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
30 Documents
<![CDATA[The impact of watching English movies on students’ listening comprehension ]]>
<![CDATA[Hendra Wicaksono]]>;
<![CDATA[Diego Javier Romero]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.26
<![CDATA[This study explores the impact of watching English movies on students' listening comprehension, a vital skill for effective communication in a globalized world. Understanding spoken English remains a significant challenge for second language learners due to factors such as speech rate, accents, connected speech, and idiomatic expressions. While previous research has highlighted the benefits of audiovisual resources in language learning, there is limited empirical evidence specifically examining how structured exposure to English films influences listening proficiency within classroom settings, especially among non-native speakers. This research aims to fill this gap by evaluating the effectiveness of English movies as a pedagogical tool to enhance listening skills. The study employed a quasi-experimental design involving 60 intermediate-level EFL students from a private university, who were randomly assigned into experimental and control groups (30 participants each). Data were collected through pre- and post-intervention listening tests, along with questionnaires measuring viewing frequency outside the classroom. The listening assessments focused on overall comprehension and recognition of informal language features. Data analysis included descriptive statistics, t-tests for comparing group performances, and correlation analyses to examine the relationship between viewing frequency and listening improvements. The key findings reveal that students exposed to English movies demonstrated significantly greater gains in listening comprehension compared to those receiving traditional instruction. Furthermore, there was a positive correlation between the frequency of movie watching and the extent of listening improvement, indicating that sustained exposure enhances comprehension. These results suggest that integrating authentic media resources like movies into ESL instruction can effectively improve listening skills by providing real-life language input, exposure to diverse accents, and natural speech patterns.]]>
<![CDATA[Politeness in Javanese daily conversations: A sociolinguistic analysis in Temanggung ]]>
<![CDATA[Aji Dwi Noviantoro]]>;
<![CDATA[Didit Kurniadi]]>;
<![CDATA[Indah Arvianti]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.31
<![CDATA[This study investigates how politeness is expressed, negotiated, and occasionally violated in Javanese daily conversations in Temanggung, a region undergoing rapid sociolinguistic change due to generational language shift. Using a qualitative descriptive approach, natural conversations were collected from 15 interactional events involving speakers of different ages and social relationships. The data were analyzed using a sociolinguistic lens, focusing on Javanese speech levels (Ngoko, Krama, Krama inggil) and politeness frameworks proposed by Brown and Levinson as well as Leech’s politeness maxims. The findings show that younger speakers increasingly rely on Ngoko Lugu in situations where Krama is traditionally expected, particularly when speaking with older interlocutors or individuals of higher social rank. This mismatch often results from reduced exposure to the whole speech level system and the influence of Indonesian as a dominant everyday code. The analysis also reveals that speakers occasionally use pragmatic strategies (such as honorific terms, indirectness, or softening particles) to compensate for limited mastery of Krama. These patterns indicate a shift in how politeness is performed and interpreted in contemporary Javanese interactions. The study highlights the need for sustained cultural and educational efforts to maintain speech level competence as a key component of Javanese linguistic identity..]]>
<![CDATA[Integrating generative AI in English education opportunities and challenges for EFL learners ]]>
<![CDATA[Samsudin]]>;
<![CDATA[Charlie Joseph Allen]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.32
<![CDATA[The growing integration of generative artificial intelligence in English language education has reshaped how learners interact with language, making it a timely and important area of investigation. Recent studies have highlighted the potential of AI to enhance learning through immediate feedback, increased accessibility, and personalized support, while also raising concerns about dependency, reduced critical thinking, and ethical use. Despite these developments, limited attention has been given to how learners themselves interpret both the opportunities and challenges of using generative AI in their everyday learning practices. This study aims to explore EFL learners’ perceptions of generative AI, focusing on both its benefits and its limitations within authentic learning contexts. An interpretive research design was employed to capture learners’ lived experiences. The study involved 20 undergraduate EFL students who had prior experience using generative AI tools in their English learning. Data were collected through semi-structured interviews and reflective journals over a four-week period, allowing for both immediate and reflective insights. The data were analyzed using thematic analysis, involving coding, categorization, and the identification of recurring patterns across participants’ responses. The findings reveal that learners perceive generative AI as a supportive learning partner that enhances confidence, flexibility, and engagement through features such as instant feedback, reduced anxiety, and assistance in vocabulary and idea development. At the same time, learners report significant challenges, including overreliance on AI, reduced critical thinking, superficial understanding, and concerns about inaccurate outputs and ethical use. These findings suggest that generative AI functions as a double-edged tool in language learning. The study highlights the need for guided and reflective use of AI, emphasizing the role of educators in fostering critical awareness and responsible engagement to ensure that technological support leads to meaningful learning outcomes.]]>
<![CDATA[The impact of ESA teaching sequence on EFL university students’ speaking fluency and classroom interaction ]]>
<![CDATA[Abdul Ayiz]]>;
<![CDATA[Kurniawan Yudhi Nugroho]]>;
<![CDATA[Benni Ichsanda Rahman Hz]]>;
<![CDATA[Nurussyfa Luthfia Kholifah]]>;
<![CDATA[Yuko Taniguchi]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.34
<![CDATA[The ESA (Engage, Study, Activate) teaching sequence introduced by Jeremy Harmer offers a flexible, recursive alternative to linear instructional models such as Presentation-Practice-Production (PPP). However, empirical evidence regarding its effectiveness for speaking fluency and classroom interaction, particularly in university EFL contexts, remains relatively limited. This quasi-experimental study investigated the impact of the ESA teaching sequence on speaking fluency and classroom interaction among university EFL learners, comparing it to conventional PPP instruction. Sixty first-year undergraduate students from two intact classes participated in an eight-week intervention. The control group (n = 30) received PPP instruction, while the experimental group (n = 30) received ESA instruction following the boomerang variation (Engage → Activate → Study → Activate). Speaking fluency was measured through speech rate (syllables per minute) and pause frequency (pauses per 100 syllables) using picture-cued speaking tasks administered as pretest and posttest. Classroom interaction was measured through systematic observations at Weeks 2, 4, 6, and 8, capturing student talk time, student-initiated turns, and negotiation episodes. The ESA group demonstrated statistically significant improvements in speech rate and pause frequency with large effect sizes, whereas the PPP group showed non-significant gains. Regarding classroom interaction, the ESA group exhibited substantially higher student talk time, more student-initiated turns, and more numerous negotiation episodes compared to the PPP group at post-intervention. These findings provide strong evidence within this context that the ESA teaching sequence enhances speaking fluency and promotes more balanced, learner-centered classroom interaction in university EFL contexts. Pedagogical implications include reallocating class time to communicative activities, reducing teacher talk time, delaying correction during fluency tasks, and explicitly teaching interactional strategies during the Study phase. Future research should examine long-term retention, accuracy outcomes, and replication across diverse educational settings.]]>
<![CDATA[Gamification in English education: Boosting motivation and language achievement ]]>
<![CDATA[Farah Sukmawati Wahidah]]>;
<![CDATA[Devi Mulatsih]]>;
<![CDATA[Padaig Maeve Nowlan]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.35
<![CDATA[Gamification has emerged as an innovative approach in English education, addressing persistent challenges related to low student motivation and limited language achievement. Current research highlights the potential of game-based elements—such as points, badges, and leaderboards—to enhance engagement and participation; however, many studies focus primarily on motivation or short-term outcomes rather than measurable improvements in language proficiency. This gap indicates a need for empirical evidence that directly connects gamification with both motivational and performance-based outcomes in structured classroom settings. This study aims to examine the impact of gamified English learning activities on students’ motivation and language achievement. Employing an experimental design, the study involved 60 undergraduate students divided into a gamified group and a non-gamified group. Data were collected through motivation surveys, language achievement tests, and classroom observations over a six-week intervention period. Quantitative data were analyzed using descriptive statistics and independent-samples t-tests with SPSS to determine significant differences between groups. The findings reveal that students in the gamified group demonstrated significantly higher motivation, reflected in greater enthusiasm, persistence, and participation. In addition, they achieved substantially higher language performance scores, showing improvements in accuracy, fluency, and task completion. Statistical results confirmed that these differences were highly significant, with large effect sizes in both motivation and achievement. These results suggest that gamification not only enhances engagement but also translates into measurable learning outcomes. The study implies that integrating well-designed game elements into English instruction can create a more interactive, motivating, and effective learning environment. This research contributes to the field by providing empirical evidence linking motivation and achievement, offering practical guidance for educators seeking to improve both student engagement and language proficiency through gamified learning strategies.]]>
<![CDATA[The use of corpus tools in teaching academic writing to EFL students ]]>
<![CDATA[Utami Rosalina]]>;
<![CDATA[Davlatova Nargis Dilafruz]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.36
<![CDATA[The use of corpus tools in teaching academic writing has become increasingly important in supporting EFL learners to produce accurate and contextually appropriate texts. While existing studies highlight the benefits of corpus tools in providing authentic language input and improving linguistic accuracy, limited research has explored how students engage with these tools and how such interaction shapes their writing decisions and awareness. This study aims to examine students’ engagement with corpus tools and their influence on academic writing development. Using a qualitative case study design, the study involved 19 EFL students in an advanced academic writing course in Indonesia. Data were collected through students’ written texts, reflective surveys, and semi-structured interviews, and analyzed thematically with triangulation to ensure credibility. The findings show that students mainly engage in querying and exploring corpus data to address immediate writing needs, particularly in collocation, vocabulary, and grammar. Corpus use improves vocabulary choice, grammatical accuracy, argument development, and academic tone, while gradually enhancing students’ awareness from noticing patterns to reflecting on writing decisions. However, deeper engagement such as application and evaluation remains limited. These results suggest that corpus tools effectively support writing accuracy and awareness, but require structured guidance to promote deeper and more reflective use in academic writing development.]]>
<![CDATA[English as a global language: Students’ perceptions in the age of digital communication ]]>
<![CDATA[Tri Septiana Kurniati]]>;
<![CDATA[Asha Parmar]]>;
<![CDATA[Agustina Ratri Probosini]]>;
<![CDATA[Irma Diani]]>;
<![CDATA[Eli Irawati]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.37
<![CDATA[English has become a central medium for global communication, especially in digitally connected environments where interaction occurs across linguistic and cultural boundaries. Recent studies highlight a shift from viewing English as a fixed system to understanding it as a flexible, experience-driven resource shaped by everyday use. However, limited attention has been given to how students themselves interpret and experience English in real digital contexts, particularly in relation to communication practices, identity, and confidence. This study aims to explore students’ perceptions of English as a global language in the age of digital communication, focusing on how they use, understand, and value the language in their daily lives. The study employed a qualitative research design involving 27 students. Data were collected through open-ended surveys that captured students’ experiences, attitudes, and reflections on using English in digital environments. The data were analyzed using thematic analysis, allowing patterns and meanings to emerge from participants’ responses through systematic coding and interpretation. The findings reveal that students perceive English as a practical and meaningful tool for communication and access to information, especially in online spaces. They tend to prioritize meaning over accuracy, using English in relaxed and informal ways while gradually developing flexibility and confidence through repeated exposure. At the same time, traces of formal learning remain, particularly in their concern for correctness. English also serves a personal function, enabling self-expression and fostering a sense of connection to a global community, although some students still experience anxiety and occasional misunderstandings. These findings suggest that English learning is increasingly shaped by digital interaction and personal experience. The study highlights the need for pedagogical approaches that balance accuracy with communicative flexibility, while also recognizing students’ lived experiences and emotional engagement in using English.]]>
<![CDATA[Critical thinking development through English reading activities in higher education ]]>
<![CDATA[Lim Seong Pek]]>;
<![CDATA[Ahmad Tauchid]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.38
<![CDATA[Critical thinking has become a central goal in higher education, particularly in English language learning where reading is expected to move beyond basic comprehension toward analysis, evaluation, and interpretation. Recent studies have increasingly emphasized the integration of higher-order thinking strategies, such as guided questioning and collaborative discussion, to promote deeper engagement with texts; however, much of the existing research focuses on instructional strategies or outcomes without clearly explaining how students’ thinking develops over time, leaving the connection between learning processes and measurable outcomes less fully explored. This study therefore aims to examine how English reading activities support the development of critical thinking among higher education students and to explore how students respond to the integration of critical thinking-oriented tasks. Using a mixed-method design, the study involved 23 undergraduate students in an English education program at a public university in Indonesia, with data collected through pre- and post-tests, reflective journals, classroom observations, and semi-structured interviews. Quantitative data were analyzed using paired samples t-tests, while qualitative data were examined through thematic analysis to identify patterns of engagement and cognitive development. The findings reveal consistent and balanced improvement in students’ abilities to analyze, evaluate, and interpret texts over time, with interpretation showing slightly stronger development, alongside a clear positive relationship between engagement and critical thinking performance. Students also demonstrated positive cognitive, affective, and behavioral responses, including high engagement, strong motivation, increased confidence, and a strong perception of the relevance and value of the tasks. These results imply that structured reading activities not only enhance critical thinking skills but also foster meaningful and engaging learning experiences, highlighting the importance of integrating cognitive, behavioral, and affective dimensions in instructional design to effectively support critical thinking development in higher education contexts.]]>
<![CDATA[Digital interaction and student engagement in online English classes ]]>
<![CDATA[Ridwan]]>;
<![CDATA[Joaquim Correia Carvalho]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.39
<![CDATA[This study addresses the role of digital interaction in enhancing student engagement within online English classes, a topic of growing importance as virtual learning environments increasingly replace traditional classrooms. Current literature recognizes various interactive tools, such as synchronous video calls and asynchronous discussion boards, as beneficial to learner motivation and participation; however, existing studies often examine these modalities in isolation and overlook the combined effects of synchronous and asynchronous interactions, as well as the influence of learner characteristics and engagement behaviors. This research aims to investigate multiple forms of digital interaction and their relationships with student engagement, considering contextual factors such as task complexity and learners’ familiarity with digital platforms. Employing a correlational design, the study involved 120 undergraduate students from three Indonesian universities enrolled in online English courses. Data were collected over a twelve-week semester through automated digital interaction logs capturing participation frequency and type across synchronous and asynchronous activities, alongside standardized engagement surveys administered thrice to measure behavioral, emotional, and cognitive engagement dimensions. The data analysis focused on correlating interaction patterns with engagement levels and assessing the combined effects of interaction types. Key findings indicate that synchronous interactions are more strongly linked to student engagement than asynchronous ones, with higher participation frequency correlating positively with engagement. Furthermore, the use of both interaction modes predicts engagement more effectively than either alone. Behavioral engagement was most directly influenced, while emotional and cognitive engagement evolved alongside active participation. The study implies that online English instruction should prioritize well-facilitated live sessions complemented by structured asynchronous activities to sustain overall engagement. Encouraging frequent and balanced participation enhances learners’ involvement, emotional connection, and deeper understanding, fostering more effective and holistic language learning experiences. These insights offer practical guidance for educators to design interactive, supportive, and technology-friendly online English courses that meet diverse learner needs.]]>
<![CDATA[Leaving home to learn: Exploring Acehnese students’ awareness of language development abroad ]]>
<![CDATA[Nur Akmaliyah]]>;
<![CDATA[Ika Kana Trisnawati]]>;
<![CDATA[Asma]]>;
<![CDATA[Sri Kartika Abdul Rahman]]>
<![CDATA[ Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026 ]]>
Publisher : <![CDATA[Early Publishing Group ]]>
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DOI: 10.65431/jrell.v2i1.40
<![CDATA[Studying abroad programs are often linked to positive outcomes; however, less is known about how students from underrepresented regions interpret their progress across different dimensions of language use. This study aims to explore Acehnese students’ perceived language development during study abroad. Using a qualitative approach, seven Acehnese students in diverse international contexts were recruited through convenience sampling. Data were collected by means of semi-structured interviews and later analyzed by using thematic analysis. Six key themes emerged: confidence and agency, immersion-driven development, self-directed learning, interaction-based growth, uneven progress, and academic literacy development beyond linguistic proficiency. The findings show that language development is non-linear and shaped by access to meaningful interaction, levels of social engagement, and the ability to navigate academic and sociocultural contexts. The experiences of the student signify that development is not only about language form, but is also about academic literacy practices and identity negotiation in English-medium contexts. This study provides another perspective on study abroad outcomes, which puts emphasis on the situated and complex nature of language development among multilingual learners from peripheral contexts. Implications of this study are the need for pre-departure preparation that goes beyond language training to incorporate strategies for social integration, self-directed learning, and academic literacy. Institutions in Aceh, in particular, should also provide ongoing support to enhance students’ engagement in academic and social practices abroad.]]>
