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[The effectiveness of using Quizizz in improving students’ grammar accuracy ]]>
<![CDATA[Mohammad Fatoni]]>;
<![CDATA[Agus Wardhono]]>;
<![CDATA[Kang Min-ho]]>;
<![CDATA[Ming Chen Liu]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i1.13
<![CDATA[This study investigates the effectiveness of using Quizizz, a gamified digital platform, in enhancing students’ grammar accuracy in English Language Teaching (ELT). As grammar proficiency remains fundamental to effective communication, engaging and interactive tools are essential to motivate learners and improve their linguistic skills. The current research highlights the positive impacts of gamification and digital platforms like Quizizz on student engagement, motivation, and grammar retention. However, limited attention has been paid to learners’ subjective experiences and perceptions of using such platforms specifically for grammar learning, leaving a gap in understanding how these tools support meaningful grammar acquisition in authentic classroom contexts. The primary aim of this study is to explore students’ experiences and perceptions of using Quizizz to improve their grammar accuracy. Employing a phenomenological research design, data were collected through semi-structured interviews with nineteen university students who utilized Quizizz in their grammar exercises. Additional data were gathered via classroom observations and researcher field notes to triangulate findings. Thematic analysis was employed to interpret the qualitative data, identifying key themes related to engagement, perceived effectiveness, challenges, and motivational factors. The findings reveal that students generally found Quizizz to be engaging and motivating, citing its game-like interface, immediate feedback, and competitive elements as factors that increased focus and reduced anxiety. Participants perceived the platform as beneficial for repetitive practice and self-correction, which contributed to improved confidence in grammar use. Nevertheless, some participants expressed concerns about limited feedback depth and dependency on internet connectivity. These insights suggest that while Quizizz supports active learning and motivation, it should be integrated with explicit instruction and deeper grammatical explanations.]]>
<![CDATA[English instruction approaches among Indonesia secondary educators in a multilingual context ]]>
<![CDATA[Zainuddin]]>;
<![CDATA[Tomislav Babić]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i2.21
<![CDATA[This study explores English instruction approaches among Indonesian secondary school teachers within multilingual classrooms, emphasizing the significance of effective pedagogical strategies in a linguistically diverse educational context. Given Indonesia's rich tapestry of local languages alongside Bahasa Indonesia and English, understanding how teachers adapt their methods to accommodate multilingual realities is crucial for enhancing language learning outcomes. The current research primarily focuses on teacher beliefs, language policies, and macro-level educational discourses, with limited empirical investigation into the specific instructional practices employed in response to students' linguistic diversity. This highlights the need for granular, classroom-based data on pedagogical decision-making in multilingual settings. The research aims to identify prevalent English teaching methods and analyze how multilingual environments influence pedagogical choices. Employing a mixed-methods research design, the study involved 120 teachers from 24 schools, selected for their regional and institutional diversity. Data collection included structured questionnaires assessing instructional approaches, semi-structured interviews exploring teachers’ perceptions and strategies, and classroom observations capturing real-time practices. Data analysis involved descriptive statistics to identify dominant approaches and thematic coding to interpret qualitative data. The findings indicate that teachers predominantly employ communicative and genre-based approaches while tailoring their methods to leverage students’ linguistic backgrounds. Teachers also adapt techniques to reduce language anxiety and incorporate digital tools for greater engagement. These findings suggest that contextualized, culturally sensitive pedagogies can enhance language acquisition in multilingual classrooms. The study’s implications underscore the importance of teacher training programs that address multilingual challenges and propose policy adjustments that support inclusive, context-responsive language instruction. Overall, this research contributes valuable insights for educators, policymakers, and researchers seeking to optimize English education in diverse linguistic environments.]]>
<![CDATA[The influence of peer assessment on students’ writing scores in descriptive text ]]>
<![CDATA[Muhammad Reza Ainun Najib]]>;
<![CDATA[Liam Trudeau]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i2.22
<![CDATA[This study investigates the influence of peer assessment on students’ writing scores in descriptive texts within the context of English as a Foreign Language (EFL) instruction. The importance of enhancing descriptive writing skills is underscored by its critical role in effective communication, particularly in language learning environments where detailed observation and expressive clarity are essential. While existing research has demonstrated the benefits of peer assessment for various writing genres, limited attention has been given to its application in descriptive writing and to students’ subjective experiences during the feedback process. This research addresses this gap by focusing specifically on how peer assessment shapes students’ revision behaviors, perceptions, and writing development in descriptive genres. Employing an exploratory research design, the study involved 24 second-year university students enrolled in an English Education program. Data were collected through pre- and post-writing tasks, structured peer assessment sheets, and guided reflections from participants. The analysis combined textual comparison of writing samples, thematic interpretation of feedback and reflection data, and quantitative examination of score changes, allowing for a comprehensive understanding of both performance outcomes and learners’ cognitive and emotional responses. The findings reveal significant improvements in students’ descriptive writing scores following peer assessment. Participants reported increased awareness of descriptive features, more strategic revision practices, and positive perceptions of peer feedback’s role in their learning process. The study highlights that peer assessment not only enhances writing performance but also fosters critical reflection and learner autonomy. These findings suggest that incorporating structured peer review processes can be an effective pedagogical strategy in EFL writing instruction, especially for genres demanding detailed and expressive language. The implications emphasize the need for educators to adopt multifaceted assessment approaches that integrate peer feedback to promote deeper engagement, independent thinking, and ongoing improvement in descriptive writing skills.]]>
<![CDATA[The correlation between English learning anxiety and students’ speaking performance ]]>
<![CDATA[Weni Ratnasari]]>;
<![CDATA[Rizky Yolanda]]>;
<![CDATA[Zelly Putriani]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i2.23
<![CDATA[The interplay between anxiety and speaking performance in English as a Foreign Language (EFL) learners is a critical area of investigation, given its implications for language acquisition and instructional strategies. Anxiety, particularly in oral communication, has been identified as a major psychological barrier that hampers learners’ confidence, fluency, and participation, thereby affecting both immediate performance and long-term language development. Although existing research underscores the negative impact of language anxiety, there is a notable gap in empirical studies that directly correlate anxiety levels with standardized speaking performance scores within classroom settings, especially among non-native English learners. This study aims to examine the relationship between English learning anxiety and students’ speaking proficiency, utilizing validated anxiety scales and performance assessments to quantify this connection. Employing a correlational research design, the study involved 48 undergraduate students enrolled in an English language program at an Indonesian university, divided into high- and low-anxiety groups based on their scores on the Foreign Language Classroom Anxiety Scale (FLCAS). Data collection involved administering the FLCAS and evaluating speaking performance through a standardized rubric aligned with the Common European Framework of Reference (CEFR). The collected data were analyzed using statistical methods to determine the strength and direction of the relationship between anxiety levels and speaking scores. Key findings reveal a significant inverse correlation: students with higher anxiety levels consistently demonstrated lower speaking performance, while those with lower anxiety performed better. These results underscore the detrimental role of anxiety in oral language production and suggest that reducing affective barriers can enhance learners’ speaking proficiency. The study implies that language educators should incorporate anxiety-reduction strategies into their pedagogy, fostering supportive environments that encourage participation and boost confidence, ultimately improving language acquisition outcomes.]]>
<![CDATA[The effect of task-based learning on students’ English-speaking fluency ]]>
<![CDATA[Rizky Yolanda]]>;
<![CDATA[Weni Ratnasari]]>;
<![CDATA[Muhammad Ari Saputra]]>;
<![CDATA[Zelly Putriani]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i2.24
<![CDATA[This study underscores the critical importance of developing speaking fluency in English language learners, as fluency is central to effective communication in real-world contexts. Despite extensive research on language proficiency, there remains a gap in systematically understanding how instructional approaches, specifically Task-Based Learning (TBL), influence measurable aspects of speaking fluency such as speech rate, pauses, and utterance length. Current pedagogical practices often conflate fluency with general speaking ability without isolating its distinct features, thereby limiting targeted instructional strategies. The primary aim of this research is to evaluate the effectiveness of TBL in enhancing English-speaking fluency among undergraduate students. Employing a quasi-experimental design, the study involved 63 participants enrolled in an English education program, divided into experimental and control groups. Data were collected through pre- and post-intervention oral tests, which included picture descriptions and role-play scenarios, recorded and analyzed for fluency indicators using established rubrics. Data analysis involved comparative statistical procedures to assess differences in fluency measures between groups and over time. Key findings demonstrate that students who engaged with TBL exhibited significant improvements in speech rate, utterance length, and reduced hesitation, indicating enhanced fluency. The results reinforce that TBL's emphasis on authentic, communicative tasks facilitates more spontaneous, fluid speech. Implications suggest that incorporating structured, task-based activities into language curricula can effectively promote measurable fluency gains and foster learner confidence and motivation. The study advocates for the integration of fluency-specific assessment tools in language teaching, and recommends future research to explore the long-term effects of TBL on oral proficiency, thereby contributing to more targeted and effective language instruction methodologies.]]>
<![CDATA[The effect of gamified learning on students’ motivation and vocabulary retention ]]>
<![CDATA[Dedi Aco]]>;
<![CDATA[Edi Suwandi]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i2.25
<![CDATA[This study explores the impact of gamified learning strategies on students’ motivation and vocabulary retention in English as a Foreign Language (EFL) context, an area of increasing importance given the need to enhance engagement and learning outcomes through innovative methods. Recent studies indicate that game elements such as points, badges, and leaderboards can positively influence learner motivation and facilitate vocabulary acquisition. However, the effects of gamification on both motivational and cognitive aspects of language learning, particularly in terms of long-term retention and sustained engagement are still underexplored. The aim of this research is to investigate how gamified instruction affects students’ motivation and vocabulary retention and to analyze the relationship between these two factors. Employing a quasi-experimental design, the study involved 85 intermediate-level EFL learners divided into gamified and non-gamified groups. Data were collected through validated questionnaires assessing motivation a vocabulary tests measuring retention, and post-intervention reflection surveys to capture students’ perceptions of specific gamification elements. Data analysis involved descriptive statistics, independent t-tests to compare group differences, Pearson correlation analyses to explore relationships between motivation and retention, and a multiple regression analysis to explore the impact of game elements. The findings demonstrate that students in the gamified group exhibited significantly higher motivation and better vocabulary retention compared to their counterparts. Moreover, motivation was positively correlated with vocabulary retention, highlighting the importance of engaging instructional strategies. The implications of this study suggest that well-designed gamified learning can serve as an effective pedagogical tool to boost motivation and facilitate long-term vocabulary retention in EFL teaching. Furthermore, the results underscore the need for educators to thoughtfully incorporate game elements and tailor initiatives to learner needs, emphasizing the potential of gamification to transform language education into an engaging, effective process. Future research should explore the long-term effects and broader applicability across diverse educational settings.]]>
<![CDATA[Online speaking practice: A gateway to anxiety reduction for EFL students ]]>
<![CDATA[Aat Eska Fahmadi]]>;
<![CDATA[Omar Mohamed Gharbi]]>;
<![CDATA[Amr Youssef Mahmoud]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i2.27
<![CDATA[In recent years, growing attention has been directed toward reducing anxiety in English language learning, recognizing that communicative competence is central to achieving overall proficiency. Existing research indicates that supportive learning environments, personalized feedback—especially through online platforms—and the use of digital tools such as virtual courses can help EFL students practice speaking with less pressure while improving accessibility and adaptability. Despite these advantages, there remains limited exploration of how real-time digital speaking practices specifically address speaking-related anxiety. Therefore, this study aims to examine the influence of online speaking practices on students’ anxiety levels and to evaluate the extent to which these practices effectively reduce anxiety in English language learning. This study employed a qualitative approach, and structured interviews were conducted with 19 randomly selected English as a Foreign Language (EFL) students. The results reveal that online speaking practices can significantly reduce anxiety by providing flexible, self-paced learning environments where students have greater control over their learning conditions. These online settings allow students to build confidence gradually without the immediate pressure commonly associated with face-to-face feedback or classroom interactions. Furthermore, the findings suggest that online speaking tasks encourage students to take more initiative and engage more consistently in speaking activities. Based on these insights, the study recommends adopting a balanced learning approach that integrates both online and in-person speaking opportunities. Such an approach can help manage anxiety while also strengthening students’ adaptability and communication abilities for academic, professional, and social contexts. Educators are encouraged to incorporate this blended strategy into language programs to support more comprehensive skill development.]]>
<![CDATA[The influence of English songs on students’ spelling accuracy ]]>
<![CDATA[Rezza Fatwassani]]>;
<![CDATA[Nur Azmi Rohimajaya]]>;
<![CDATA[Aisyah Hafshah Saffura El-Muslimah]]>;
<![CDATA[Welliam Hamer]]>;
<![CDATA[Nadiah Ma'mun]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i2.28
<![CDATA[This study investigates the influence of English songs on students’ spelling accuracy, a crucial component of effective written communication in language learning. As traditional spelling instruction often lacks engagement and contextual relevance, exploring innovative methods to enhance spelling skills is essential. While previous research has highlighted the benefits of songs for vocabulary acquisition, pronunciation, and motivation, limited attention has been given to their direct impact on spelling proficiency. The aim of this study is to explore how English songs support the development of accurate spelling among EFL learners and to identify the underlying mechanisms involved. Adopting an exploratory research design, the study involved 27 eleventh-grade students from a senior high school in Indonesia with intermediate English proficiency. Data collection comprised semi-structured interviews and reflective journal entries, allowing for a comprehensive understanding of students’ perceptions and experiences related to song-based spelling practice. Data analysis involved thematic coding to identify recurring patterns and insights concerning the cognitive and affective processes that facilitate spelling improvement through musical input. The findings reveal that songs contribute to spelling accuracy by reinforcing visual and auditory memory, providing repetitive exposure to correct spelling patterns, fostering motivation and engagement, and encouraging autonomous learning. Students reported increased confidence, better retention of spelling patterns, and heightened curiosity about unfamiliar words. The implications of this research highlight the pedagogical potential of integrating English songs into spelling instruction, offering an engaging, multimodal approach that supports both cognitive and emotional learning dimensions. The study suggests that utilizing music not only enhances language motivation but also provides a meaningful context for internalizing correct spelling, thereby contributing to more effective literacy development in EFL settings.]]>
<![CDATA[The relationship between English self-efficacy and TOEFL scores of university students ]]>
<![CDATA[Darul Hikmah]]>;
<![CDATA[Luca Daniel]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i2.29
<![CDATA[This study investigates the relationship between English self-efficacy and TOEFL scores among university students, emphasizing the importance of psychological factors in language assessment performance. As English proficiency becomes increasingly vital for academic and professional opportunities globally, understanding the psychological determinants of language test outcomes is crucial. While prior research has examined specific language skills or general academic self-efficacy, limited studies have explored the holistic role of overall English self-efficacy in predicting performance on standardized tests like the TOEFL within university settings. This research aims to fill this gap by analyzing how students’ confidence in their English abilities influences their test results and whether self-efficacy serves as a significant predictor of TOEFL performance. Employing a correlational research design, the study involved 94 undergraduate students from various faculties at an Indonesian university. Data collection included administering a validated English Self-Efficacy Questionnaire and retrieving institutional TOEFL scores from the university database. Participants volunteered and provided informed consent, ensuring ethical compliance. Data analysis involved descriptive statistics, correlation analysis, and multiple regression procedures to examine the predictive relationship between self-efficacy and TOEFL scores. The key findings indicate a significant positive correlation between English self-efficacy and TOEFL performance, with self-efficacy emerging as a meaningful predictor of test scores. Students with higher confidence in their English skills tend to achieve better results, demonstrating the psychological influence on language assessment outcomes. These results underscore the importance of fostering positive self-beliefs in learners to enhance both motivation and performance in high-stakes testing environments. The study's implications suggest that language instruction should integrate strategies to boost learners' self-efficacy, thereby contributing to improved academic achievement and more effective language assessment practices. This research offers valuable insights for educators and policymakers aiming to support optimal language learning and testing success.]]>
<![CDATA[Investigating communicative language teaching through meaning-based tasks and processing strategies to strengthen learners’ oral performance ]]>
<![CDATA[Ahmad Tauchid]]>;
<![CDATA[Ahmad Muhid]]>;
<![CDATA[Amin Khudlori]]>;
<![CDATA[Nenin Astiti Ayunda]]>;
<![CDATA[Aaron Lee]]>;
<![CDATA[Choi Jisoo]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v1i2.30
<![CDATA[Developing learners’ oral proficiency remains a persistent issue in EFL settings, where limited opportunities for authentic communication restrict students’ ability to express ideas fluently and confidently. This study investigates how meaning-based communicative tasks, together with learners’ processing tendencies, contribute to measurable improvements in spoken performance. Using a structured pre-test–post-test design, the research involved 30 first-year vocational college students who completed a six-week instructional program consisting of role-plays, information-gap activities, picture-based narratives, and guided opinion exchanges. Data were gathered through standardized oral performance tests administered before and after the intervention and evaluated by trained raters using a rubric assessing fluency, pronunciation, vocabulary, and grammar; instructional logs were maintained to ensure consistency in task delivery. All numerical data were analyzed using SPSS to compare pre-test and post-test scores and to determine the magnitude and significance of performance changes. The findings reveal a clear increase in learners’ oral performance, reflected in smoother delivery, more accurate and varied language use, and stronger coherence in expressing ideas, with learners who demonstrated stronger meaning-focused processing tendencies showing comparatively greater improvement. The study concludes that aligning meaning-based communicative tasks with learners’ natural processing strengths creates instructional conditions that effectively accelerate oral proficiency development, implying that pedagogical planning should integrate communicative tasks that stimulate meaningful interaction while supporting learners’ processing preferences to enhance spoken language learning outcomes.]]>
