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
Beyond 'And': Investigating the Logical Flow and Connectivity in Senior High School Writing
This paper addresses the difficulties that senior high school students face in producing logically coherent, well-connected pieces of academic writing. The study employs Corder’s error analysis methodology and utilizes an exploratory mixed methods design to examine 31 pieces of academic writing from a private Catholic educational institution, and identifies common cohesive errors. There were four major types of errors identified: the most frequent error was the omission of cohesive devices (35.06%); next were misused cohesive devices (29.87%); third was the redundancy of cohesive devices (18.18%); lastly was the overabundance of cohesive devices (16.88%). The results support the conclusion that most students do not possess the 'structural adhesive' to create a logically dependent connection between thoughts or to use only simplistic, repeating transitional phrases. Based on these findings, it is suggested that current teaching methods emphasize rote memorization of vocabulary lists rather than teaching functional grammatical rules, resulting in disorganized or overly simplistic writing. Therefore, this research paper proposes an adaptive cohesion essentials (A.C.E.) model. This model focuses on four critical components: transitioning from functional grammar to cohesive devices, becoming implicitly and explicitly audience-aware, reducing overcompensation behaviors, and providing strategic feedback in a coded format. The research concluded by advocating individualized teaching techniques to develop students' written communication skills as a preparation for both post-secondary and professional success.
Cohesion error, pedagogical framework, error analysis, senior high school writing
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
Online Videos and Podcasts for Language learning in the Saudi Context: A Systematic Review (2010-2025)
This study presents a systematic review (SR) of the author’s research published between 2010 and 2025 on the use of instructional videos and podcasts in English language teaching for both general and specific purposes. The corpus consists of eighteen studies that were categorized into eight thematic clusters: AI generated instructional videos; oral skills development (pronunciation, listening, and speaking videos and podcasts); reading skill enhancement; ESP instructional videos across medical, engineering, and professional domains; grammar practice through podcasts; cultural learning through news and cultural podcasts; multi-skills video lessons and delivering content via live video streaming. A distinctive feature of this SR is that it is author bounded, which is a rare longitudinal synthesis of a coherent research program covering fifteen years. Unlike prior SRs that aggregate unrelated studies, this review traces the evolution of multimodal pedagogy, videos, podcasts, AI generated narration, and ESP animations, within a single, consistent instructional framework. This unique perspective provides an integrated account of how digital resources were conceptualized, implemented, and refined across multiple language learning contexts. Results across clusters showed that instructional videos and podcasts consistently enhanced learners’ comprehension, pronunciation accuracy, vocabulary development, and engagement with authentic language input. Studies on pronunciation demonstrated the effectiveness of multimodal explanations, visual cues, and repeated exposure to connected speech phenomena. The studies highlighted the role of structured pre , while , and post viewing tasks in improving comprehension of normal native speech, discourse organization, and inferencing. Reading videos supported background knowledge activation, visualization, and integration of multimodal cues. Animations, narrated demonstrations, and domain specific videos facilitated comprehension of technical terminology and complex processes. Grammar and cultural podcasts provided accessible, mobile, and self paced learning opportunities that increased learner autonomy and retention. The SR highlights the importance of multimodal scaffolding, the value of authentic and semi authentic input, and the need for alignment between video/podcast content and learning outcomes. The study recommends the systematic integration of videos and podcasts into curricula, instructor training in multimodal pedagogy. Comparative studies across modalities, longitudinal investigations of learner autonomy, and exploration of emerging technologies such as interactive video platforms, and podcast systems and AI-generated video content are still open for further investigation in the future.
Systematic review (SR), Author Bounded Systematic Review, Al-Jarf research program, instructional video, language learning podcasts, multimodal pedagogy, AI Generated video content, EFL/ESP skill development, video based scaffolding, digital learning resources, technology enhanced language learning
Revisiting the Text to Speech Tool in EFL Learning in the Light of the Recent Rise in the Accessibility of the Technology
This exploratory article is much of “revisiting” the Text-to-Speech (TTS) tool as an EFL learning resource, in the light of the recent hike in its accessibility in form of apps in personal devices and social media platforms. The article presumes that this recent convenience of the TTS technology has the potential of boosting the reading zeal among the population of the Arabic speaking EFL learners. The potential referred to here emanates from the TTS tool distancing itself from the printed vs. digital reading debate with its in-between reading and listening stance. However, with no concurrent studies to cope up and update this recent convenience of the TTS, little is known about its scale and forms of impact on the population of the Arabic speaking EFL learners. In the course of the discussion therefore, the article attempts to highlight the latest version of the technology, its pro-EFL learning potentials as well as to preview the paradigm the technology can be utilized. The article concludes with the secondary role of TTS in shifting the now “visual orientation” of the Arabic speaking EFL learners, towards reading at all. It as well previews how a pro-EFL learning TTS literature would contain and look like in order to offset the emotional engagement that the printed texts provide.
Text-to-Speech tool – Narration - Arabic speaking EFL learners – Reading zeal
Effectiveness of using mobile applications (Whats App and Messenger) on enhancing students' writing skills from the perspective of teachers
This study aims to explore the effectiveness of mobile applications in enhancing students' writing skills from teachers’ perspectives at Jazan University. The study seeks to examine the potential use of mobile applications in facilitating the development of writing skills, explore the major writing problems faced by students, and examine the use of WhatsApp and Messenger in improving the student’s writing skills. Moreover, this study will adopt a quantitative research design, and distribute questionnaires among 52 English language teachers teaching at Jazan University, and analyze the data through SPSS, and generate descriptive and inferential statistics. The expected findings of the study are to reveal positive teachers’ perceptions towards using mobile applications in improving writing skills, along with exploring the students’ specific writing problems. This study will contribute a number of messages for improving student’s writing skills in higher education through mobile-assisted learning. Introduction Education has become a new presence in the past few years due to the rapid development of mobile technologies, and many new opportunities for teachers and learners have arisen. There are activities motivating active participation as well as autonomous learning in mobile learning – m-learning, providing students’ off-campus, anytime-anywhere access to educational resources. Among the various language skills, writing is the hardest one for students to learn, especially for EFL learners. It requires not only accuracy in form, but also coherence, fluency, and originality — very difficult things for many students to do. Students in Jazan University have difficulty in acquiring good writing skills, such as limited vocabulary, weak sentences and lack of practice. Traditional classroom teaching, though important, does not always provide opportunities for regular writing practice or immediate correction. As a result, teachers are increasingly trying out innovative teaching approaches, such as technology, for enhancing students' writing. For college students, the accessibility of such sites as WhatsApp and Messenger on cell phones has also contributed to their popularity as the primary communications method. These sites turn social sites into interactive learning environments, allowing students to post their ideas, communicate in written forms, and receive immediate responses from teachers and peers. Such functions make them in addition conveniently applicable tools to help students write more effectively in informal but supportive learning environments. From the teachers' perspectives, it is crucial to find out to what extent mobile applications are effective in developing students' writing skill. The successful adoption of technology into language teaching and designing outcome-oriented instruction depends primarily on teachers. Therefore, teachers' opinions and practices will shed light on how mobile-assisted learning can be most effectively realized. For teachers’ perspectives at Jazan University, this research aims to find out whether the mobile applications are effective or not in developing students' writing skills. And more specifically, it attempts to shed light on how mobile applications influence students' writing skills, state the main difficulties students face while using the applications and examine the usefulness of WhatsApp and Messenger in improving students' writing skills.
Mobile applications; Whats App; Messenger; students' writing skill; teachers
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
English for Specific Purposes: Course Content and Needs Representativeness
The importance that English is getting as an international language directs the attention to its different aspects and teaching is one of the most essential ones. Currently, English for specific purposes is gaining attention due to the productivity it may offer for the efficient use of English in specific fields. The present research paper examines the course content of master program at the faculty of sciences at university Mohamed the First in Oujda, Morocco. The study aims at investigating the extent to which the course content responds to students’ needs of English in relation to their field of study. Content analysis method is adopted to study the selected course content. The findings of the research show that there is a disparity in meeting the needs of the different disciplines taught at the faculty.
English for specific purposes, Teaching, Needs representativeness, Course content
Copyright (c) 2026 Latifa Arharbi, Sara Fadli, Souad Jadli
An overview of the multidimensionality of Academic Engagement in language learning and how it has been investigated in the Saudi EFL context
This systematic review presents the multidimensional nature of academic engagement in language learning, with a particular focus on how it has been investigated the Saudi EFL context. Drawing on a wide range of theoretical and empirical studies, the review synthesizes key perspectives on academic engagement as a dynamic and context-dependent construct encompassing behavioral, cognitive, emotional, and social dimensions. The review highlights how engagement is closely linked to learners’ motivation, self-efficacy, and academic achievement, and how it functions as a mediator between instructional practices and learning outcomes. The review further explores major theoretical frameworks, including engagement theory and self-determination theory, to explain how learners’ psychological needs and classroom environments influence their involvement in language learning. Evidence from recent research in the Saudi EFL context indicates that factors such as online learning environments, teacher support, learner autonomy, and the use of language learning strategies significantly contribute to enhancing student engagement. Moreover, the findings suggest that engagement is not only a predictor of academic success but also a key factor in promoting positive emotional and social experiences in language classrooms. Despite the growing interest in this area, the review identifies a relative scarcity of comprehensive research addressing all dimensions of engagement in the Saudi EFL context. The study concludes by emphasizing the importance of adopting a holistic approach to engagement in language learning and calls for further empirical research to explore its multidimensional nature across different learning settings.
Academic engagement, EFL, learner engagement, multidimensionality, Saudi EFL context
Copyright (c) 2026 Haya Mohammed Alsaadi
Increasing AI Intervention in ELT: A Prognosis of Saudi Context
The rapid proliferation of artificial intelligence (AI) technologies is reshaping educational paradigms across the globe, with English Language Teaching (ELT) emerging as one of the fields most profoundly affected. In the Kingdom of Saudi Arabia (KSA), where English occupies a pivotal role in national development agendas—most notably Vision 2030—the intersection of AI and ELT holds both transformative promise and critical challenges. This paper provides a comprehensive prognosis of increasing AI intervention in ELT within the Saudi context, examining the current technological landscape, pedagogical implications, institutional readiness, learner outcomes, and sociocultural considerations. Drawing on an extensive review of contemporary literature, the study traces the trajectory of AI-enhanced language learning tools—including intelligent tutoring systems, natural language processing applications, adaptive learning platforms, automated writing evaluation systems, and conversational AI agents—and analyses their appropriateness and projected impact within Saudi classrooms. Findings suggest that while AI presents unprecedented opportunities to personalize instruction, bridge achievement gaps, and cultivate globally competitive English proficiency, significant barriers related to infrastructure, teacher preparedness, digital equity, and cultural alignment must be systematically addressed. The paper concludes with evidence-informed recommendations for policymakers, curriculum designers, and ELT practitioners navigating this evolving terrain.
Artificial intelligence, English language teaching, ELT, adaptive learning, natural language processing, intelligent tutoring systems
Investigating Moroccan EFL Students' Perceptions and Engagement in Autonomous Learning
Learner autonomy has been considered one of the most important factors that can positively affect English language learning. This notion of learner autonomy has become the focus of many researchers. Although many studies have been conducted on learner autonomy, very little is known about learners' perceptions and engagement in autonomous learning. This study aims to investigate Moroccan EFL students' perceptions and engagement in autonomous learning. The research employed a questionnaire as a quantitative method to collect data from 60 EFL students at the Faculty of Languages, Letters, and Arts in Ibn Tofail University. The findings of this study revealed that learners have a positive attitudes towards learner autonomy. However, they expressed their tendency to rely on their teachers for their learning.
Learner autonomy - Learner's perceptions and engagement - Language learning.
Copyright (c) 2026 Ilham El Adha, Mohamed Ben Mhamed, Ahmed Smirkou
Observed Activities and Practices of Secondary Level English Classrooms in Nepal
This paper is a part of a comprehensive research accomplished with the Emerging Faculty Research Grant from the RCDC, Tribhuvan University. It presents the real situation of ELT activities and practices in the secondary schools of Lumbini Province. It is based on the observation of sixteen secondary level English teachers of four districts of Lumbini Province. Many changes were observed in the English classes as compared with the traditional classes which reflect positive vibes in academia. We found that the teaching activities and classroom practices have been refined and developed in many cases. However, there are many things to be changed in teachers, like the use of ICT devices, online resources, display devices like teaching materials, as well as the use of lesson planning which ensures at least preparation of the content to be taught. The teachers need to enhance student participation in the English classes and make them more proficient in English. The study provides the insights for the ELT teachers, trainers and policy makers in making the classes of English teaching more effective in Nepal. To prepare students for global competition and 21st-century challenges, teachers need to enhance and refine existing teaching and learning practices and activities getting well trained for making their classroom presentations and teaching activities according to the expectations and aspirations of the students of the modern time.
21st century teaching activities and skills,
Copyright (c) 2026 Arun Kshetree, Tilak Bhusal, Kamala KC, Badri Narayan Panthi
Barriers to Undergraduate Project Writing in EFL Contexts: Student and Faculty Perspectives
This mixed-methods study investigated the primary barriers encountered by Iraqi English as a Foreign Language (EFL) undergraduates in writing graduation research projects, incorporating dual perspectives from students and faculty. Quantitative data were collected from 126 final-year students using an adapted 29-item questionnaire, while qualitative insights were gathered from 10 faculty members via written interviews. The findings reveal a complex, interconnected web of challenges. The most significant barrier is a profound deficiency in academic writing skills, with students struggling severely to express ideas clearly in written English. This linguistic hurdle underpins and exacerbates other key obstacles: practical deficits in research methodology (e.g., selecting methods, formulating questions), a critical gap between knowledge and practice in academic integrity (leading to unintentional plagiarism), and systemic curricular shortcomings identified by faculty as overly theoretical and misaligned with practical needs. Notably, the study diverges from some regional research by finding that these struggles occur despite high student motivation and positive perceptions of supervisory support, pointing squarely to gaps in foundational training rather than a lack of guidance or interest. The study argues that successful completion of graduation research projects among Iraqi EFL learners is less dependent on final–year supervision and more dependent on the cumulative development of academic writing skills throughout the undergraduate program.
Research Writing Challenges, Academic Writing, EFL Undergraduates, and Plagiarism
Awareness, Knowledge, and Preference of Pronouns by Non-Binary College Students: A Sociolinguistic Inquiry
Pronouns indicate significant importance in both pedagogical and communicative contexts, as they shape the way individuals are addressed and understood in social interactions and educational settings. Beyond the traditional pronouns “he” and “she,” the American Psychological Association endorses the scholarly use of the singular pronoun “they,” recognizing its relevance in promoting inclusive language practices. In addition, the popularity of neopronouns continues to rise, providing non-binary individuals with a broader range of linguistic options to express their identities. Despite this growing recognition, there remains a dearth of empirical research that systematically investigates the awareness, knowledge, and preferences regarding pronoun use among non-binary populations. Addressing this gap, the present quantitative inquiry examined the level of awareness, knowledge, and preference of pronouns among non-binary college students at a state university in the Philippines. The study involved 80 participants, including 20 lesbians, 20 gays, 20 bisexual males, and 20 bisexual females, selected through criterion sampling, who responded to a four-part researcher-developed survey questionnaire. The results indicate that, overall, non-binary college students are aware of the categories of pronouns (M=2.48, SD=0.39 for traditional pronouns; M=2.79, SD=0.25 for gender-neutral pronouns; and M=2.64, SD=0.32 for neopronouns) and knowledgeable about them (M=2.49, SD=0.31 for traditional pronouns; M=2.68, SD=0.23 for gender-neutral pronouns; and M=2.47, SD=0.32 for neopronouns). However, despite this awareness and knowledge, participants expressed a preference for using traditional pronouns (“he” and “she”) when being referred to. These findings underscore the persistence of traditional linguistic norms in educational settings and highlight the potential influence of formal language instruction on pronoun preference. Empirically, this study contributes to the limited body of research on non-binary pronoun use speficically in the Philippines, providing a foundational dataset that can inform inclusive language policies, pedagogical strategies, and future sociolinguistic investigations. Its significance lies not only in documenting patterns of pronoun awareness and preference but also in offering evidence-based insights for educators, policymakers, and advocates seeking to foster more inclusive and affirming learning environments.
Traditional pronouns, gender-neutral pronouns, neopronouns, non-binary college students
Soft Skills and Youth Employability in the Moroccan Labor Market: Challenges and Policy Implications
The employability of young people has become a central concern where persistent youth unemployement coexists with increasing demand for skilled labor. Altough educational attainment among Moroccan youth has improved. Employers continue to emphsize the importance of soft skills alongside technical qualifications. This article examines the role of soft skills in shaping youth employability in Moroccan labor market. It explores the mismatch between education and labor market expectations, identify key soft skills valued by employers, and analyses institutional responses aimed at addressing existing gaps. The article argues that strenghtening soft skills among Moroccan youth is essential for enhancing labor market integration, improving productivity and supporting inculsive economic development
youth employability; soft skills; labor market; education–employment mismatch; Morocco
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
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
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
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