Journal of English Language Teaching and Applied Linguistics
Journal of English Language Teaching and Applied Linguistics (ISSN: 2707-756X) is a double-blind peer-reviewed, open-access monthly journal published by Al-Kindi Center for Research and Development, UK. The journal is led by expert international editorial board members who take an objective approach to peer review, ensuring each research paper is reviewed and evaluated on its own scholarly merits and research integrity. Publishing your work in the Journal of English Language Teaching and Applied Linguistics (JELTAL) means you will receive prompt and reliable publishing and a global platform for your research to reach its full potential. The journal is published in both online and print versions.
Al-Kindi Center for Research and Development
Secondary School EFL Teachers’ Perceptions and Practices of Integrating Skills in their Assessment Methods: Machakel Woreda in Focus
The purpose of this study was to examine how EFL teachers perceive and implement skill integration in their classroom assessments, with a focus on Grades 9 and 10 in four secondary schools located in Machakel Woreda. Specifically, it investigated how teachers incorporate multiple language skills into both formative and summative assessments. The study employed a descriptive research design with a mixed-methods approach used solely for data collection purposes. Out of a population of 22 English teachers, all 22 were selected as the sample through a comprehensive sampling method. The instruments used for data collection included questionnaires, classroom observations, interviews, and document analysis. These instruments were designed to explore English teachers’ perceptions and practices concerning skill integration in classroom assessments. The findings of the study revealed that teachers held strong perceptions and a solid understanding of the principles of integrated skills assessment. However, they rarely practiced skill-integrated language assessments in either classroom assessment of learning (summative assessment) or assessment for learning (formative assessment) in EFL classes. The study also indicated that classroom English language assessments primarily consisted of grammar items and, occasionally, vocabulary content, with little to no skill integration. Furthermore, the study identified key challenges hindering classroom language assessment practices, which were related to students, teachers, and school administration. Based on the findings, it was concluded that EFL teachers focused mainly on summative assessments (assessment of learning) without integrating language skills, and they did not successfully implement integrated skills assessments. Instead, they relied heavily on assessments targeting isolated skills and grammar content. Several key recommendations were proposed, based on the major findings of the study, to improve EFL teachers’ classroom assessment practices.
Skill integration, summative assessment, formative assessment, Communicative Language Teaching
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Orchestrating Vocabulary Engagement in Secondary EFL Classrooms: Teacher Mediation in English-Subtitled Video Lessons
The growing use of audiovisual resources in English as a Foreign Language (EFL) classrooms has encouraged teachers to incorporate videos with English subtitles into everyday instruction. Although earlier studies suggest that subtitles may support vocabulary development, most have treated subtitles primarily as a form of input enhancement and evaluated their effects mainly through post-test outcomes. Far less attention has been paid to the classroom work through which teachers make subtitled input instructionally useful. In real lessons, subtitles do not operate as self-contained learning tools; their value depends on how teachers focus attention, support meaning-making, and create opportunities for subsequent language use. This study explores teacher mediation in subtitle-based vocabulary work in three Vietnamese upper-secondary EFL classrooms. The dataset comprised six classroom observations, learner interviews (n = 9), one teacher interview, and learner reflection forms (n = 60). Using thematic analysis, the study examined how teachers shaped learners’ encounters with vocabulary across pre-viewing, viewing, and post-viewing stages. Four recurring mediation practices were identified. Teachers first signalled which lexical items were worth attending to before the video began. They then guided learners’ interpretation of unfamiliar words through questioning and contextual discussion. After viewing, they designed tasks that required students to revisit and use target vocabulary in new utterances. They also managed lesson timing by deciding when to pause the video and when to preserve viewing continuity. The study shows that vocabulary learning in subtitled video lessons is not produced by textual support alone. Rather, it emerges through classroom orchestration, in which teacher mediation plays a key role in shaping attention, interpretation, and reuse. The findings contribute to work on multimodal language teaching by clarifying the instructional conditions under which subtitles become productive resources for vocabulary development.
Teacher mediation; subtitled video; vocabulary development; multimodal pedagogy; EFL classrooms; classroom discourse
Culturally-Responsive Digital Learning Media to Bridge English Language Gaps in Remote Indonesian Schools
In Indonesia's remote areas, access to high-quality English language training continues to be a significant difficulty due to inadequate infrastructure, insufficient teaching resources, and culturally irrelevant learning materials. These limitations are especially apparent in districts such as Enrekang, where traditional methods do not effectively engage students or resonate with their lived experiences. Although educational technology (EdTech) offers potential solutions for these disparities, the majority of tools are deficient in contextual and cultural relevance. This study delineates the design and assessment of culturally-responsive digital learning material specifically developed for junior high school pupils in Enrekang. The project employs the ADDIE instructional design methodology and a sequential mixed-methods approach to include local culture elements—folktales, idioms, and community practices—into English learning modules. The findings indicate substantial enhancements in pupils' English ability, as average test scores rose from 58.3 to 76.9. Usability and cultural relevance garnered good evaluations from both educators and learners, while Structural Equation Modeling validated that cultural alignment and interface usability positively impacted learning outcomes. These findings illustrate that incorporating culture into user-centered digital design can revolutionize language acquisition in under-resourced regions. The research provides a reproducible framework for localized EdTech creation and emphasizes the significance of culturally relevant pedagogy in fostering inclusive, engaging, and effective education.
Copyright (c) 2026 Zakila Mardatila Ersyad, Luthviza Nabila Putri Ersyad, Arva Firas Putra Ersyad, Like Raskova Octaberlina, Andi Asrifan
Examining the Effect of Word-Formation Instruction on Moroccan EFL Learners’ Vocabulary Development
This study examines the impact of word parts instruction (WPS) on vocabulary development among Moroccan EFL university students at Mohammed V University in Rabat. Specifically, this study aims to (i) measure the students' vocabulary breadth, (ii) to investigate the effect of Word Parts Strategy instruction on L2 vocabulary development. Data were collected pre- and post-treatment using the Vocabulary Size Test (VST) and Word Parts Strategy Tests A and B. The pre-tests assessed participants’ pre-existing vocabulary knowledge. The posttests were administered to identify the effect of word parts instruction on the students’ vocabulary knowledge. The quantitative and qualitative data were statistically analyzed via the Statistical Package for Social Sciences (SPSS. The study found significant differences between the experimental and the control groups’ vocabulary learning after the treatment, and the differences were positive in favor of the experimental group. The experimental group demonstrated a statistically significant gain in total vocabulary size following WPS instruction, suggesting that the strategy positively impacted vocabulary learning. The findings reveal that the experimental group not only outperformed the control group but also demonstrated substantial gains in both vocabulary breadth and depth, confirming the pedagogical efficacy of the Word Parts Strategy instruction in university EFL settings.
EFL Learners, Vocabulary Size, Word Parts Strategy.
The Role of Discourse Practice in Students’ Writing at Bosowa University
Discourse practice plays a crucial role in shaping students’ writing development at Bosowa University through meaningful academic interaction processes. Students were involved in learning and analyzing the uses of language through discourse practice, which involved content, lexical cohesion, and grammatical range. This study aims to examine the effectiveness of discourse practice in writing abilities. This is a qualitative study involving 16 English language students in the second semester of the English language department in the academic year 2024/2025. The total sampling was used for one class. Data collection for this research used writing evaluation, questionnaires, and interviews as the research instruments. The research findings reveal that the role of discourse practice in writing is to help students write coherently. In three phases, students had consistent content, used relevant lexical cohesion, and demonstrated an appropriate grammatical range. Moreover, students were able to shape their writing, which helped them read it more closely, and, therefore, it was easily readable. Therefore, discourse practice plays a crucial role in developing the ability to write and use language. It is recommended that discourse practice be integrated to enhance students' coherence, critical thinking, and the quality of their academic writing.
Role, Discourse Practice, Content, Lexical Cohesion, Grammatical Range, Writing Ability
An Interpretive Systematic Review of a Researcher’s Contributions to EFL Reading Instruction: Themes, Methods, and Pedagogical Insights
This study sought to conduct an interpretive systematic review (ISR) of the authors’ research on EFL reading instruction published between 2001 and 2025. The ISR consists of twenty-seven studies categorized into 6 clusters: EFL reading material used, specialized reading texts and skills, reading combined with other skills, extensive reading, technology enhanced EFL reading instruction, and EFL reading assessment and material coverage. Across the corpus, the ISR shows that effective EFL reading instruction is multidimensional, authentic, strategically scaffolded, and enriched by technology and culturally responsive materials. The studies consistently demonstrate that learners progress most when instruction moves beyond the textbook and immerses them in real world genres, multimodal resources, and collaborative environments that mirror contemporary literacy practices. Authenticity was a recurring strength: exposure to genres such as inspirational quotes, linguistic landscapes, multicultural stories, mobile fiction apps, art texts, news headlines, advertisements, and legal documents expanded learners’ cultural awareness, strengthened inferential and critical reading skills, and prepared them to process specialized texts prior to translation tasks. Findings across clusters highlight several converging principles. Authentic materials enhance comprehension, technology increases engagement, explicit strategy instruction deepens processing, and extensive reading fosters autonomy and fluency. At the same time, the studies reveal persistent challenges, particularly with text structure, cohesive ties, genre specific features, and vocabulary inference, indicating the need for sustained, systematic instructional support. Structural issues also emerged, including limited textbook coverage and misalignment between curriculum and assessment, underscoring the importance of coherent program design and stronger teacher preparation. Technology enhanced studies showed that mobile e books, mind mapping software, online courses, synchronous web conferencing, reading apps, and online videos significantly improved comprehension, vocabulary, and engagement, especially for struggling readers. Assessment focused studies emphasized the need to align tests with instructional goals and learners’ linguistic and cognitive needs. The meta conclusion of this ISR is that EFL reading development is maximized when instruction is integrative, student centered, and responsive to learners’ linguistic, cognitive, and cultural needs, and when assessment and material coverage are aligned with these broader pedagogical aims. Overall, the ISR points toward a holistic, authentic, technology supported, and strategically scaffolded model of EFL reading instruction capable of meeting the complex demands of contemporary learners.
Interpretive Systematic Review (ISR), EFL reading skills, extensive reading, reading technologies, reading assessment, reading genres, specialized reading, Al-Jarf research program
Multidimensional Analysis of Senior High School Student Engagement in English as a Second Language: Interplay of Affective, Cognitive, and Behavioral Factors
The multidimensionality of student engagement in English as a Second Language (ESL) is examined across several dimensions among a sample of 347 Senior High School students in this study. The affective, behavioral, and cognitive (ABC) model serves as the framework for this quantitative research, which employs a descriptive, correlational research design to explore how each dimension of engagement interacts with one another and varies by sex, academic strand, and type of high school attended. Two statistical analyses show that, while students report high levels of cognitive and affective engagement, there is a significant “engagement gap” in behavioral engagement compared to cognitive and affective engagement. The data also indicate that females and students in private schools are more emotionally and strategically invested in learning ESL. Furthermore, the findings suggest that the affective dimension of engagement is the strongest predictor of overall engagement (R² = .517), indicating that students’ emotions, feelings, and motivations are the greatest influencers of success in learning ESL. Consequently, the authors recommend that educators focus on establishing emotionally supportive environments and on implementing experiential learning strategies, such as gamification and collaborative projects, to reduce the discrepancy between students’ internal readiness and their external competence in communicating.
student engagement, English as a Second Language (ESL), senior high school, affective dimension
The Impact of Vocabulary Extraction Activities on English Reading Comprehension and Language Proficiency among Grade 12 Students at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University
This study aimed to evaluate the impact of vocabulary extraction activities on the English reading comprehension and language proficiency. This study was conducted at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University, focusing on Grade 12 students majoring in Science-mathematics, Mathematics-English, English Chinese, and English Japanese. The study involved 150 students in the second semester of 2024 academic year. The instruments of data collection were reading materials, vocabulary extraction worksheets and student survey questionnaires. The data was collected and analyzed by Excel Program and shown in terms of percentage. The findings revealed that 1) Most students found the vocabulary activities engaging and actively took part in them, 2) Most students recognized improvement in both vocabulary and reading comprehension, 3) Most students gained confidence and improved their understanding of new vocabulary through the activities, and 4) Most respondents express a positive stance, suggesting that Thai translations play a significant role in supporting vocabulary acquisition.
Vocabulary Extraction Activities, English Reading Comprehension, Language Proficiency
The Impact of Project-Based Learning on Leadership Skills: Perceptions of Moroccan Secondary School Students
Education has a crucial role in equipping students with skills needed for success in academic and professional contexts. Project-Based Learning (PBL) is an instructional approach that fosters such skills by engaging students in collaborative, real-world tasks that require negotiation, decision-making, and communication. The present study examines the impact of PBL on leadership skills, in particular, of high school students in Khouribga, Morocco. A mixed-method approach was employed to collect data through post-course questionnaires and semi-structured interviews from 45 students following a five-week PBL course. The findings revealed that students perceived strong improvements in their leadership skills, particularly in confidence, fluency and ability to organize ideas. Additionally, participants reported that collaboration and shared responsibilities in PBL enhanced their leadership abilities, enabling them to navigate and facilitate discussions more effectively. The findings support the implementation of methods such as PBL to promote strong educational experiences that prepare for success beyond the classroom.
Project-based learning (PBL), leadership development, student-centered learning, Morocco
Copyright (c) 2026 Rachida Moussaoui, Daouia Laaboudi, Reddad Erguig
A Target Situation Analysis of the Requirements of English Language Competence for Arabic Airlines Ground Staff
The study explores the English Language needs of Arabic Airline ground staff in specialized contexts, focusing mainly on routine communication with passengers. The study conducted a Target Situation Linguistics Analysis to investigate the staff's communicative requirements, competence, and weaknesses. Mixed-methods research was used to conduct the data collection and analysis procedures. The data analysis procedure followed two phases of data collection. First, the data collection was conducted through a structured questionnaire based on the English language: 1) speaking, listening, reading, and writing, 2) communication skills, such as inquiry, persuasion, active listening, and intelligibility, and 3) English vocabulary for specific purposes. Second, the English language skills of the participants were evaluated by the British Council English Score's Core Skills and Speaking tests. The findings revealed that a significant number of the participants possessed inadequate or sub-par proficiency levels, making it consistent with the findings of other research in different contexts. For example, Ling and Wimolkasem (2022) reached similar results in China and Thailand. Moreover, the findings underscore the need for better-tailored teaching programs and modules to account for the diversity within learners, in this case, the ground aviation staff. It also adds valuable insights for curriculum developers and teachers in different professional contexts. The study found there is a critical need to introduce tailored programs for aviation staff that would incorporate effective adult communication strategies, enabling them to communicate effectively in linguistically diverse environments.
Target situation, linguistic analysis, English language needs, ground staff, adult, communication, teacher education
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
Development of Intercultural Competence in the Context of Teaching Spanish as a Foreign Language in China: An Interactive Role-Playing Approach
This study addresses the importance of intercultural competence in foreign language teaching, offering effective pedagogical strategies for its integration. It focuses on significant intercultural experiences, cultural immersion, and exchange programs. Additionally, it provides recommendations to promote intercultural competence, including culturally relevant curricula and ongoing teacher training. The study presents an intercultural competence survey focused on migration and immigration and highlights how this competence not only enhances language skills but also fosters tolerance and open-mindedness, preparing students for a multicultural and globalized world.
Teaching, intercultural competence, foreign languages, multiculturalism, mutual understanding.
The Impact of Schemata Activation on Moroccan High School Students' Reading Comprehension Performance: A Mixed Methods Design
Reading comprehension is a cornerstone of English as a Foreign Language (EFL) instruction, yet Moroccan learners often face significant challenges in deriving meaning from written texts. This study investigates the impact of schemata activation on the reading performance of Moroccan high school students by exploring the instructional strategies teachers employ and the difficulties they encounter. Utilizing an explanatory sequential mixed-methods design, data were collected through questionnaires and semi-structured interviews with Moroccan EFL teachers. The findings reveal that while teachers utilize a diverse range of strategies—most notably pre-reading questions, brainstorming, and class discussions—the frequency of these practices is influenced by various internal and external factors. Specifically, the study identified a statistically significant relationship between teacher gender and educational level regarding the frequency of schema activation, with male teachers and those holding bachelor’s degrees reporting higher frequencies. Conversely, age and years of experience showed no statistically significant correlation. Major constraints hindering effective activation include a lack of teacher training, inadequate awareness of the role of prior knowledge, and outdated textbook materials. The study concludes by recommending a revision of pre-service training and the modernization of English textbooks to better align with student needs and enhance reading comprehension outcomes.
Reading Comprehension, Schemata Activation, Prior Knowledge, Instructional Strategies, Moroccan EFL Teachers, Mixed Methods, Teacher Training, Textbook Evaluation.
Multivocality and Readability in High School English Writing: The Role of Task Type
In certain genres of high school English writing, incorporating third-party voices can enrich the content of an essay, while also posing challenges to readability. Drawing on a small learner corpus, this study analyzed writing samples produced by 55 high school English learners across two task types: practical writing and continuation writing. Measures of multivocality and readability were calculated for each essay to examine whether and how the inclusion of third-party voices relates to text readability under different task conditions. The findings are as follows: (1) Overall, continuation writing involved richer multivocal dialogue and exhibited lower reading difficulty. Practical writing showed higher frequencies of proclaim and entertain resources, whereas continuation writing demonstrated higher frequencies of disclaim and attribute resources. (2) As multivocal resources were gradually added, the readability of practical writing followed a pattern of “decrease – increase – decrease.” In contrast, the readability of continuation writing was not affected by multivocality. Practical writing that meets general readability standards tends to avoid using either too few or too many multivocal resources. This study provides empirical evidence on how high school students can use multivocal resources to produce clearer and more readable English essays.
A Systematic Review of Studies on Pronunciation Instruction and Practice in L2 (2005-2025)
This systematic review (SR) synthesizes sixteen research articles published by the author between 2005 and 2025 on pronunciation pedagogy and practice in L2 contexts, with a particular focus on Arabic–English learners. The studies covers multiple instructional settings and modalities and were categorized into five thematic clusters: (i) AI generated speech and pronunciation errors, (ii) segmental errors in specialized domains, (iii) prosody, discourse, and spoken Arabic phenomena, (iv) technology enhanced pronunciation and listening practice, and (v) cognitive foundations of listening, decoding, and pronunciation. Across these clusters, the findings converge on a central issue: pronunciation is not an isolated phonetic skill but a cognitive–linguistic process shaped by phonological transfer, lexical access, decoding efficiency, background knowledge, and input quality. When any of these components is weak, learners rely on predictable compensatory strategies, such as nonsense forms, rhyming analogies, literal translation, or overgeneralization, revealing the cognitive pressures involved in real time speech production. The SR also shows that effective pronunciation pedagogy extends beyond segmental practice. Instruction that integrates decoding, grapheme–phoneme correspondences, sustained exposure to accurate models, and guided oral reading results in more consistent improvement in accuracy and fluency. Technology as text to speech software, YouTube videos, mobile apps and AI generated speech, emerges as a promising support for pronunciation practice when learners engage with it regularly and receive structured opportunities to connect written and spoken forms. Nevertheless, several gaps still exist in the field: suprasegmental features are underrepresented, longitudinal studies are limited, and many technology based interventions lack rigorous phonological evaluation. Addressing these gaps is essential for advancing pronunciation pedagogy. Overall, this study contributes a clearer, more integrated understanding of pronunciation pedagogy by positioning pronunciation as a cognitive linguistic skill shaped by perception, decoding, vocabulary development and repeated exposure to accurate models. The review offers a foundation for future research and provides educators with evidence based insights for designing pronunciation instruction that is both pedagogically sound and responsive to learners’ needs.
Systematic review (SR), pronunciation instruction, pronunciation pedagogy, pronunciation practice, pronunciation testing, practice with technology, EFL students, AI-generated speech, text-to-speech, pronunciation problems
An Onomastics Study of Theism and Sacrality in Ewe Anthroponymy
This paper set out to examine the theism and sacrality in the anthroponymy of the Ewe people (a proto-Kwa group of People who live presently in the southeastern part of Ghana, Togo, Benin, and the south-southwestern part of Nigeria as native speakers) and to examine whether their sacrality of the theistic knowledge is clearly portrayed in their names. Twenty-five names were sampled, out of which ten (10), which represent about 2/3 of the population, were analyzed. Drawing on cultural Linguistics theory by Palmer (1996), it was established that Ewes have always had theistic knowledge and portrayed that vividly in their names by showing the sacrality of the same in their anthroponymy, and concludes that Ewe names are not just names but are specific identifiers, pointers, and reminders of circumstances, and acknowledgements of God’s reign in the affairs of men. Looking at some of the names that came up during the discussion and their connections with other names and subjects in the holy Bible, it is recommended that other researchers take a look at the claims of many oral traditions amongst the Ewe people which points to a strong link between the Ewe language and the ancient Hebrew roots of the names in the Bible to establish whether those claims are true or false. In addition, the study recommends that a more purposeful look should be made at the names of Ewes regarding the modernization and Anglicization of Ewe names, their spelling, meaning, and the impact of Christianity on modern Ewe names.
Copyright (c) 2026 Isaac Horsu, Imeta Akakpo, Salomey Horsu Boakye, Ebenezer Yao Agbenyo
Revisiting Arabic as a First Language in English Teaching: Evidence from the MENA Region
There are varying perspectives regarding using learners' first language (L1) in English language teaching (ELT) classrooms. Therefore, this study aims to examine the literature on using Arabic as L1 in ELT classrooms across the MENA region in a semi-systematic manner. Relevant databases were searched for full-text peer-reviewed empirical research, including Google Scholar, ERIC (Education Resources Information Center), PubMed, PsycINFO, Web of Science, Scopus, Linguistics and Language Behavior Abstracts (LLBA). Following a comprehensive search and screening, 10 studies were selected from eight MENA region countries conducted between 1st January 2019 and 31st December 2023 for this semi-systematic review. The findings of the eight studies indicated the importance of fostering learners' L1 in teaching and learning the second language (L2). Students and teachers considered it a facilitative tool for L2 acquisition rather than an obstacle. However, balanced and cautious use of L1 was suggested, as over-reliance on it may hinder L2 acquisition. The recommended use of L1 was mainly to explain grammar, abstract vocabulary, instructions, and translation, and to compare L1 and L2. Using L1 encourages students to participate actively and smoothens the learning process by reducing cognitive load, especially for beginners. Conversely, the findings from two studies conducted in Jordan and Saudi Arabia suggested that L2 should be primarily used for teaching and learning L2, with L1 reserved for important communication by teachers. Therefore, using L1 should be permitted in L2 learning and pedagogy.
Copyright (c) 2026 Ahmed Boukranaa, Rania Mjahad
Project-Based Learning in Moroccan Middle Schools: English Teachers’ Perceptions of Opportunities, Practices, and Challenges
Project-Based Learning (PBL) is being increasingly promoted across global and Moroccan educational reforms as a means of fostering meaningful, student-centered learning. Although Moroccan curricular guidelines advocate project work as a vehicle for autonomy and critical thinking, research indicates that its implementation remains inconsistent and often misunderstood. This qualitative phenomenological study investigates the perceptions of fifteen English teachers in public middle schools in Salé in Morocco regarding the opportunities, classroom practices, and challenges associated with PBL and its implementation. Data from semi-structured interviews were analyzed thematically. Findings show that teachers perceive PBL as highly beneficial for engagement, communicative competence, and soft-skills development, echoing evidence from Moroccan studies demonstrating PBL’s positive impact on learners’ critical thinking and collaboration. However, teachers’ enactment of PBL is shaped by structural limitations, resulting in adapted, abbreviated forms of PBL similar to patterns previously noted in Moroccan classrooms. Challenges include curricular overload, overcrowded classes, resource scarcity, and insufficient training—constraints also emphasized in national research on project work. The study highlights the persistent gap between policy aspirations and school realities and argues that sustainable PBL integration in Morocco requires systemic reform beyond teacher initiative.
Copyright (c) 2026 Ali Bekou, Hamza Belbaraka, Khadija Anass
Nominalization as a Feature of Functional Morpho-Syntactic Complexity in EFL Medical Scholarly Research Writing
Academic communication being mainly in the written mode has given primacy to EFL learners’ writing skills development. Although academic writing is, on the whole, characterized by formality, conciseness, and clarity, specialized writing within this genre reflects further specificities, the awareness and mastery of which is an index of genre proficiency. This study explores nominalization as a means of information packing and linguistic complexity used in the medical scholarly research writing for complex meaning-making. The study was carried out on the premise of Systemic Functional Linguistics (SFL) that language is a network of systems and serves functions, and that it offers a repertoire of choice for meaning-making, strategically deployed in context. Accordingly, nominalizations through suffixation were identified in 80 research articles Discussion sections written by Moroccan medical researchers, using a computational tool. Nominalization patterns were analyzed, and nominalizations’ functional affordances in these specialized academic discourse texts were counted and categorized. Results show an over-reliance on nominalized scientific information post-modification through prepositional phrases and pre-modification through attribute adjectives and nouns, respectively. Other nominalization affordances were found to be underused. These findings provide evidence for the effectiveness of the SFL outlook in fully exploiting the language meaning-making potential and raising awareness of valued functional use of linguistic devices in academic discourse. Functional grammar instruction, incorporation of genre pedagogy, and instruction of conventionalized functional linguistic complexity such as nominalization would benefit academic writing development and specialized scientific register proficiency advancement.
Academic writing; linguistic complexity; nominalization; research writing; English for Academic Purposes; EFL writing development; English for Specific Purposes
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
AI-Supported Vocabulary Learning in Saudi EFL Higher Education: A Bloom’s Taxonomy–Based Application
This study investigates the effectiveness of an AI-based vocabulary learning app, designed by the research supervisor and grounded in Bloom’s Taxonomy, in enhancing English as a Foreign Language (EFL) vocabulary acquisition among Saudi university students. Vocabulary development remains a major challenge for EFL learners, and adaptive, personalized technologies may help address individual learning needs. A quasi-experimental design is employed, comparing an experimental group using the AI-based app with a control group receiving traditional instruction. Vocabulary proficiency is measured through pretests and posttests to evaluate the impact of the intervention and identify differences between the two groups. The AI app applies a scaffolded approach aligned with Bloom’s cognitive levels, progressing from basic recall to higher order thinking skills to support comprehensive vocabulary mastery. Data collection includes quantitative test scores and a feedback survey to capture students’ perceptions of usability and effectiveness. Statistical analyses assess differences in vocabulary gains, while thematic analysis examines learners’ experiences. The study aims to contribute to EFL pedagogy by demonstrating the role of AI-driven tools in supporting vocabulary acquisition, learner engagement, and personalized learning.
Vocabulary learning, EFL, Artificial Intelligence, Bloom’s Taxonomy, Saudi students
Exploring AI-mediated Informal Digital Learning of English (AI-IDLE) and its Association with Vocabulary Knowledge among Saudi EFL Learners
This study examines the relationship between artificial intelligence-mediated informal digital learning of English (AI-IDLE) on Saudi English as a foreign language (EFL) learners' vocabulary knowledge. With advancements in digital infrastructure in Saudi Arabia, students increasingly turn to digital tools and AI technology to develop language skills autonomously. Despite this shift, research on how Saudi EFL learners utilize AI for vocabulary learning outside the classroom remains limited. This qualitative correlational study examines the relationship between AI-IDLE practices and vocabulary knowledge among Saudi EFL learners, using quantitative data from a survey and vocabulary test (Oxford Online Placement Test). The findings reveled a statistically significant positive correlation between AI-IDLE engagement and vocabulary proficiency. Further analyses indicated that ChatGPT usage significantly predicted vocabulary knowledge, while other AI-tools showed no significant effects. While AI tools were mainly used for translation and writing, indirect vocabulary exposure through AI tools usage supported vocabulary development. Overall, the study offers objective evidence of the contribution of AI-mediated informal digital learning of English to vocabulary knowledge and highlights the pedagogical potential of AI tools beyond traditional classroom settings.
Vocabulary knowledge, IDLE, AI-IDLE, Saudi EFL learners, AI in language learning, Autonomous learning, ChatGPT
Copyright (c) 2025 Alaa M. AbaAlkhail, Saad Aljebreen
Lanvers U. (2024). Language Learning Beyond English: Learner Motivation in the Twenty-First Century. Cambridge University Press: Book Review
This review examines Ursula Lanvers’ Language Learning Beyond English: Learner Motivation in the Twenty-First Century, a timely contribution to the fields of applied linguistics and language education policy. The book critically investigates how the global dominance of English shapes learner motivation, multilingual practices, and national language policies, while marginalizing other languages (LOTEs). Lanvers employs a five-part motivational framework to analyze the complex, dynamic interplay between English as a tool for global mobility and as a force that perpetuates linguistic inequality.Central to the book is the innovative moving motivation model, which classifies learner motives into four quadrants—Individual‑Instrumental, Individual‑Intrinsic, Collective‑Intrinsic, and Collective‑Instrumental—illustrating how motivations shift across time and context. The analysis moves from macro-level discussions of linguistic imperialism and policy imbalances to micro-level pedagogical strategies, advocating for educational approaches that integrate intercultural competence, community engagement, and global citizenship.While praised for its interdisciplinary rigor, theoretical originality, and practical relevance for educators and policymakers, the book is noted for its predominantly Eurocentric focus. The review suggests that deeper engagement with contexts from the Global South—such as the Gulf region, where English interacts with local identity, economic change, and educational reform—would strengthen its global applicability. Incorporating empirical examples, such as technology‑enhanced collaborative learning, could further illustrate how motivational principles can be translated into classroom practice. Overall, Language Learning Beyond English offers a nuanced, well‑structured exploration of motivation in multilingual settings and underscores the need for aligned pedagogical, policy, and ideological commitments to sustain linguistic diversity. It is a valuable resource for language teachers, curriculum designers, researchers, and policymakers working to navigate the tensions between global English demands and the vitality of local languages.
English dominance, language learning motivation, multilingualism, LOTEs (Languages Other Than English), moving motivation model, linguistic imperialism, language education policy, Global South, Saudi EFL context, intercultural competence, heritage languages, language ideology, technology-mediated learning
Copyright (c) 2025 Afnan ALazhari, Abeer Alharbi
Code-Switching Practices of YouTube Educational Content Creators Using Ceblish
Language is a dynamic tool for communication, particularly in multilingual contexts where switching between languages aids understanding. This study examined how YouTube educational content creators use Ceblish—a mix of Cebuano and English—to enhance clarity and engagement in digital instruction. It explored the types of code-switching patterns, their alignment with accommodation strategies, their impact on audience engagement and comprehension, and their role as a scaffolding tool for linguistic diversity and knowledge transfer. Additionally, the study aimed to develop a Digital Ceblish Pedagogical Guide for effective multilingual teaching in both online and traditional classrooms. The study employed a sociolinguistic discourse analysis grounded in Clarke and Braun’s thematic approach. To gather the data, seven publicly available YouTube lecture-style videos featuring Cebuano language instruction that utilized Ceblish were purposively selected as data sources. Specifically, the research environment was the YouTube platform, where the videos were carefully transcribed and systematically analyzed. Moreover, a researcher-developed coding guide served as the primary instrument and was validated by a panel of experts to ensure reliability and credibility. Subsequently, the data were analyzed through thematic coding, which was aligned with Poplack’s Code-Switching Typology, Giles’ Communication Accommodation Theory, and Vygotsky’s Sociocultural Theory. Findings showed that inter- and intra-sentential code-switching were the most frequent patterns, effectively simplifying concepts, clarifying explanations, and sustaining engagement. These strategies aligned with convergence and maintenance principles under Communication Accommodation Theory and served as scaffolding within Vygotsky’s Zone of Proximal Development. Consequently, the study concluded that Ceblish enhances comprehension, inclusivity, and cultural identity in digital learning. Therefore, educators are encouraged to integrate bilingual strategies like Ceblish in online teaching, learners are advised to embrace bilingual input to strengthen understanding and flexibility, and future researchers may explore its use across other digital and traditional learning contexts.
Exploring Saudi Female EFL Learners’ Use of Politeness Strategies: A Linguistic-Pragmatic Analysis of Student Writing-Based Evidences
The present study is an attempt to analyze Qassim University EFL learners’ linguistic-pragmatic competence of “politeness strategies”. It explores how EFL learners use “politeness strategies” in lengthy written responses on a variety of topics selected by them. This study uses Brown and Levinson’s (1987) Politeness Theory as the primary framework. A comparative analysis of texts authored by twenty four female students in an EFL setting at Qassim University, Saudi Arabia was employed to accomplish the study's objective. To analyze “politeness strategies”, a qualitative content analysis was used. The findings show that while verbal agreement and shows of solidarity are common positive politeness (49%) methods used by students, on-record (10%), off-record (6%), negative politeness (13%), and baldly without redress action (22%) strategies are less common. Underdeveloped sensitivity to formality and moderation is the outcome of pragmatic transfer from Arabic norms, as seen by frequent directness and repetition. The results emphasize the necessity of providing clear education in pragmatic awareness, especially with relation to tone, mitigation, and audience consideration in academic writing. The study argues for more explicit training in pragmatic awareness in university-level curriculum and indicates that pragmatic competence is a crucial but underdeveloped component of EFL writing. Finally, the study concluded with helpful recommendations for further research and pedagogical implications that highlight how these “politeness strategies” might assist students in transitioning from literal accuracy to writing that is pragmatically appropriate.
Academic writing, adult learning, communication, EFL setting, linguistics, politeness, student discourse
The Impact of Kahoot on Enhancing Grammar Accuracy, Quantitative Approach Study
This paper investigates Kahoot to improve the grammatical accuracy of students studying at the Technical and Vocational Training Corporation (TVTC). It also focuses on four grammatical categories: articles, pronouns, tenses, and prepositions. A quantitative method is applied and based on two instruments: a 20-item grammar test and a questionnaire for students' perceptions about Kahoot. The research intention is to examine the relationship between students' perceptions of Kahoot and their performance in the grammar test to determine whether perceptions toward the use of Kahoot correspond to improved grammatical accuracy. The findings are bound to provide useful insights into how gamified learning tools like Kahoot support the teaching of grammar and help inform good pedagogical practices related to grammar instruction in technical colleges.
Grammar accuracy, gamification, Kahoot, Digital learning tool, language engagement.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
Utilizing Multiple Intelligences Theory in College English Teaching: Strategies to Enhance Low-Proficiency Learners' English Language Skills
This study explores the application of Howard Gardner’s Multiple Intelligences (MI) theory in enhancing the English proficiency of Low-Proficiency Learners among university students in China. Amid growing concerns over the generally weak English performance of college students, this research investigates whether MI-informed teaching strategies can provide effective pedagogical interventions. A quasi-experimental design was employed, involving two parallel classes of non-English majors: one experimental group received MI-based English instruction, while the control group followed traditional teaching methods. The intervention lasted for 16 weeks and integrated various intelligence types - linguistic, musical, bodily-kinesthetic, interpersonal, intrapersonal, and more - into classroom activities such as role plays, group discussions, music-assisted pronunciation training, and reflective writing tasks. Data were collected through pre- and post-tests, motivation surveys, classroom observations, and semi-structured interviews. The results demonstrated that the experimental group showed significantly greater improvement in listening, reading, and writing skills compared to the control group. Additionally, students exhibited increased motivation, higher engagement, and more positive attitudes toward language learning. The study also found that matching instructional activities to students’ dominant intelligence types contributed to more personalized and effective learning experiences. The findings confirm that MI-based teaching is particularly beneficial for Low-Proficiency Learners by activating their potential through diversified learning channels. The study offers both theoretical and practical implications, suggesting that MI theory can serve as a viable framework for differentiated instruction in tertiary English education. Recommendations are provided for curriculum designers, English instructors, and institutional leaders to incorporate intelligence-responsive practices into teaching and assessment. Future research may further explore the long-term impact of MI integration and its cross-disciplinary applications.
Multiple Intelligences Theory, College English Teaching, Low-Proficiency Learners, Language Skill Enhancement, Teaching Strategies
Copyright (c) 2025 Xiaopeng Zhang, Huofeng Tang, Hua Zhang, Fengbo Wang
Linguistic Approach in Teaching English as a Second Language: Annotated Bibliography
The linguistic approach to teaching English as a Second Language (ESL) focuses on understanding and applying insights from linguistics, the scientific study of language, to enhance the teaching and learning of English. The linguistic approach involves teaching English by understanding how the language functions—its phonology (sounds), morphology (word formation), syntax (sentence structure), semantics (meaning), and pragmatics (language use in context). Sometimes the definition of learning ESL can be misunderstood, as many people think it is just a matter of grammar. This paper will show how teaching can be effective for ESL learners and how linguistically it works with students by understanding students' learning capabilities through an analysis of scholarly research.
Linguistics approach, Phonology, Morphology, Syntax, Semantics
Pedagogy of Petroleum English Course, Part A: Comparing the Performance, Perception, and Satisfaction Between MOOC-Based Blended and In-Person Modalities Among Chinese Students
As Chinese and foreign oil and gas companies are expanding their activities internationally, the exigency for professionals with strong knowledge in English is of utmost importance. While a massive open online course MOOC-based blended learning modality has received widespread academic recognition across different fields. Its application in a Petroleum English course is unexplored, and its educational merits among Chinese undergraduate engineering students remain unclear. This study assesses the effectiveness of face-to-face learning modality and MOOC-based blended learning modality based on academic performance, students' perceptions, and learning satisfaction among Chinese sophomore year engineering students in the petroleum English course. A group of students of similar ages, gender, and academic background, and taught using distinctive lecturing modalities [ca., face-to-face learning modality (IM, n = 218), and blended learning modality (BM, n = 216)], was compared. It was revealed that the final mean grade of BM was higher than that of IM (75 ± 6.99 for IM versus 78.85 ± 7.76 for BM, with P <.05). The spatial distribution pattern revealed that students taught via BM achieved a higher mean grade in comparison to those of IM, regardless of the subcategories (ca. top 10%, upper middle 20%, lower middle 60%, and bottom 10%) based on the Wilcoxon Rank Sum test. Moreover, the Spearman test best describes the relationship between the face-to-face quiz grades and final examination grades (R2 = 0.532, P<.01) than the Pearson test (R2 = 0.207, P<.01). It was obvious from these results that the majority of students did not only agree or strongly agreed that the BM improved their learning competencies in various aspects, but also that the learning format was the most preferred (60.5%) in comparison to face-to-face learning alone (28.9%) and online learning alone (10.9%). According to these results, BM clearly contributed to fostering students’ performance, perception, and satisfaction compared to purely IM in petroleum English course.
Blended learning–learning motivation–learning achievements–petroleum English–correlation analysis
Copyright (c) 2025 ALAIN PIERRE TCHAMENI, Robert Dery Nagre
Pedagogy of Petroleum English course, part B: A correlational investigation between learning motivations and learning achievements of Chinese students under MOOC-based blended modality
The massive open online course MOOC-based blended learning modality has gained widespread academic recognition across various fields due to the enhancement of the academic performance of students. This research focuses on exploring the learning achievements of Chinese students, who showed improved academic performance in the petroleum English course under the MOOC-based blended learning modality compared to the traditional face-to-face modality, as reported in our previous study. However, the learning motivations that contributed to their learning achievements remain unsettled. Based on exploring the correlation between the Chinese sophomore year engineering students' learning motivations in the petroleum English course and learning achievements under the MOOC-based blended learning modality, this work aimed to examine the learning motivations that permitted enhanced learning achievements. For that purpose, a series of questionnaires was given to 216 Chinese sophomore year engineering students, among whom 8 were interviewed. Based on a series of statistical analyses of the responses provided by the students, the exploratory factor analysis, reliability test, statistical description, and correlational analyses, the relationship between the learning motivations and learning achievements was assessed. The results showed that the students were both positively intrinsically and extrinsically motivated, which was conducive to fostering the learning achievements, but the extrinsic motivations, having the descriptive aspects of getting a high-paying position, significantly contributed to this trend, based on the results of the loading factor. As a result, a stronger statistical correlation between the extrinsic motivations and learning achievements [ca. R2=0.601 with Sig. (2-tailed) <0.001] was observed versus between intrinsic motivations and learning achievements [ca. R2=0.425 with Sig.(2-tailed) <0.001]. With respect to these findings, future studies for the global contextualization frame were recommended.
Grammatical Error Analysis in Academic Essays: A Comprehensive Study of University Students in Kosovo
This study examines the grammatical difficulties encountered by students in Kosovo's universities that provide English language programs or incorporate academic writing into their curricula, emphasizing the vital significance of academic essay writing in higher education. An analysis of 50 student essays revealed a total of 894 grammatical errors, with punctuation (52.7%) and sentence structure issues, such as run-on sentences (17.9%), preposition misuse (13.2%), as well as article errors (12.5%), being the most prevalent. The findings indicate that students struggle significantly with fundamental grammatical rules, suggesting deficiencies in their foundational grammar knowledge, likely due to inadequate prior instruction. The consistency of error patterns across submissions highlights a widespread lack of awareness regarding essential grammatical conventions. The study advocates for targeted instructional strategies, including grammar-focused workshops and personalized feedback, to address these common errors. By adopting these approaches, educators can strengthen students’ writing skills, enhancing their academic success and preparing them for professional opportunities.
ESL writing; Grammatical challenges; Academic essay writing; Higher education; Error analysis
Dialogic Teaching and the Cultivation of Critical Awareness: An Exploration of the Socratic Approach in the EFL Classroom
Socratic pedagogy is an approach to teaching that encourages questioning mainstream practices without being judgmental, aiming to foster understanding, empathy, and more objective reflections on reality. This study investigates the impact of implementing Socratic pedagogy on student teachers’ critical awareness skills during their participation in a Spoken English course at ESEF Berrechid, Morocco. Grounded in the principles of dialogic and reflective teaching, the research seeks to explore how sustained engagement with Socratic questioning can support the development of higher-order thinking, ethical reasoning, and culturally sensitive perspectives among future educators. Adopting a qualitative research design, the study involved first-year student teachers over the course of one academic year, providing them with continuous opportunities to engage in reflective dialogue, critical inquiry, and collaborative discussions. Data were collected through multiple sources, including individual interviews, focus group discussions, and detailed classroom observations, which documented students’ verbal contributions, interactions, and responses to instructional prompts throughout the intervention. The findings reveal a significant enhancement in students’ critical awareness of political, economic, and cultural dimensions that influence language teaching contexts. Participants demonstrated a nuanced understanding of how policy decisions, institutional priorities, and socio-economic factors shape educational practices, and they developed the capacity to critically examine taken-for-granted assumptions within their learning environment. Additionally, students expressed a greater appreciation for cultural diversity and inclusion, recognizing the value of multiple perspectives in fostering a more equitable and effective classroom. Beyond knowledge acquisition, the intervention appeared to positively impact students’ attitudes, encouraging them to express ideas confidently, engage in reflective discussions, and adopt a more questioning and inquisitive stance toward both theory and practice. Overall, the yearlong Socratic pedagogy intervention proved effective in cultivating critical reflection, awareness, and empathy among student teachers, suggesting its potential as a transformative approach in teacher education. The study highlights the importance of incorporating dialogic and inquiry-based teaching strategies into teacher preparation programs, not only to enhance linguistic and pedagogical competencies but also to foster socially aware, reflective, and ethically responsible future educators. These findings contribute to the growing body of research advocating for pedagogical approaches that bridge critical thinking, reflective practice, and cultural awareness in educational settings.
Socratic pedagogy, critical awareness, dialogic teaching, teacher education, reflective practice, Spoken English, student teachers, Morocco, cultural diversity, qualitative research, inquiry-based learning, classroom observation
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0