Journal of English Language Teaching and Applied Linguistics
type: channel
description: 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.
publisher: Al-Kindi Center for Research and Development
language: en
publication name: Journal of English Language Teaching and Applied Linguistics
issn: 2707-756X
items: Affect in ESP and Academic English: A Dynamic Systems Approach
items: Exploring Students' Perceptions towards Higher-Order Thinking Skills in Vocational Training in Morocco
items: Exploring Students and Teachers' Perceptions of AI in English Language Learning: Benefits, Concerns, and Ethical Considerations
items: Analyzing Pedagogical Approaches to American Idiom Instruction: A Textbook-Based Study
items: Interactive Effects of Speech Rate, Linguistic Complexity, and Working Memory Capacity on Real-Time L2 Listening Processing
items: Exploring Artificial Intelligence as a Scaffold for Academic Writing Development Among EFL University Students: A Case Study at ESEFB, Morocco
items: Artificial Intelligence and the Development of Soft Skills in Higher Education: A Systematic Literature Review
items: Moroccan Secondary School Students’ Perceptions and Attitudes toward Using ChatGPT-Assisted Feedback to Improve English Speaking Skills
items: Breadth–Depth Interaction in ESP Vocabulary among Moroccan Mid-Professional Tourist Agents: Instructional Focus and Insights from the Dual-Route Cascaded Framework
items: How EFL Learners View Speaking Feedback: Artificial Intelligence vs. Human Instructors
items: How Generative AI Tools Support the Learning of American Idioms: Insights from Moroccan Postgraduate Students
items: Positive Emotional Stimuli and Vocabulary Achievement among Saudi EFL Students in a Reading and Vocabulary Building Course
items: Improving Speaking Skills through Songs: A Case Study of Moroccan EFL Classrooms
items: Examining the Effects of Embodied Digital Storytelling on EFL Students’ Intercultural Learning
items: Chapelle, Beckett & Ranalli (2024). Exploring AI in Applied Linguistics: Book Review
items: Beyond the Curriculum: Aligning Critical Thinking Instruction with the Saudi Vision 2030 Human Capability Framework
items: A bottom-up approach to the Feature Reassembly Hypothesis: Acquisition of the present perfect by Arabic learners of English
items: Investigating English Speaking Anxiety among Vocational College Students in Saudi Arabia: An Empirical Study
items: Autonomy, Agency, and Anxiety: A Qualitative Survey Study of Moroccan EFL Teachers’ Perceptions of Inquiry-Based Learning
items: Challenges in Undergraduate Research Proposal Writing: Evidence from a Capstone Course
items: Implementing Collaborative Learning in Classroom Settings: Benefits and Challenges
items: Examining the Impact of Case and Task Driven Blended Learning on Student Learning Outcomes in an International Trade Documentation Course
items: Beyond 'And': Investigating the Logical Flow and Connectivity in Senior High School Writing
items: Online Videos and Podcasts for Language learning in the Saudi Context: A Systematic Review (2010-2025)
items: Grade 9 English language teachers’ perceptions, classroom practices, and challenges in implementing Communicative Language Teaching (CLT) at Amanuel Secondary School in 2018 E.C.
items: Revisiting the Text to Speech Tool in EFL Learning in the Light of the Recent Rise in the Accessibility of the Technology
items: Effectiveness of using mobile applications (Whats App and Messenger) on enhancing students' writing skills from the perspective of teachers
items: English for Specific Purposes: Course Content and Needs Representativeness
items: An overview of the multidimensionality of Academic Engagement in language learning and how it has been investigated in the Saudi EFL context
items: Increasing AI Intervention in ELT: A Prognosis of Saudi Context

Affect in ESP and Academic English: A Dynamic Systems Approach
type: item
description: Affect has long occupied an important place in second language acquisition (SLA), yet it has often been treated as a relatively stable learner variable that either facilitates or obstructs language input, participation and achievement. This conceptual paper argues that such a static treatment is insufficient for understanding academic English and English for Specific Purposes (ESP) learning in university English as a Foreign Language (EFL) contexts. Using a conceptual narrative review approach, this paper synthesizes foundational SLA theories, CDST scholarship, and contemporary research in ESP and academic English to reconceptualize affect as a dynamic, context-sensitive, and emergent system. It shows that emotions such as anxiety, confidence, enjoyment, boredom and self-efficacy fluctuate across tasks, assessment conditions, teacher feedback, peer interaction and disciplinary discourse demands. The argument is especially relevant to ESP and academic English classrooms, where learners are required not only to communicate in English but also to perform emerging academic and professional identities. The paper proposes pedagogical implications for task sequencing, classroom interaction, feedback and teacher responsiveness. It concludes by calling for longitudinal, classroom-based and process-oriented research that can capture affective change over time rather than relying only on one-time measures.
subject: Research Article
  topic: section
subject: affect; academic English; Complex Dynamic Systems Theory; English for Specific Purposes; English as a Foreign Language; language anxiety; learner emotion
  topic: keywords
creator: Evangelia Xirofotou
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-07-10
publication date: 2026-07-10
starting page: 89
ending page: 97
doi: 10.32996/jeltal.2026.8.8.8

Exploring Students' Perceptions towards Higher-Order Thinking Skills in Vocational Training in Morocco
type: item
description: The cultivation of Higher-Order Thinking Skills (HOTS) in vocational and technical education has gained considerable priority, particularly given the rapid development of technology and the accelerating demand for non-routine cognitive competencies. Although Morocco has introduced national reforms that aim to embed analytical, evaluative, and creative dimensions within vocational programs, it remains necessary to understand how students perceive these initiatives and to what extent they experience HOTS being fostered during their training. The present study examines first-year students' perceptions of HOTS at OFPPT NTIC Rabat and employs a mixed-methods design combining a quantitative cross-sectional survey based on a Likert-scale questionnaire with qualitative open-ended responses. Forty-two first-year students enrolled in Information and Communication Technology programs participated in the study. Quantitative results indicate moderate HOTS-related conceptual understanding, with students demonstrating stronger awareness of the importance of HOTS for their future careers (M = 3.86) than of the specific cognitive processes involved (M = 3.07). Students also reported partial and inconsistent engagement in analysis- and problem-solving-based activities within their classrooms (M = 3.71 for critical-thinking prompts; M = 3.50 for problem-solving tasks). Qualitative findings reveal that approximately 70% of respondents were able to align their definitions of HOTS with Bloom's taxonomy cognitive levels of analysis, evaluation, and creation, while 20% were unable to provide a clear definition. Students further identified systemic barriers to HOTS development—notably time constraints, packed curricula, excessive rote memorization, and large class sizes. They recommended the integration of project-based learning, active methodologies, and professional teacher development as remedies. These findings highlight a meaningful gap between the national policy aspirations for HOTS …
subject: Research Article
  topic: section
subject: Higher-Order Thinking Skills
  topic: keywords
subject: TVET
  topic: keywords
subject: vocational education
  topic: keywords
subject: student perception
  topic: keywords
creator: Imad El Arfaoui
creator: Khadija Anasse
rights: Copyright (c) 2026 Imad El Arfaoui, Khadija Anasse
date: 2026-07-13
publication date: 2026-07-13
starting page: 98
ending page: 105
doi: 10.32996/jeltal.2026.8.8.9

Exploring Students and Teachers' Perceptions of AI in English Language Learning: Benefits, Concerns, and Ethical Considerations
type: item
description: The way Artificial Intelligence (AI) has found its way into educational settings has brought new questions to the surface in understanding how it shapes language learning experiences and teaching practices. Therefore, this study investigates the perceptions of teachers and students regarding how AI fits into English language learning. This study adopts a quantitative research approach through the use of two questionnaires distributed to 42 students and 9 teachers. Most students report using AI fairly regularly in their English learning, and the majority acknowledge that it has been helpful to their grasp of the language. While teachers recognize how useful it really is for students, they still express concerns in relation to its use as a form of academic dishonesty. Thus, the study encourages the need for measures to address some worries, for example, implementing AI use guidelines, and providing training for both students and teachers on the ethics of AI. Also, this research suggests involving discussions on academic integrity in AI-based learning environments to improve the responsible and effective use of it in education.
subject: Research Article
  topic: section
subject: Artificial Intelligence, student perceptions, teacher perceptions, academic integrity, AI in education
  topic: keywords
creator: Fatima-Zahra Derouach
creator: Ouafae Benzizoune
creator: Ilham Kanina
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-06-23
publication date: 2026-06-23
starting page: 56
ending page: 76
doi: 10.32996/jeltal.2026.8.8.6

Analyzing Pedagogical Approaches to American Idiom Instruction: A Textbook-Based Study
type: item
description: The present study takes a close look at how American idioms are taught explicitly to learners of English as a second language. Procedurally, Gaines' Idiomatic American English (1986), Makkai's Handbook of Commonly Used American Idioms (1991), and Spears' NTC's American Idioms Dictionary (2000) sit at the Centre of our analysis. Toa chive the objectives of the study, a content-analysis framework was developed in order to guide the reading of each text, sort out the types of idioms covered, the teaching techniques in use, and the learning theories built and put into practice. Each book is then weighed against a rubric that considers clarity, breadth of coverage, how well it draws learners in, and, above all, how practical it proves effective and practical in real classroom use. Key results revealed distinct pedagogical orientations concerning the teaching and learning of idioms. Reportedly, Gaines tends to favour an immersive, communicative workbook design. In contrast, Makkai ventures to prioritise theoretical grounding and awareness of contextual register. In stark contrast, Spears gives much more importance to broad reference functionality and structural transparency. The study proffers evidence-based recommendations for stakeholders to rethink the rate (speed of acquisition) and the route (developmental stages) idioms and redesign the theory and practice of curriculum design, lesson planning, and assessment. These recommendations aim at strengthening idiomatic proficiency among ESL learners in authentic communicative settings.
subject: Research Article
  topic: section
subject: American idioms, ESL pedagogy, idiom instruction, textbook analysis, communicative competence, idiomatic proficiency, vocabulary acquisition.
  topic: keywords
creator: Lamiae Aboulrhit
creator: Mohamed Ben Mhamed
rights: Copyright (c) 2026 Lamiae Aboulrhit, Mohamed Ben Mhamed
date: 2026-06-23
publication date: 2026-06-23
starting page: 46
ending page: 55
doi: 10.32996/jeltal.2026.8.8.5

Interactive Effects of Speech Rate, Linguistic Complexity, and Working Memory Capacity on Real-Time L2 Listening Processing
type: item
description: This study investigates the interactive effects of speech rate, linguistic complexity, and working memory capacity on real-time second language (L2) listening processing. Listening comprehension in L2 is a cognitively demanding process influenced by input characteristics such as speech speed and syntactic complexity as well as individual differences in cognitive resources, particularly working memory capacity. Grounded in cognitive load theory and models of real-time language processing, the research examines how variations in speech rate and linguistic complexity interact with learners’ working memory to influence comprehension and processing efficiency during listening tasks. In addition, the study seeks to identify the extent to which cognitive limitations affect learners’ ability to process spoken input under varying levels of difficulty. Understanding these relationships is crucial for explaining differences in listening performance among L2 learners and for developing more effective instructional practices. A quantitative or experimental design is employed, involving L2 learners completing listening tasks under controlled conditions of speech rate and linguistic difficulty while working memory capacity is assessed using standardized cognitive measures. Data are analyzed to explore main effects and interaction effects among the variables and to determine the moderating role of working memory in real-time listening comprehension. The expected findings aim to enhance theoretical understanding of L2 listening processes and provide pedagogical insights for optimizing listening instruction by adjusting input characteristics and task demands according to learners’ cognitive capacities. The study also aims to contribute to the growing body of research on the cognitive factors underlying second language acquisition and listening development.
subject: Research Article
  topic: section
subject: second language listening, speech rate, linguistic complexity, working memory capacity, cognitive load, real-time processing, listening comprehension, L2 learning
  topic: keywords
creator: Khadija Baddane
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-06-17
publication date: 2026-06-17
starting page: 32
ending page: 45
doi: 10.32996/jeltal.2026.8.8.4

Exploring Artificial Intelligence as a Scaffold for Academic Writing Development Among EFL University Students: A Case Study at ESEFB, Morocco
type: item
description: The growing integration of Artificial Intelligence (AI) tools in higher education has sparked increasing interest in their pedagogical potential, particularly in English as a Foreign Language (EFL) contexts. Within academic writing instruction, AI applications are frequently used for idea generation, language correction, structural organization, and revision support. Drawing on Vygotsky’s sociocultural theory and the concept of scaffolding, this study investigates whether Artificial Intelligence can function as an effective scaffold for the development of academic writing skills among EFL university students at ESEFB, Morocco. The research adopts a mixed-methods design, combining pre- and post-writing assessments evaluated through an analytic rubric with student perception questionnaires. The instructional intervention involved guided and structured use of AI-assisted writing tools to promote critical engagement rather than passive dependence. The findings indicate noticeable improvement in students’ organization, coherence, lexical choice, and grammatical accuracy. Participants also reported increased confidence and greater awareness of academic conventions. AI appeared to provide immediate, individualized feedback that supported learners within their Zone of Proximal Development, thereby enhancing writing performance and fostering learner autonomy. Nevertheless, concerns related to overreliance and diminished critical reflection were also observed. The study concludes that AI can serve as a valuable pedagogical scaffold in EFL academic writing when integrated within a carefully designed instructional framework. Implications for teaching practice and AI integration in Moroccan higher education are discussed.
subject: Research Article
  topic: section
creator: Khadija Baddane
rights: Copyright (c) 2026 Khadija Baddane
date: 2026-06-05
publication date: 2026-06-05
starting page: 47
ending page: 60
doi: 10.32996/jeltal.2026.8.7.7

Artificial Intelligence and the Development of Soft Skills in Higher Education: A Systematic Literature Review
type: item
description: The integration of artificial intelligence (AI) in higher education has expanded considerably, with research predominantly focusing on cognitive outcomes, assessment automation, and personalized learning. However, limited attention has been given to the relationship between AI-supported learning environments and the development of soft skills, such as communication, collaboration, critical thinking, and management skills. These skills are increasingly essential for academic success and employability in contemporary knowledge economies. This study conducts a systematic literature review to examine how AI influences soft skills development in higher education, with particular relevance to language education. Following PRISMA guidelines, the review analyzes studies published between 2015 and 2024, sourced from major academic databases including Scopus, Web of Science, ERIC, and Google Scholar. Inclusion criteria focused on peer-reviewed research addressing AI-supported educational environments and their impact on soft skills. Findings indicate that AI technologies can support the development of communication skills, critical thinking, and management skills, particularly through interactive and adaptive learning environments. Some studies highlight the role of AI in promoting self-directed learning and reflective practices, while others emphasize its potential to facilitate digital collaboration. Nevertheless, evidence remains inconsistent. The effectiveness of AI in fostering soft skills depends largely on pedagogical design, instructional strategies, and contextual factors rather than technology alone. The review also identifies challenges, including ethical concerns, the reliability of automated feedback, and reduced human interaction. Overall, while AI shows potential in supporting soft skills development, further interdisciplinary research is needed to establish robust pedagogical frameworks and address existing gaps, particularly within language education contexts…
subject: Research Article
  topic: section
subject: Soft skills, Artificial intelligence, Digital transformation, Language education
  topic: keywords
creator: Maryam Aboulghazi
creator: Toufik Ghrissi
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2026-06-16
publication date: 2026-06-16
starting page: 20
ending page: 31
doi: 10.32996/jeltal.2026.8.8.3

Moroccan Secondary School Students’ Perceptions and Attitudes toward Using ChatGPT-Assisted Feedback to Improve English Speaking Skills
type: item
description: This study investigates Moroccan secondary school students’ perceptions of ChatGPT-assisted feedback in developing English speaking skills. It adopts a qualitative research design and is grounded in the need to better understand how learners in underexplored EFL contexts engage with generative AI tools for oral language development. The participants were 22 second-year Baccalaureate students (aged 17–18) from a public secondary school in Sidi Bennour, Casablanca-Settat region, selected purposively based on prior experience using ChatGPT during a classroom-based intervention. Data were collected through two focus group discussions conducted in classroom settings and facilitated in English and Moroccan Arabic (Darija). The discussions were audio-recorded, transcribed verbatim, and translated into English. The data were analyzed using thematic analysis following Braun and Clarke’s (2006) six-step framework, with an inductive coding approach. The findings indicate that students perceived ChatGPT as a useful tool for enhancing speaking practice by increasing confidence, reducing speaking anxiety, and supporting idea generation and vocabulary use through interactive feedback. However, participants also expressed concerns regarding the accuracy of responses, the risk of overreliance, and the limited authenticity of human-like interaction. The study concludes that ChatGPT can serve as a supportive tool for speaking development in EFL contexts when used critically and under guided pedagogical conditions. It contributes to the growing body of research on AI-assisted language learning by providing empirical evidence from Moroccan secondary school learners.
subject: Research Article
  topic: section
subject: ChatGPT, EFL speaking skills, qualitative research, secondary education, AI-assisted feedback, Morocco
  topic: keywords
creator: Hamza Farhane
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-06-15
publication date: 2026-06-15
starting page: 06
ending page: 19
doi: 10.32996/jeltal.2026.8.8.2

Breadth–Depth Interaction in ESP Vocabulary among Moroccan Mid-Professional Tourist Agents: Instructional Focus and Insights from the Dual-Route Cascaded Framework
type: item
description: This study investigates the breadth–depth interaction in English for Specific Purposes (ESP) vocabulary among Moroccan mid-professional tourist agents (MPTAs). A long-standing debate in vocabulary research concerns whether vocabulary breadth and depth represent distinct dimensions or different manifestations of a single underlying construct. To explore this issue, two instructional experiments were conducted in Marrakech (N = 10) and Agadir (N = 18). Results from the breadth-oriented experiment in Marrakech revealed a high vocabulary uptake rate of 6.67 words per contact hour, significantly exceeding the established benchmarks of 3.8 to 5.4 words per hour (Milton, 2009). However, despite these gains, statistical analysis yielded a weak correlation (r = 0.29) and high variance (SD = 27.66), suggesting uneven development across lexical dimensions. This pattern may be consistent with reliance on the direct lexical route proposed by the Dual-Route Cascaded (DRC) model (Coltheart et al., 2001), whereby rapid form–meaning mappings develop without corresponding growth in qualitative word knowledge. In contrast, the depth-oriented instruction in Agadir produced a very strong correlation (r = 0.94), indicating a substantially stronger relationship between vocabulary breadth and depth. This pattern may reflect a greater degree of statistical stability and more integrated lexical development, although further research is required to verify the cognitive mechanisms involved. Overall, the findings suggest that the breadth–depth relationship may be sensitive to instructional emphasis. Nevertheless, given the relatively small sample sizes, participant attrition across post-tests, and the wide confidence interval observed in the breadth-oriented condition, the findings should be interpreted cautiously and regarded as exploratory rather than conclusive. The study contributes to ongoing discussions concerning the dimensionality of vocabulary knowledge and highlights the potential rol…
subject: Research Article
  topic: section
subject: Vocabulary breadth; Vocabulary depth; English for Specific Purposes (ESP); Instructional focus; Vocabulary dimensionality; Dual-Route Cascaded (DRC) model
  topic: keywords
creator: Abdelkrim El khatmi
rights: Copyright (c) 2026 Abdelkrim El khatmi
date: 2026-07-06
publication date: 2026-07-06
starting page: 77
ending page: 88
doi: 10.32996/jeltal.2026.8.8.7

How EFL Learners View Speaking Feedback: Artificial Intelligence vs. Human Instructors
type: item
description: This research examines the attitudes of Iraqi undergraduate students majoring in English as a Foreign Language (EFL) toward the shift from reliance upon instructor-provided feedback to reliance upon generative artificial intelligence (AI) for receiving speaking course feedback. With the expanding accessibility of generative AI tools, it is important to understand how learners may view this transition in order to develop effective instructional practices for teaching second language (L2) skills. To assess senior students' perceptions, descriptive survey methodology was utilized to administer a structured questionnaire to 53 senior students enrolled at the University of Kufa, College of Education. Results indicate that respondents perceive both teacher and AI-generated feedback positively, with a slight preference for receiving feedback from an instructor (M=3.96) compared to receiving AI-generated feedback (M=3.83). Respondents view teacher feedback to have the greatest motivating effect while also appreciating AI-generated feedback as providing immediate feedback and helping them gain confidence to engage in low-anxiety practice (e.g., through immediate feedback). Finally, this research demonstrates a positive relationship (r=0.62) between students' perceptions of teacher-generated and AI-generated feedback, indicating that those students who value receiving feedback via one source also perceive value from receiving feedback from the other source. The research, therefore, proposes a hybrid feedback model that incorporates AI for repetitive drills but maintains the role of teachers in providing emotional and nuanced support, offering a practical way to improve speaking results in an overcrowded Iraqi classroom.
subject: Research Article
  topic: section
subject: Song-Based Instruction, Communication Anxiety, Moroccan EFL, Sequential Development, Oral Fluency, Affective Filter, Common Core Students
  topic: keywords
creator: Alaa Abdul Adheem Abdul Abbas
creator: Afrah Mohammed Muslim
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-06-07
publication date: 2026-06-07
starting page: 37
ending page: 46
doi: 10.32996/jeltal.2026.8.7.6

How Generative AI Tools Support the Learning of American Idioms: Insights from Moroccan Postgraduate Students
type: item
description: The present study seeks to explore the use of AI tools, attitudes, and perceived idiomatic knowledge among Moroccan students enrolled in EMI programs in higher education institutions. 178 participants, who were Moroccan Master’s students from the department of English studies from Faculties of Arts and Human Sciences, Meknes and Kenitra, participated in the present study. It should be noted that the employed research design involved a convergence approach. In order to accomplish the aim of the research, a well-structured questionnaire consisting of close- ended questions and reflective open-ended questions was applied. According to the results, 86.5% of participants make use of AI tools quite often. In accordance with that, ChatGPT, Claude, and Gemini were mentioned as the most used platforms. As for the attitudinal aspects, all 7 dimensions obtained more than scale average (M > 3.0). Ease of Use (M = 3.72) and Usefulness (M = 3.65) were rated the highest, followed by Retention (M = 3.16) as the lowest dimension. Average knowledge of idiom score was 2.64/5.0, with a sharp reduction in familiarity between idioms with transparent cultural backgrounds ('Under the weather', M = 3.97) and those with obscure cultural backgrounds ('Nailing Jell-O to the wall', M = 1.82). Frequency of use by AI was associated with positive attitude towards AI (rₛ = 0.372, p < .001), but not with idiomatic knowledge; neither was frequency of use by the participants. CEFR level had a trend but insignificant effect on idioms (F(2,175) = 2.889, p = .058). However, there was a significant effect comparing the Intermediate and C2 levels (p = .023). It is noteworthy that even combined, independent variables only accounted for 4.9% variance in idioms scores. Our findings highlight the importance of AI incorporation into EMI education using culturally sensitive approaches such as generating examples and voice interactions.
subject: Research Article
  topic: section
subject: AI-mediated learning, idiom acquisition, EFL, CALL, Moroccan university students, American English idioms, ChatGPT, attitudinal perceptions, CEFR
  topic: keywords
creator: Lamiae Aboulrhit
creator: Mohamed Ben Mhamed
rights: Copyright (c) 2026 Lamiae Aboulrhit, Mohamed Ben Mhamed
date: 2026-06-10
publication date: 2026-06-10
starting page: 01
ending page: 05
doi: 10.32996/jeltal.2026.8.8.1

Positive Emotional Stimuli and Vocabulary Achievement among Saudi EFL Students in a Reading and Vocabulary Building Course
type: item
description: Positive emotional stimuli can play an important role in vocabulary learning because they may help EFL students pay more attention, enjoy the class, and remember new words more effectively. This study examines how positive emotional stimuli may influence vocabulary lerning among Saudi EFL undergraduate students enrolled in a 14-week reading and vocabulary-building course at Qassim University. The study used a quasi-experimental pre-test/post-test design with two male class sessions, each consisting of 34 students. The target vocabulary includes 300 words selected from 10 reading passages. The experimental group received vocabulary instruction supported by positive emotional stimuli, while the control group received regular vocabulary instruction without the intervention. Students’ vocabulary achievement was measured using a pre-test and post-test. In addition, a final comprehensive vocabulary quiz (FCVQ) was used as supporting evidence from the course. Both groups improved by the end of the study; however, the experimental group achieved higher vocabulary gains. The post-test mean score for the experimental group was 44.90 out of 60, compared with 34.10 out of 60 for the control group. Similarly, the experimental group outperformed the control group in the final vocabulary quiz, with a mean score of 45.80 out of 60 compared with 33.40 out of 60 for the control group. This difference was statistically significant, p < .001. Overall, the findings indicate that positive emotional stimuli helped improve vocabulary achievement and made vocabulary learning more engaging and enjoyable for Saudi EFL students.
subject: Research Article
  topic: section
subject: Positive emotional stimuli; vocabulary achievement; Saudi EFL students; reading passages; vocabulary learning; foreign language enjoyment
  topic: keywords
creator: Ali S. Alghonaim
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2024-04-08
publication date: 2024-04-08
starting page: 138
ending page: 151
doi: 10.32996/jeltal.2024.6.1.17

Improving Speaking Skills through Songs: A Case Study of Moroccan EFL Classrooms
type: item
description: ABSTRACT Listening and speaking are "solicited but neglected" skills in the EFL context of Moroccan classrooms, often sidelined by a teacher-centered approach that focuses on covering the coursebook. Linguistically, this study parallels language acquisition, where the learner moves from a passive "sea of spoken language" to production by focusing on the importance of instruction that prioritises the development of these foundational skills. Adopting a mixed-methods, quasi-experimental approach working with seventy Common Core students and thirty teachers in Casablanca, the study assesses the impact of music instruction as a "creative strategy" to bridge the gap between curricula and classroom practice. The research highlights that the strategic use of melodic input contributes to reducing the "Affective Filter" and leads to a 94.3% boost in students' motivation, with a notable improvement in speaking fluency (91%) and vocabulary learning (88%). Through the induction of the "Song Stuck in My Head" (SSIMH) effect, music works as a cognitive bridge to repair long-standing oral deficits and break the "silent classroom" cycle. This study offers a game-changing pedagogical approach, demonstrating that when learners are able to transition from rote practice to "free and imaginative" language use, they can effectively use the target language.
subject: Research Article
  topic: section
subject: Communication Anxiety, Oral Fluency, Affective Filter
  topic: keywords
creator: Rajaa Laghrissi
creator: Ahmed Smirkou
rights: Copyright (c) 2026 Rajaa Laghrissi, Ahmed Smirkou
date: 2026-06-04
publication date: 2026-06-04
starting page: 27
ending page: 36
doi: 10.32996/jeltal.2026.8.7.5

Examining the Effects of Embodied Digital Storytelling on EFL Students’ Intercultural Learning
type: item
description: While digital storytelling (DST) has been widely adopted to support language learning, its potential for fostering intercultural learning remains insufficiently explored. This qualitative study investigates how Chinese university-level English as a Foreign Language (EFL) learners engage with embodied DST to explore intercultural learning and the types of cultural insights they develop through this process. Data were collected through semi-structured interviews with 15 undergraduate students and analysed using an inductive thematic approach. The findings indicate that learners’ engagement with embodied DST progressed from reliance on initial instructional scaffolding to more socially mediated and collaborative forms of interaction. In this process, DST functioned as a facilitator of intercultural meaning-making, a catalyst for reflective self-discovery, and a platform for collaborative learning. Furthermore, learners moved beyond the acquisition of factual cultural knowledge toward more critical and reflective understandings. They became increasingly aware of the linguistic, narrative, and technical challenges involved in representing cultural meanings. The study concludes that embodied DST can play multiple roles in promoting intercultural learning when supported by pedagogical designs that encourage engagement and critical reflection with cultural content. Accordingly, it highlights the need for educators to design structured activities that foster students’ critical awareness and Intercultural Communicative Competence (ICC) throughout the DST creation process.
subject: Research Article
  topic: section
subject: EFL students, intercultural learning, digital storytelling, intercultural communicative competence
  topic: keywords
creator: Zhongxiang Wang
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-05-22
publication date: 2026-05-22
starting page: 29
ending page: 39
doi: 10.32996/jeltal.2026.8.6.3

Chapelle, Beckett & Ranalli (2024). Exploring AI in Applied Linguistics: Book Review
type: item
description: Exploring AI in Applied Linguistics has edited by Carol A. Chapelle, Gulbahar H. Beckett, and Jim Ranalli. It was published in Iowa State University Digital Press, United States, in 2024. The chapters in this volume were developed from various conference proceedings, covering a broad range of topics on AI technologies, their uses and their implications for language learning, teaching and research. This book consists of fifteen chapters divided on four main section within introduction and conclusion chapters, these chapters are organized according to their general field of application. The chapters in the first part begins with research on AI and then on language learning, introducing language learners' past and present use of AI tools. The second part includes chapters covering studies that illustrate how skill assessment researchers describe and test ChatGPT's abilities across aspects of language assessment. While, the third part chapters cover the research issues developed by AI in applied linguistics. Finally, the part four chapters, address the issue of language teacher training. Moreover, foreshadows research trends on AI and its impact on applied linguistics, with a high level of new contributors to this volume. The aim of this review is to evaluate the book's scholarly and pedagogical contributions to applied linguistics, highlighting its innovations, limitations, and overall impact.
subject: Research Article
  topic: section
subject: artificial intelligence
  topic: keywords
subject: Linguistics
  topic: keywords
creator: Alanoud Alrashidi
creator: Abeer Alharbi
rights: Copyright (c) 2026 Alanoud Alrashidi, Abeer Alharbi
date: 2026-05-23
publication date: 2026-05-23
starting page: 15
ending page: 17
doi: 10.32996/jeltal.2026.8.7.3

Beyond the Curriculum: Aligning Critical Thinking Instruction with the Saudi Vision 2030 Human Capability Framework
type: item
description: This exploratory study investigates the conceptualisation of critical thinking among English language practitioners within Saudi Arabian higher education and evaluates the pedagogical strategies employed in its delivery relative to the Human Capability Development Programme (HCDP). Using a qualitative research design, semi-structured interviews were conducted with five senior English language educators operating within a university preparatory year programme, and the resulting data were interpreted using multi-staged thematic analysis. The findings reveal divergent practitioner definitions of critical thinking and expose a transferability paradox: educators steadfastly advocate for explicit L2 critical thinking instruction despite holding a shared belief that critical thinking is an inherently transferable cross-linguistic meta-skill. Additionally, while top-down textbook structures provide an immediate classroom scaffold, they reveal critical gaps in sustained teacher professional depth. Ultimately, this paper argues for a strategic transition from performative curriculum delivery to sophisticated, practitioner-focused cognitive training to maximize the return on educational investment within the Kingdom's strategic framework
subject: Research Article
  topic: section
subject: Critical thinking, English Language Teaching (ELT), Saudi Vision 2030, Human Capability Development, Teacher professional development, Qualitative thematic analysis.
  topic: keywords
creator: Voke Efeotor
rights: Copyright (c) 2026 Voke Efeotor
date: 2026-05-26
publication date: 2026-05-26
starting page: 18
ending page: 26
doi: 10.32996/jeltal.2026.8.7.4

A bottom-up approach to the Feature Reassembly Hypothesis: Acquisition of the present perfect by Arabic learners of English
type: item
description: Data from prior research has provided evidence for L1 Arabic influence on the acquisition of L2 English present perfect (PP). However, little is known about what exactly is being transferred from L1 Arabic grammar to facilitate or hinder the acquisition of the English PP by Arabic speakers of English. This paper adopts a bottom-up approach to the Feature Reassembly Hypothesis (FRH) (Lardiere, 2012) to empirically compare PP feature mapping in English and Arabic, resulting in precise L1 Arabic transfer predictions for feature reassembly, which we then tested in an L2 acquisition study. The results revealed that Arabic L2 users of English (L2ers) made form-meaning associations based on the lexical aspect (telicity) and semantic interpretations of English PP contexts, which revealed new insights into L1-L2 feature reassembly in English PP acquisition that other approaches did not.
subject: Research Article
  topic: section
subject: Feature-Reassembly Hypothesis
  topic: keywords
subject: Present Perfect
  topic: keywords
subject: Telicity
  topic: keywords
subject: Arabic-English bilinguals,
  topic: keywords
subject: Telic
  topic: keywords
subject: Atelic
  topic: keywords
subject: Current relevance
  topic: keywords
subject: Continuative
  topic: keywords
subject: Experiential
  topic: keywords
subject: Resultative
  topic: keywords
subject: Recent past
  topic: keywords
creator: Gadah Almishwat
rights: Copyright (c) 2026 Gadah Almishwat
date: 2026-05-23
publication date: 2026-05-23
starting page: 51
ending page: 71
doi: 10.32996/jeltal.2026.8.6.5

Investigating English Speaking Anxiety among Vocational College Students in Saudi Arabia: An Empirical Study
type: item
description: Effective communication in English is becoming increasingly essential for students in vocational education programs. Despite this professional necessity, learners encounter significant anxiety when obligated to communicate in English as a part of routine classroom activities. This study investigates the determinants of English speaking anxiety among female vocational college students from various technical education colleges in Eastern Province, KSA. Considering the rising involvement of women in the Saudi workforce under the Vision 2030, it is crucial to investigate the language-related issues encountered by female vocational second language learners of English. A survey was administered to 152 female students participating in vocational English communication courses. The questionnaire examined various aspects of speaking anxiety, including but not limited to fear of negative evaluation, restricted lexicon, pronunciation issues (mostly arising due to Mother Tongue Interference), social pressure to participate in class and fear of peer assessment. Statistical study indicated that oral presentations in classroom, insufficient vocabulary, and impromptu speaking activities were the primary sources of learner anxiety. The results demonstrate that elevated speaking anxiety of learners correlates with diminished willingness to communicate in English. Regression analysis revealed that linguistic and social factors significantly predicted willingness to communicate, accounting for 42% of the variance. The results indicate that overcoming both linguistic and psychological obstacles is crucial for enhancing students' speaking confidence. The study provides pedagogical advice for language instructors in vocational contexts and contributes to continuing discourse in applied linguistics concerning affective aspects in second language acquisition.
subject: Research Article
  topic: section
subject: speaking anxiety, vocational education, foreign language anxiety, willingness to communicate, applied linguistics, second language learning
  topic: keywords
creator: Sherbin Salim
rights: Copyright (c) 2026 Sherbin Salim
date: 2026-05-23
publication date: 2026-05-23
starting page: 07
ending page: 14
doi: 10.32996/jeltal.2026.8.7.2

Autonomy, Agency, and Anxiety: A Qualitative Survey Study of Moroccan EFL Teachers’ Perceptions of Inquiry-Based Learning
type: item
description: Inquiry-Based Learning (IBL) is becoming a key focus in global and Moroccan education policies as a crucial approach to promote critical thinking and autonomy. Despite the Moroccan curricular guidelines' endorsement of inquiry-based pedagogies to trigger a shift in educational paradigms towards student-centeredness, the enactment of IBL is often tempered by systemic and psychological pressures. The present qualitative inquiry explores Moroccan EFL teachers' perspectives on the benefits, classroom practices, and difficulties of IBL through a qualitative survey, distributed to teachers in public and private secondary schools. We undertook a thematic analysis using the "Triple A" (Autonomy, Agency, and Anxiety) framework. The results show a strong pedagogical embrace of IBL, with 61.1% of respondents citing enhanced ownership and motivation as its main affordance, paralleling national studies that highlight IBL's value in cultivating 21st-century skills. Yet, findings reveal a persistent "rhetoric-reality gap", with teachers using agency to transform IBL into "problem-solving tasks" to align with institutional demands. Barriers include curriculum load and time (58.3%), pedagogic anxiety about classroom management, and a "linguistic threshold" on the balance between accuracy and fluency. The research highlights the gap between reform goals and classroom practice, suggesting that the successful and enduring implementation of IBL in Morocco requires institutional backing, resource provisioning, and culturally sensitive professional development beyond the efforts of individual teachers.
subject: Research Article
  topic: section
subject:
  topic: keywords
  value: Inquiry-Based Learning, English as a Foreign Language, Moroccan schools, teachers’ perceptions, Triple A framework: Autonomy, Agency, and Anxiety, thematic analysis, learner-centered pedagogy, educational reform.
creator: Rajaa Laghrissi
creator: Ahmed Smirkou
rights: Copyright (c) 2026 Rajaa Laghrissi, Ahmed Smirkou
date: 2026-05-22
publication date: 2026-05-22
starting page: 16
ending page: 28
doi: 10.32996/jeltal.2026.8.6.2

Challenges in Undergraduate Research Proposal Writing: Evidence from a Capstone Course
type: item
description: Research proposal writing is a critical academic competency, yet it remains one of the most challenging tasks for undergraduate EFL students. This paper investigates the common challenges encountered by Arab EFL undergraduate students in writing research proposals within a capstone course context at a Gulf university. Drawing on qualitative document analysis of 30 Stage 1 proposals submitted during the second semester of the 2025–2026 academic year in ENGL 450 (Project Writing) at the University of Bahrain, combined with a reflective practitioner approach, the study identifies four recurring challenge categories: (1) topic over-scoping, (2) information literacy deficits, (3) unfocused or multiple research questions, and (4) confusion between research objectives and hypotheses. The findings reveal that students consistently propose studies that exceed the feasible scope of a one-semester undergraduate project, struggle to locate and integrate credible academic sources, formulate research questions that are either too broad or too numerous, and conflate the conceptually distinct functions of research objectives, questions, and hypotheses. These challenges are discussed in relation to existing literature on EFL academic writing, Gulf learner profiles, and undergraduate research supervision. The paper concludes with pedagogical recommendations, including the value of staged proposal submission, topic-scoping workshops, and explicit instruction in research question formulation. The study contributes to a growing body of literature on EFL research writing in the Gulf context.
subject: Research Article
  topic: section
subject: EFL academic writing
  topic: keywords
subject: research proposal
  topic: keywords
subject: undergraduate
  topic: keywords
subject: Gulf context
  topic: keywords
subject: capstone course
  topic: keywords
subject: Bahrain
  topic: keywords
creator: Ali Mohamed
rights: Copyright (c) 2026 Ali Mohamed
date: 2026-05-06
publication date: 2026-05-06
starting page: 117
ending page: 123
doi: 10.32996/jeltal.2026.8.5.13

Implementing Collaborative Learning in Classroom Settings: Benefits and Challenges
type: item
description: This study investigates EFL high school teachers' perception of the implementation of collaborative learning in classroom settings. 10 EFL teachers participated in this study through semi-structured interviews to explore the benefits of collaborative learning and the challenges that hinder its implementation in the classroom. Using content analysis, this study revealed that most teachers have positive perceptions of the implementation of collaborative learning in the classroom. They agree that collaborative learning increases students' engagement and participation, improves language proficiency and communication skills, fosters their critical thinking and cognitive development, enhances their academic performance, fosters learner autonomy and responsibility, and creates a supportive learning environment. However, significant challenges to implementing collaborative learning were identified in this study, including resource limitations, class time constraints, insufficient teacher training, and learner differences.
subject: Research Article
  topic: section
subject: Collaborative learning, Teachers’ perceptions, Benefits, Challenges.
  topic: keywords
creator: Ilham El Adha
creator: Mohamed Ben Mhamed
creator: Ahmed Smirkou
rights: Copyright (c) 2026 Ilham El Adha, Mohamed Ben Mhamed, Ahmed Smirkou
date: 2026-05-23
publication date: 2026-05-23
starting page: 01
ending page: 06
doi: 10.32996/jeltal.2026.8.7.1

Examining the Impact of Case and Task Driven Blended Learning on Student Learning Outcomes in an International Trade Documentation Course
type: item
description: As a core compulsory course in Business English major, International Trade Documentation Practice integrates theoretical, practical, operational, and applied dimensions. Recently, the course confronts multiple challenges, including an intricately networked knowledge structure, rigid conventional pedagogy, and insufficient hands-on practice. The advent of artificial intelligence (AI) offers new opportunities for instructional innovation. Grounded in constructivist learning theory, blended learning theory, and student engagement theory, this study constructed a “case-task-driven blended teaching model” A quasi experimental design was adopted with 73 junior Business English majors from two intact classes at a private undergraduate university in Guangzhou. Class A was assigned as the experimental group, receiving the case and task driven blended model augmented by AI tools, while the other served as the control group and received traditional lecture-based instruction. The study mainly compared group differences in standardized documentation operation test scores, learning engagement, course satisfaction, and professional certification pass rates. Results revealed that the experimental group significantly outperformed the control group on the post-test, with statistically significant differences. The findings indicate that a blended teaching model anchored by authentic foreign trade cases, driven by scaffolded hierarchical tasks, and supported by AI tools can effectively bridge the disconnect between classroom abstraction and workplace complexity, thereby facilitating a paradigm shift from “knowledge memorization” to “competency-based education.” This paper further delineates the core mechanisms of the model, examines the appropriate roles and ethical boundaries of AI tools, and provides a replicable theoretical reference and practical paradigm for the blended teaching reform of business related majors.
subject: Research Article
  topic: section
subject: Keywords: Case-based learning; Task-driven instruction; Blended learning; International trade documentation practice; AI-assisted instruction；ELT
  topic: keywords
creator: Yonghui Zhang
rights: Copyright (c) 2026 Yonghui Zhang
date: 2026-05-22
publication date: 2026-05-22
starting page: 40
ending page: 50
doi: 10.32996/jeltal.2026.8.6.4

Beyond 'And': Investigating the Logical Flow and Connectivity in Senior High School Writing
type: item
description: 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.
subject: Research Article
  topic: section
subject: Cohesion error, pedagogical framework, error analysis, senior high school writing
  topic: keywords
creator: God Inez P. Ganadez
creator: Maricel Pugayan
creator: Lovely M. Francisco
creator: Irma Meachelle A. Valenzuela
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-04-29
publication date: 2026-04-29
starting page: 108
ending page: 116
doi: 10.32996/jeltal.2026.8.5.12

Online Videos and Podcasts for Language learning in the Saudi Context: A Systematic Review (2010-2025)
type: item
description: 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 techni…
subject: Research Article
  topic: section
subject:
  topic: keywords
  value: 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
creator: Reima Al-Jarf
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-04-27
publication date: 2026-04-27
starting page: 86
ending page: 107
doi: 10.32996/jeltal.2026.8.5.11

Grade 9 English language teachers’ perceptions, classroom practices, and challenges in implementing Communicative Language Teaching (CLT) at Amanuel Secondary School in 2018 E.C.
type: item
description: This study investigated Grade 9 English language teachers’ perceptions, classroom practices, and challenges in implementing Communicative Language Teaching (CLT) at Amanuel Secondary School. The study was guided by three specific objectives: to examine teachers’ perceptions of CLT, to explore their classroom practices, and to identify factors influencing the implementation of CLT. A descriptive research design was employed, and data were collected through questionnaires, semi-structured interviews, observation and document review with three teachers and 97grade 9 students. The data were analyzed qualitatively and supported by simple descriptive statistics. The findings revealed that teachers generally held positive perceptions toward CLT. They understood that CLT emphasizes interaction, integration of language skills, and student participation in meaningful communication. However, some inconsistencies were identified in their understanding, particularly regarding immediate error correction and the dominance of teacher-centered instruction. Despite these inconsistencies, teachers generally valued CLT as an important approach for improving students’ communicative competence. In terms of classroom practice, the results showed that teachers attempted to apply CLT principles through group work, pair work, discussions, and question-and-answer activities. However, both interview and observation results indicated that the implementation was not consistent. Traditional teaching methods such as lecture and grammar explanation were still dominant, and student participation in communicative activities was limited. Classroom observation further confirmed that teacher talk time was high, and opportunities for student-student interaction were relatively low. The study also identified several factors affecting the implementation of CLT. These included large class sizes, low student proficiency in English, lack of teaching materials, limited time, insufficient teacher training, exam…
subject: Research Article
  topic: section
subject: Communicative Language Teaching, English Language Teaching, Formative Continuous Assessment, Summative Continuous Assessment
  topic: keywords
creator: Omar Al Qudah
creator: Kume Tewabe Alehegn
rights: Copyright (c) 2026 Omar Al Qudah, Kume Tewabe Alehegn
date: 2026-05-08
publication date: 2026-05-08
starting page: 01
ending page: 15
doi: 10.32996/jeltal.2026.8.6.1

Revisiting the Text to Speech Tool in EFL Learning in the Light of the Recent Rise in the Accessibility of the Technology
type: item
description: 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.
subject: Research Article
  topic: section
subject: Text-to-Speech tool – Narration - Arabic speaking EFL learners – Reading zeal
  topic: keywords
creator: Zineb Abd El Ali Zine El Abidine
creator: Bushra Rehman Jallaludin
creator: Ghada A Mohammed
creator: Mona Mohammed Abdullah
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-04-23
publication date: 2026-04-23
starting page: 82
ending page: 86
doi: 10.32996/jeltal.2026.8.5.10

Effectiveness of using mobile applications (Whats App and Messenger) on enhancing students' writing skills from the perspective of teachers
type: item
description: 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 teachin…
subject: Research Article
  topic: section
subject: Mobile applications; Whats App; Messenger; students' writing skill; teachers
  topic: keywords
creator: Osama Mohammed Ahmed Mohammed
creator: Mohammed Elsadig Hydar Elsheikh
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-18
publication date: 2026-04-18
starting page: 41
ending page: 46
doi: 10.32996/jeltal.2026.8.5.5

English for Specific Purposes: Course Content and Needs Representativeness
type: item
description: 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.
subject: Research Article
  topic: section
subject: English for specific purposes, Teaching, Needs representativeness, Course content
  topic: keywords
creator: Latifa Arharbi
creator: Sara Fadli
creator: Souad Jadli
rights: Copyright (c) 2026 Latifa Arharbi, Sara Fadli, Souad Jadli
date: 2026-04-17
publication date: 2026-04-17
starting page: 33
ending page: 40
doi: 10.32996/jeltal.2026.8.5.4

An overview of the multidimensionality of Academic Engagement in language learning and how it has been investigated in the Saudi EFL context
type: item
description: 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.
subject: Research Article
  topic: section
subject: Academic engagement, EFL, learner engagement, multidimensionality, Saudi EFL context
  topic: keywords
creator: Haya Mohammed Alsaadi
rights: Copyright (c) 2026 Haya Mohammed Alsaadi
date: 2026-04-20
publication date: 2026-04-20
starting page: 54
ending page: 62
doi: 10.32996/jeltal.2026.8.5.7

Increasing AI Intervention in ELT: A Prognosis of Saudi Context
type: item
description: 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.
subject: Research Article
  topic: section
subject: Artificial intelligence, English language teaching, ELT, adaptive learning, natural language processing, intelligent tutoring systems
  topic: keywords
creator: Alok Kumar Das
rights: Copyright (c) 2026 Alok Kumar Das
date: 2026-04-20
publication date: 2026-04-20
starting page: 73
ending page: 81
doi: 10.32996/jeltal.2026.8.5.9