using SmartPLS 4.0 to assess both the validity of the constructs and the strength of the hypothesized relationships. The findings revealed a clear and positive relationship between learning motivation and speaking performance. Students who demonstrated higher levels of motivation consistently achieved stronger results in their speaking tasks and exhibited greater fluency, confidence, and coherence. Additionally, those with strong motivation tended to show more consistent performance and greater emotional resilience during speaking activities. These results highlight the importance of integrating motivational support into language instruction. Educators are encouraged to adopt learner-centered approaches that foster autonomy, goal-setting, and emotionally supportive learning environments. This study contributes to the growing body of research in English Language Teaching by offering empirical evidence that motivation is a powerful predictor of speaking success and by providing practical insights into how teaching strategies can be optimized to enhance learners’ communicative competence.]]>
<![CDATA[Correlation between students’ reading habits and their reading comprehension skills ]]>
<![CDATA[Abdul Ayiz]]>;
<![CDATA[Yuko Taniguchi]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i1.5
<![CDATA[This study investigates the significant relationship between students' reading habits and their reading comprehension skills, a vital area within English Language Teaching (ELT) given the role of reading in language development and academic achievement. Effective reading strategies, habitual engagement with texts, and motivational factors are recognized as influential components of successful reading comprehension; however, the extent to which habitual reading behaviors predict comprehension performance remains underexplored, especially in formal educational settings. Current research emphasizes the importance of reading frequency, duration, and motivation but often lacks empirical evidence linking these habits directly to comprehension outcomes. The primary aim of this study is to examine whether specific reading habits—such as reading frequency, duration, and interests—are positively correlated with students’ reading comprehension skills. Utilizing a correlational research design, the study involved 120 Grade 11 students from a public high school in Indonesia, selected through stratified random sampling to ensure representativeness. Data collection was conducted via self-report questionnaires assessing reading habits and standardized reading comprehension tests. Data analysis employed statistical techniques such as correlation and regression analysis to identify relationships and predictive patterns between reading behaviors and comprehension scores. The findings reveal a significant positive association between frequent reading and higher comprehension levels, with sustained reading durations further enhancing understanding. Motivational attitudes towards reading also contributed to better comprehension performance, although personal preferences showed no significant impact. These results suggest that fostering regular reading practices and motivating students to read more frequently can substantially improve their comprehension skills. The study underscores the importance of promoting consistent reading habits in educational settings and provides empirical evidence to inform curriculum design and teaching strategies aimed at enhancing literacy development. Ultimately, encouraging habitual reading, alongside cultivating positive attitudes, can lead to improved language proficiency and academic success among students learning English as a foreign language.]]>
<![CDATA[The effect of extensive reading on EFL students’ vocabulary size ]]>
<![CDATA[Riyadh Ahsanul Arifin]]>;
<![CDATA[Nguyen Ngoc Huy]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i1.6
<![CDATA[This study examines the impact of extensive reading (ER) on vocabulary size among English as a Foreign Language (EFL) learners, highlighting the significance of vocabulary development as a core component of language fluency. While existing research underscores the benefits of ER in enhancing various language skills, there remains limited empirical evidence isolating its effect specifically on vocabulary size in structured, monitored contexts. The current state of the art emphasizes ER’s role in incidental vocabulary acquisition; however, few studies systematically measure vocabulary growth using quantifiable outcomes like vocabulary size before and after intervention. The primary aim of this research is to investigate whether sustained, extensive reading over a ten-week period significantly increases vocabulary size among EFL students. Employing a quasi-experimental design, the study involved 60 participants—divided equally into experimental and control groups—who were enrolled in intermediate English courses at a private Indonesian university. Data collection involved pre- and post-tests measuring vocabulary size, alongside reading logs to monitor reading volume. Data analysis was conducted using independent samples t-tests to compare vocabulary gains between groups and Pearson correlation analyses to explore the relationship between reading volume and vocabulary growth. Findings revealed that the experimental group demonstrated a statistically significant increase in vocabulary size compared to the control group. A positive correlation was identified between the amount of reading and vocabulary gains, supporting the hypothesis that increased reading volume facilitates lexical development. These results underscore the effectiveness of ER as a pedagogical approach that fosters natural vocabulary acquisition, especially when integrated consistently into language curricula. The study suggests that educators should emphasize extensive reading practices to enhance vocabulary development, thereby improving overall language proficiency. Future research could explore long-term retention and expand to diverse learner populations, providing broader insights into ER’s role in language learning.]]>
<![CDATA[The use of YouTube videos to enhance students’ pronunciation accuracy ]]>
<![CDATA[Ratna Widya Iswara]]>;
<![CDATA[Silvia Catalan Ambag]]>;
<![CDATA[Nur Ifadloh]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i1.7
<![CDATA[This study addresses the critical role of pronunciation in effective English communication, emphasizing the need for innovative and engaging instructional methods beyond traditional drills. While existing research highlights the benefits of digital media, particularly YouTube, for language learning, there remains limited understanding of how learners actively engage with YouTube content specifically for pronunciation improvement. Current studies often focus on performance outcomes or general attitudes, neglecting detailed insights into learners’ strategies and perceptions during their interaction with such media. This research aims to explore how students utilize YouTube videos to enhance their pronunciation accuracy, emphasizing learner autonomy and active engagement. Employing a qualitative, case study design, the study involved 15 undergraduate students enrolled in an English language education program at a university in Indonesia. Data were collected through semi-structured interviews and reflective learning journals over a six-week period, allowing participants to document their experiences, usage patterns, and perceived progress. Thematic analysis was used to interpret the data, facilitating an in-depth understanding of the strategies and cognitive processes involved. Key findings reveal that students actively employ various self-directed techniques such as repetition, shadowing, mimicry, and the use of subtitles to improve pronunciation. They engage multisensorily by combining visual, auditory, and reflective strategies, which foster autonomous learning and motivation. The study underscores the importance of integrating YouTube in pronunciation teaching to promote learner-centered approaches and enhance phonological awareness. The implications suggest that language educators should guide students in effective digital strategies and incorporate multimedia resources into their pedagogical practices. Overall, this research contributes to the understanding of learner engagement with digital media and offers practical insights for optimizing pronunciation instruction using YouTube.]]>
<![CDATA[A comparative study of grammar achievement between male and female students ]]>
<![CDATA[Baiqun Isbahi]]>;
<![CDATA[Eduardo Mendoza]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i1.8
<![CDATA[Grammar mastery is crucial for effective language acquisition and communication, especially in English as a Foreign Language (EFL) context. Recent studies show notable disparities in grammar achievement between male and female learners, but there is limited research focusing specifically on these differences within structured educational settings. This study aims to explore the comparative grammar achievement of male and female junior high school students in East Java, Indonesia, addressing the gap in understanding gender-specific learning outcomes. A comparative research design was employed, involving 60 ninth-grade students from a single public school, evenly divided by gender. Data collection involved administering a validated multiple-choice grammar test, assessing key grammatical concepts aligned with the national curriculum. The test's reliability was confirmed through a pilot study, and results were analyzed using SPSS, employing independent samples t-tests to determine the significance of gender differences in performance. Findings indicate that female students significantly outperformed their male counterparts in grammar achievement, with a higher average score and greater consistency. This disparity suggests the potential influence of gender-related factors in learning strategies and outcomes. The study underscores the necessity for educators to adapt instructional methods to accommodate diverse learner profiles, thereby promoting equitable educational experiences. Furthermore, it highlights the importance of addressing gender dynamics in grammar instruction, encouraging future research on tailored teaching practices that enhance learning outcomes for all students. Overall, this study contributes to the understanding of gender differences in EFL grammar achievement and calls for reconsideration of teaching methodologies to foster a more inclusive learning environment.]]>
<![CDATA[The impact of blended learning on English language test scores ]]>
<![CDATA[Orin Karlinda]]>;
<![CDATA[Raghav Agarwal Srivastava]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i1.9
<![CDATA[This study explores the impact of blended learning on English language test scores, a crucial area of investigation given the increasing integration of technological tools in language education. As educational institutions adopt hybrid instructional models to enhance engagement, autonomy, and access to authentic language use, understanding their effectiveness in improving test performance is vital for refining pedagogical practices. While previous research indicates positive perceptions and skill development through blended learning, there is a notable research gap concerning specific correlations between blended instruction and formal assessment outcomes. The primary aim of this study is to examine how students perceive the influence of blended learning on their test performance and to identify how engagement with digital components affects their preparation and confidence. Employing an interpretive research design, the study involved 19 undergraduate students enrolled in an English for Academic Purposes (EAP) course at a university in Indonesia. Data were collected through semi-structured face-to-face interviews conducted over four weeks, with recordings transcribed verbatim. Thematic analysis was utilized to interpret the qualitative data, following an inductive approach that involved coding, categorization, and pattern recognition, complemented by peer debriefing and member checking to enhance validity. Key findings reveal that students perceive blended learning as facilitating test familiarity, reducing anxiety, and improving confidence through multimedia content and flexible study options. However, challenges such as overreliance on digital tools and lack of alignment between online materials and actual test demands were also identified. The study underscores the importance of pedagogically guided technology integration and the need for learners to develop self-regulation skills. The findings suggest that, when thoughtfully implemented, blended learning can positively influence English test outcomes, informing educators and curriculum designers to optimize digital integration for improved language assessment performance.]]>
<![CDATA[The effect of using flashcards on vocabulary mastery of elementary students ]]>
<![CDATA[Yayu Sri Rahayu]]>;
<![CDATA[Enung Rostika]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i1.10
<![CDATA[Vocabulary acquisition is fundamental to early language learning, playing a critical role in the development of communication skills among elementary students. While flashcards have been widely recognized for enhancing vocabulary learning, most existing research focuses on digital flashcards used by older learners, leaving a gap in empirical studies targeting the effectiveness of printed flashcards in primary classrooms. This study aims to examine the impact of using traditional flashcards on the vocabulary mastery of elementary students. Adopting a quantitative research design, the study involved a group of elementary students divided into experimental and control groups. The experimental group received vocabulary instruction using flashcards, while the control group followed conventional methods. Data were collected through pre-tests and post-tests to measure vocabulary mastery. The results were analyzed using statistical methods to assess differences between the two groups. Findings reveal that students taught using flashcards showed a significant improvement in vocabulary mastery compared to those in the control group. This suggests that flashcards serve as an effective visual aid in reinforcing word recall and retention among young learners. The implications of this study underscore the value of incorporating simple, tangible learning tools like flashcards into classroom instruction, especially in settings where digital resources are limited. These findings contribute to the development of effective vocabulary teaching strategies in early language education and support the integration of visual learning tools that align with the cognitive needs of young learners.]]>
<![CDATA[Students’ perception and achievement on online English learning platforms ]]>
<![CDATA[Rachmat Ari Wibowo]]>;
<![CDATA[Davis Wright Charlotte]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i1.11
<![CDATA[This study explores students' perceptions and academic achievements in online English learning platforms, a topic of increasing importance due to the global shift towards digital education. Existing research has extensively examined technical features, pedagogical strategies, and learner motivation in virtual language learning environments. However, a significant gap remains in understanding how students' subjective experiences align with their measurable performance outcomes within these platforms. The primary aim of this research is to investigate how students perceive their online English learning experiences and how these perceptions relate to their academic achievements. To achieve this, the study employed a qualitative research design involving 19 university students from Indonesia, selected through purposive sampling. Data collection involved individual interviews conducted online via video conferencing, lasting between 30 to 45 minutes, and was supplemented by academic achievement data sourced from institutional records. Data analysis was performed through thematic analysis, involving multiple readings of transcripts, coding, and categorization of emerging themes related to perceived benefits and challenges of online platforms. The findings reveal that students appreciated the flexibility and multimedia features of online platforms, which supported autonomous learning, yet faced challenges such as limited interaction, technical issues, and self-discipline demands. Notably, students' perceptions were positively correlated with academic performance; those with higher self-regulation skills and positive attitudes toward digital tools tended to perform better academically. The study highlights the necessity for holistic platform design and pedagogical strategies that foster interaction, emotional support, and learner autonomy. The implications suggest that educators, developers, and policymakers should consider both technological and human factors to optimize online language learning experiences, ultimately enhancing learner engagement and achievement in digital environments.]]>
<![CDATA[A quantitative study on the relationship between learning style and English-speaking skill ]]>
<![CDATA[Ainu Zumrudiana]]>;
<![CDATA[Francisco Diaz Alejandro]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.65431/jrell.v1i2.12
<![CDATA[This study examines the relationship between individual learning styles and English-speaking skills, a critical area in language education given the importance of speaking proficiency for effective communication. Recognizing that learners’ preferred modalities—visual, auditory, kinaesthetic, and reading/writing—may influence their ability to produce spoken English, this research contributes to the ongoing discourse on personalized language teaching strategies. While previous studies have suggested a connection between learning styles and language performance, there remains a paucity of empirical, statistically robust evidence specifically addressing speaking skills. This research aims to fill this gap by exploring the extent to which different learning styles predict speaking proficiency among university students. Employing a correlational research design, the study involved 120 undergraduate students enrolled in an English language program at an Indonesian public university. Data were collected through two instruments: a VARK questionnaire to determine dominant learning styles and a standardized speaking rubric aligned with the Common European Framework of Reference for Languages to assess speaking performance. Participants completed the questionnaires and performed speaking tasks under controlled conditions, with their performances rated independently by trained raters who were blind to their learning style profiles. Data analysis involved descriptive statistics and Pearson correlation coefficients to examine the relationship between each learning style and speaking scores. The results revealed significant positive correlations for visual and auditory learning styles, indicating that learners who prefer these styles tend to perform better in speaking tasks. The findings suggest that aligning instruction with learners’ preferred modalities can enhance speaking proficiency. This study underscores the importance of incorporating diverse teaching strategies tailored to learners' preferences to optimize speaking development. The implications advocate for language educators to utilize multimodal approaches that cater to different learning styles, thereby fostering greater engagement and improving speaking outcomes among students]]>
