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: The Role of Discourse Practice in Students’ Writing at Bosowa University
items: An Interpretive Systematic Review of a Researcher’s Contributions to EFL Reading Instruction: Themes, Methods, and Pedagogical Insights
items: Multidimensional Analysis of Senior High School Student Engagement in English as a Second Language: Interplay of Affective, Cognitive, and Behavioral Factors
items: https://al-kindipublishers.org/index.php/jeltal/article/view/12072
items: The Impact of Project-Based Learning on Leadership Skills: Perceptions of Moroccan Secondary School Students
items: A Target Situation Analysis of the Requirements of English Language Competence for Arabic Airlines Ground Staff
items: Development of Intercultural Competence in the Context of Teaching Spanish as a Foreign Language in China: An Interactive Role-Playing Approach
items: The Impact of Schemata Activation on Moroccan High School Students' Reading Comprehension Performance: A Mixed Methods Design
items: Multivocality and Readability in High School English Writing: The Role of Task Type
items: A Systematic Review of Studies on Pronunciation Instruction and Practice in L2 (2005-2025)
items: An Onomastics Study of Theism and Sacrality in Ewe Anthroponymy
items: Revisiting Arabic as a First Language in English Teaching: Evidence from the MENA Region
items: Project-Based Learning in Moroccan Middle Schools: English Teachers’ Perceptions of Opportunities, Practices, and Challenges
items: Nominalization as a Feature of Functional Morpho-Syntactic Complexity in EFL Medical Scholarly Research Writing
items: AI-Supported Vocabulary Learning in Saudi EFL Higher Education: A Bloom’s Taxonomy–Based Application
items: Exploring AI-mediated Informal Digital Learning of English (AI-IDLE) and its Association with Vocabulary Knowledge among Saudi EFL Learners
items: Lanvers U. (2024). Language Learning Beyond English: Learner Motivation in the Twenty-First Century. Cambridge University Press: Book Review
items: Code-Switching Practices of YouTube Educational Content Creators Using Ceblish
items: Exploring Saudi Female EFL Learners’ Use of Politeness Strategies: A Linguistic-Pragmatic Analysis of Student Writing-Based Evidences
items: The Impact of Kahoot on Enhancing Grammar Accuracy, Quantitative Approach Study
items: Utilizing Multiple Intelligences Theory in College English Teaching: Strategies to Enhance Low-Proficiency Learners' English Language Skills
items: Linguistic Approach in Teaching English as a Second Language: Annotated Bibliography
items: Pedagogy of Petroleum English Course, Part A: Comparing the Performance, Perception, and Satisfaction Between MOOC-Based Blended and In-Person Modalities Among Chinese Students
items: Pedagogy of Petroleum English course, part B: A correlational investigation between learning motivations and learning achievements of Chinese students under MOOC-based blended modality
items: Grammatical Error Analysis in Academic Essays: A Comprehensive Study of University Students in Kosovo
items: Dialogic Teaching and the Cultivation of Critical Awareness: An Exploration of the Socratic Approach in the EFL Classroom
items: Balancing Formative and Summative Assessment in English Language Teaching: Impacts on Learner Outcomes and Motivation
items: Foreign Language Anxiety and Oral Proficiency among Moroccan EFL Learners: A Case Study at ESEF Berrechid, Morocco
items: Rethinking Academic Feedback and its Impact on Writing
items: Classroom Interaction: An Analysis of Teacher and Student Talk in Moroccan EFL Classrooms

The Role of Discourse Practice in Students’ Writing at Bosowa University
type: item
description: 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.
subject: Research Article
  topic: section
subject: Role, Discourse Practice, Content, Lexical Cohesion, Grammatical Range, Writing Ability
  topic: keywords
creator: Muliati
creator: St. Asriati. Am
creator: Dahlia D. Moelier
creator: Syaila Nur Amaliyah
creator: Tamra
creator: Nurfaisah Sahib
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2026-02-01
publication date: 2026-02-01
starting page: 47
ending page: 52
doi: 10.32996/jeltal.2026.8.2.5

An Interpretive Systematic Review of a Researcher’s Contributions to EFL Reading Instruction: Themes, Methods, and Pedagogical Insights
type: item
description: 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 book…
subject: Research Article
  topic: section
subject: Interpretive Systematic Review (ISR), EFL reading skills, extensive reading, reading technologies, reading assessment, reading genres, specialized reading, Al-Jarf research program
  topic: keywords
creator: Reima Al-Jarf
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2026-03-02
publication date: 2026-03-02
starting page: 01
ending page: 22
doi: 10.32996/jeltal.2026.8.4.1

Multidimensional Analysis of Senior High School Student Engagement in English as a Second Language: Interplay of Affective, Cognitive, and Behavioral Factors
type: item
description: 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.
subject: Research Article
  topic: section
subject: student engagement, English as a Second Language (ESL), senior high school, affective dimension
  topic: keywords
creator: Perfecta M. Bautista
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2026-02-19
publication date: 2026-02-19
starting page: 19
ending page: 32
doi: 10.32996/jeltal.2026.8.3.3

https://al-kindipublishers.org/index.php/jeltal/article/view/12072
type: item
title: 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
description: 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.
subject: Research Article
  topic: section
subject: Vocabulary Extraction Activities, English Reading Comprehension, Language Proficiency
  topic: keywords
creator: Suthee Khamkaew
creator: Aifa Trussat
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2026-02-09
publication date: 2026-02-09
starting page: 01
ending page: 10
doi: 10.32996/jeltal.2026.8.3.1

The Impact of Project-Based Learning on Leadership Skills: Perceptions of Moroccan Secondary School Students
type: item
description: 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.
subject: Research Article
  topic: section
subject: Project-based learning (PBL), leadership development, student-centered learning, Morocco
  topic: keywords
creator: Rachida Moussaoui
creator: Daouia Laaboudi
creator: Reddad Erguig
rights: Copyright (c) 2026 Rachida Moussaoui, Daouia Laaboudi, Reddad Erguig
date: 2026-02-22
publication date: 2026-02-22
starting page: 33
ending page: 40
doi: 10.32996/jeltal.2026.8.3.4

A Target Situation Analysis of the Requirements of English Language Competence for Arabic Airlines Ground Staff
type: item
description: 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.
subject: Research Article
  topic: section
subject: Target situation, linguistic analysis, English language needs, ground staff, adult, communication, teacher education
  topic: keywords
creator: Abdullah Alshayban
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-02-01
publication date: 2026-02-01
starting page: 33
ending page: 46
doi: 10.32996/jeltal.2026.8.2.4

Development of Intercultural Competence in the Context of Teaching Spanish as a Foreign Language in China: An Interactive Role-Playing Approach
type: item
description: 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.
subject: Research Article
  topic: section
subject: Teaching, intercultural competence, foreign languages, multiculturalism, mutual understanding.
  topic: keywords
creator: Juan Piña Gómez
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2026-02-01
publication date: 2026-02-01
starting page: 20
ending page: 24
doi: 10.32996/jeltal.2026.8.2.2

The Impact of Schemata Activation on Moroccan High School Students' Reading Comprehension Performance: A Mixed Methods Design
type: item
description: 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.
subject: Research Article
  topic: section
subject: Reading Comprehension, Schemata Activation, Prior Knowledge, Instructional Strategies, Moroccan EFL Teachers, Mixed Methods, Teacher Training, Textbook Evaluation.
  topic: keywords
creator: Ouafaa Belouiza
rights: Copyright (c) 2026 Ouafaa Belouiza
date: 2026-02-23
publication date: 2026-02-23
starting page: 51
ending page: 50
doi: 10.32996/jeltal.2026.8.3.5

Multivocality and Readability in High School English Writing: The Role of Task Type
type: item
description: 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.
subject: Research Article
  topic: section
subject: English writing tasks
  topic: keywords
subject: multivocality
  topic: keywords
subject: readability
  topic: keywords
subject: correlation study
  topic: keywords
creator: Haiyue Wu
rights: Copyright (c) 2026 Haiyue Wu
date: 2026-02-09
publication date: 2026-02-09
starting page: 11
ending page: 18
doi: 10.32996/jeltal.2026.8.3.2

A Systematic Review of Studies on Pronunciation Instruction and Practice in L2 (2005-2025)
type: item
description: 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 contrib…
subject: Research Article
  topic: section
subject:
  topic: keywords
  value: Systematic review (SR), pronunciation instruction, pronunciation pedagogy, pronunciation practice, pronunciation testing, practice with technology, EFL students, AI-generated speech, text-to-speech, pronunciation problems
creator: Reima Al-Jarf
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2026-01-20
publication date: 2026-01-20
starting page: 10
ending page: 26
doi: 10.32996/jeltal.2026.8.1.2

An Onomastics Study of Theism and Sacrality in Ewe Anthroponymy
type: item
description: 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.
subject: Research Article
  topic: section
subject: Theism
  topic: keywords
subject: Sacrality
  topic: keywords
subject: Ewe
  topic: keywords
subject: Anthroponymy
  topic: keywords
subject: Onomastics
  topic: keywords
creator: Isaac Horsu
creator: Imeta Akakpo
creator: Salomey Horsu Boakye
creator: Ebenezer Yao Agbenyo
rights: Copyright (c) 2026 Isaac Horsu, Imeta Akakpo, Salomey Horsu Boakye, Ebenezer Yao Agbenyo
date: 2026-01-30
publication date: 2026-01-30
starting page: 27
ending page: 34
doi: 10.32996/jeltal.2026.8.1.3

Revisiting Arabic as a First Language in English Teaching: Evidence from the MENA Region
type: item
description: 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.
subject: Research Article
  topic: section
subject: Arab countries
  topic: keywords
subject: English as a Foreign Languag
  topic: keywords
subject: English Language Teaching
  topic: keywords
subject: First Language usage
  topic: keywords
subject: MENA region
  topic: keywords
subject: Second Language classrooms
  topic: keywords
creator: Ahmed Boukranaa
creator: Rania Mjahad
rights: Copyright (c) 2026 Ahmed Boukranaa, Rania Mjahad
date: 2026-02-01
publication date: 2026-02-01
starting page: 25
ending page: 32
doi: 10.32996/jeltal.2026.8.2.3

Project-Based Learning in Moroccan Middle Schools: English Teachers’ Perceptions of Opportunities, Practices, and Challenges
type: item
description: 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.
subject: Research Article
  topic: section
subject: Project-Based Learning
  topic: keywords
subject: English as a foreign language (EFL)
  topic: keywords
subject: Moroccan middle schools
  topic: keywords
subject: teachers’ perceptions
  topic: keywords
subject: phenomenology
  topic: keywords
subject: thematic analysis
  topic: keywords
subject: learner-centered pedagogy
  topic: keywords
creator: Ali Bekou
creator: Hamza Belbaraka
creator: Khadija Anass
rights: Copyright (c) 2026 Ali Bekou, Hamza Belbaraka, Khadija Anass
date: 2026-01-18
publication date: 2026-01-18
starting page: 01
ending page: 09
doi: 10.32996/jeltal.2026.8.1.1

Nominalization as a Feature of Functional Morpho-Syntactic Complexity in EFL Medical Scholarly Research Writing
type: item
description: 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.
subject: Research Article
  topic: section
subject: Academic writing; linguistic complexity; nominalization; research writing; English for Academic Purposes; EFL writing development; English for Specific Purposes
  topic: keywords
creator: HASSAN BOUKHRIS
creator: SANA SAKALE
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2025-12-30
publication date: 2025-12-30
starting page: 88
ending page: 96
doi: 10.32996/jeltal.2025.7.8.10

AI-Supported Vocabulary Learning in Saudi EFL Higher Education: A Bloom’s Taxonomy–Based Application
type: item
description: This study investigates the effectiveness of an AI-based vocabulary learning app, designed by the research supervisor and grounded in Bloom’s Taxonomy, in enhancing English as a Foreign Language (EFL) vocabulary acquisition among Saudi university students. Vocabulary development remains a major challenge for EFL learners, and adaptive, personalized technologies may help address individual learning needs. A quasi-experimental design is employed, comparing an experimental group using the AI-based app with a control group receiving traditional instruction. Vocabulary proficiency is measured through pretests and posttests to evaluate the impact of the intervention and identify differences between the two groups. The AI app applies a scaffolded approach aligned with Bloom’s cognitive levels, progressing from basic recall to higher order thinking skills to support comprehensive vocabulary mastery. Data collection includes quantitative test scores and a feedback survey to capture students’ perceptions of usability and effectiveness. Statistical analyses assess differences in vocabulary gains, while thematic analysis examines learners’ experiences. The study aims to contribute to EFL pedagogy by demonstrating the role of AI-driven tools in supporting vocabulary acquisition, learner engagement, and personalized learning.
subject: Research Article
  topic: section
subject: Vocabulary learning, EFL, Artificial Intelligence, Bloom’s Taxonomy, Saudi students
  topic: keywords
creator: Jehan A. Alherabi
creator: Saad Aljebreen
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2025-12-29
publication date: 2025-12-29
starting page: 80
ending page: 87
doi: 10.32996/jeltal.2025.7.8.9

Exploring AI-mediated Informal Digital Learning of English (AI-IDLE) and its Association with Vocabulary Knowledge among Saudi EFL Learners
type: item
description: This study examines the relationship between artificial intelligence-mediated informal digital learning of English (AI-IDLE) on Saudi English as a foreign language (EFL) learners' vocabulary knowledge. With advancements in digital infrastructure in Saudi Arabia, students increasingly turn to digital tools and AI technology to develop language skills autonomously. Despite this shift, research on how Saudi EFL learners utilize AI for vocabulary learning outside the classroom remains limited. This qualitative correlational study examines the relationship between AI-IDLE practices and vocabulary knowledge among Saudi EFL learners, using quantitative data from a survey and vocabulary test (Oxford Online Placement Test). The findings reveled a statistically significant positive correlation between AI-IDLE engagement and vocabulary proficiency. Further analyses indicated that ChatGPT usage significantly predicted vocabulary knowledge, while other AI-tools showed no significant effects. While AI tools were mainly used for translation and writing, indirect vocabulary exposure through AI tools usage supported vocabulary development. Overall, the study offers objective evidence of the contribution of AI-mediated informal digital learning of English to vocabulary knowledge and highlights the pedagogical potential of AI tools beyond traditional classroom settings.
subject: Research Article
  topic: section
subject: Vocabulary knowledge, IDLE, AI-IDLE, Saudi EFL learners, AI in language learning, Autonomous learning, ChatGPT
  topic: keywords
creator: Alaa M. AbaAlkhail
creator: Saad Aljebreen
rights: Copyright (c) 2025 Alaa M. AbaAlkhail, Saad Aljebreen
date: 2025-12-22
publication date: 2025-12-22
starting page: 64
ending page: 76
doi: 10.32996/jeltal.2025.7.8.7

Lanvers U. (2024). Language Learning Beyond English: Learner Motivation in the Twenty-First Century. Cambridge University Press: Book Review
type: item
description: This review examines Ursula Lanvers’ Language Learning Beyond English: Learner Motivation in the Twenty-First Century, a timely contribution to the fields of applied linguistics and language education policy. The book critically investigates how the global dominance of English shapes learner motivation, multilingual practices, and national language policies, while marginalizing other languages (LOTEs). Lanvers employs a five-part motivational framework to analyze the complex, dynamic interplay between English as a tool for global mobility and as a force that perpetuates linguistic inequality.Central to the book is the innovative moving motivation model, which classifies learner motives into four quadrants—Individual‑Instrumental, Individual‑Intrinsic, Collective‑Intrinsic, and Collective‑Instrumental—illustrating how motivations shift across time and context. The analysis moves from macro-level discussions of linguistic imperialism and policy imbalances to micro-level pedagogical strategies, advocating for educational approaches that integrate intercultural competence, community engagement, and global citizenship.While praised for its interdisciplinary rigor, theoretical originality, and practical relevance for educators and policymakers, the book is noted for its predominantly Eurocentric focus. The review suggests that deeper engagement with contexts from the Global South—such as the Gulf region, where English interacts with local identity, economic change, and educational reform—would strengthen its global applicability. Incorporating empirical examples, such as technology‑enhanced collaborative learning, could further illustrate how motivational principles can be translated into classroom practice. Overall, Language Learning Beyond English offers a nuanced, well‑structured exploration of motivation in multilingual settings and underscores the need for aligned pedagogical, policy, and ideological commitments to sustain linguistic diversity. It is a valuable resou…
subject: Research Article
  topic: section
subject:
  topic: keywords
  value: English dominance, language learning motivation, multilingualism, LOTEs (Languages Other Than English), moving motivation model, linguistic imperialism, language education policy, Global South, Saudi EFL context, intercultural competence, heritage languages, language ideology, technology-mediated learning
creator: Afnan ALazhari
creator: Abeer Alharbi
rights: Copyright (c) 2025 Afnan ALazhari, Abeer Alharbi
date: 2025-12-25
publication date: 2025-12-25
starting page: 77
ending page: 79
doi: 10.32996/jeltal.2025.7.8.8

Code-Switching Practices of YouTube Educational Content Creators Using Ceblish
type: item
description: Language is a dynamic tool for communication, particularly in multilingual contexts where switching between languages aids understanding. This study examined how YouTube educational content creators use Ceblish—a mix of Cebuano and English—to enhance clarity and engagement in digital instruction. It explored the types of code-switching patterns, their alignment with accommodation strategies, their impact on audience engagement and comprehension, and their role as a scaffolding tool for linguistic diversity and knowledge transfer. Additionally, the study aimed to develop a Digital Ceblish Pedagogical Guide for effective multilingual teaching in both online and traditional classrooms. The study employed a sociolinguistic discourse analysis grounded in Clarke and Braun’s thematic approach. To gather the data, seven publicly available YouTube lecture-style videos featuring Cebuano language instruction that utilized Ceblish were purposively selected as data sources. Specifically, the research environment was the YouTube platform, where the videos were carefully transcribed and systematically analyzed. Moreover, a researcher-developed coding guide served as the primary instrument and was validated by a panel of experts to ensure reliability and credibility. Subsequently, the data were analyzed through thematic coding, which was aligned with Poplack’s Code-Switching Typology, Giles’ Communication Accommodation Theory, and Vygotsky’s Sociocultural Theory. Findings showed that inter- and intra-sentential code-switching were the most frequent patterns, effectively simplifying concepts, clarifying explanations, and sustaining engagement. These strategies aligned with convergence and maintenance principles under Communication Accommodation Theory and served as scaffolding within Vygotsky’s Zone of Proximal Development. Consequently, the study concluded that Ceblish enhances comprehension, inclusivity, and cultural identity in digital learning. Therefore, educators are encourage…
subject: Research Article
  topic: section
subject: Ceblish
  topic: keywords
subject: code-switching
  topic: keywords
subject: YouTube education
  topic: keywords
subject: bilingual pedagogy
  topic: keywords
subject: sociolinguistic discourse analysis
  topic: keywords
subject: digital learning
  topic: keywords
creator: Julia Anne Gumanay
rights: Copyright (c) 2026 Julia Anne Gumanay
date: 2026-02-01
publication date: 2026-02-01
starting page: 01
ending page: 19
doi: 10.32996/jeltal.2026.8.2.1

Exploring Saudi Female EFL Learners’ Use of Politeness Strategies: A Linguistic-Pragmatic Analysis of Student Writing-Based Evidences
type: item
description: The present study is an attempt to analyze Qassim University EFL learners’ linguistic-pragmatic competence of “politeness strategies”. It explores how EFL learners use “politeness strategies” in lengthy written responses on a variety of topics selected by them. This study uses Brown and Levinson’s (1987) Politeness Theory as the primary framework. A comparative analysis of texts authored by twenty four female students in an EFL setting at Qassim University, Saudi Arabia was employed to accomplish the study's objective. To analyze “politeness strategies”, a qualitative content analysis was used. The findings show that while verbal agreement and shows of solidarity are common positive politeness (49%) methods used by students, on-record (10%), off-record (6%), negative politeness (13%), and baldly without redress action (22%) strategies are less common. Underdeveloped sensitivity to formality and moderation is the outcome of pragmatic transfer from Arabic norms, as seen by frequent directness and repetition. The results emphasize the necessity of providing clear education in pragmatic awareness, especially with relation to tone, mitigation, and audience consideration in academic writing. The study argues for more explicit training in pragmatic awareness in university-level curriculum and indicates that pragmatic competence is a crucial but underdeveloped component of EFL writing. Finally, the study concluded with helpful recommendations for further research and pedagogical implications that highlight how these “politeness strategies” might assist students in transitioning from literal accuracy to writing that is pragmatically appropriate.
subject: Research Article
  topic: section
subject: Academic writing, adult learning, communication, EFL setting, linguistics, politeness, student discourse
  topic: keywords
creator: Mohammad Shariq
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
date: 2025-12-07
publication date: 2025-12-07
starting page: 20
ending page: 28
doi: 10.32996/jeltal.2025.7.8.3

The Impact of Kahoot on Enhancing Grammar Accuracy, Quantitative Approach Study
type: item
description: This paper investigates Kahoot to improve the grammatical accuracy of students studying at the Technical and Vocational Training Corporation (TVTC). It also focuses on four grammatical categories: articles, pronouns, tenses, and prepositions. A quantitative method is applied and based on two instruments: a 20-item grammar test and a questionnaire for students' perceptions about Kahoot. The research intention is to examine the relationship between students' perceptions of Kahoot and their performance in the grammar test to determine whether perceptions toward the use of Kahoot correspond to improved grammatical accuracy. The findings are bound to provide useful insights into how gamified learning tools like Kahoot support the teaching of grammar and help inform good pedagogical practices related to grammar instruction in technical colleges.
subject: Research Article
  topic: section
subject: Grammar accuracy, gamification, Kahoot, Digital learning tool, language engagement.
  topic: keywords
creator: Mona Ahmed
creator: Khadija Al Amoudi
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-12-02
publication date: 2025-12-02
starting page: 09
ending page: 19
doi: 10.32996/jeltal.2025.7.8.2

Utilizing Multiple Intelligences Theory in College English Teaching: Strategies to Enhance Low-Proficiency Learners' English Language Skills
type: item
description: This study explores the application of Howard Gardner’s Multiple Intelligences (MI) theory in enhancing the English proficiency of Low-Proficiency Learners among university students in China. Amid growing concerns over the generally weak English performance of college students, this research investigates whether MI-informed teaching strategies can provide effective pedagogical interventions. A quasi-experimental design was employed, involving two parallel classes of non-English majors: one experimental group received MI-based English instruction, while the control group followed traditional teaching methods. The intervention lasted for 16 weeks and integrated various intelligence types - linguistic, musical, bodily-kinesthetic, interpersonal, intrapersonal, and more - into classroom activities such as role plays, group discussions, music-assisted pronunciation training, and reflective writing tasks. Data were collected through pre- and post-tests, motivation surveys, classroom observations, and semi-structured interviews. The results demonstrated that the experimental group showed significantly greater improvement in listening, reading, and writing skills compared to the control group. Additionally, students exhibited increased motivation, higher engagement, and more positive attitudes toward language learning. The study also found that matching instructional activities to students’ dominant intelligence types contributed to more personalized and effective learning experiences. The findings confirm that MI-based teaching is particularly beneficial for Low-Proficiency Learners by activating their potential through diversified learning channels. The study offers both theoretical and practical implications, suggesting that MI theory can serve as a viable framework for differentiated instruction in tertiary English education. Recommendations are provided for curriculum designers, English instructors, and institutional leaders to incorporate intelligence-responsive pract…
subject: Research Article
  topic: section
subject: Multiple Intelligences Theory, College English Teaching, Low-Proficiency Learners, Language Skill Enhancement, Teaching Strategies
  topic: keywords
creator: Xiaopeng Zhang
creator: Huofeng Tang
creator: Hua Zhang
creator: Fengbo Wang
rights: Copyright (c) 2025 Xiaopeng Zhang, Huofeng Tang, Hua Zhang, Fengbo Wang
date: 2025-12-07
publication date: 2025-12-07
starting page: 52
ending page: 63
doi: 10.32996/jeltal.2025.7.8.6

Linguistic Approach in Teaching English as a Second Language: Annotated Bibliography
type: item
description: The linguistic approach to teaching English as a Second Language (ESL) focuses on understanding and applying insights from linguistics, the scientific study of language, to enhance the teaching and learning of English. The linguistic approach involves teaching English by understanding how the language functions—its phonology (sounds), morphology (word formation), syntax (sentence structure), semantics (meaning), and pragmatics (language use in context). Sometimes the definition of learning ESL can be misunderstood, as many people think it is just a matter of grammar. This paper will show how teaching can be effective for ESL learners and how linguistically it works with students by understanding students' learning capabilities through an analysis of scholarly research.
subject: Research Article
  topic: section
subject: Linguistics approach, Phonology, Morphology, Syntax, Semantics
  topic: keywords
creator: Sadia Rahman Busra
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-11-27
publication date: 2025-11-27
starting page: 01
ending page: 08
doi: 10.32996/jeltal.2025.7.8.1

Pedagogy of Petroleum English Course, Part A: Comparing the Performance, Perception, and Satisfaction Between MOOC-Based Blended and In-Person Modalities Among Chinese Students
type: item
description: As Chinese and foreign oil and gas companies are expanding their activities internationally, the exigency for professionals with strong knowledge in English is of utmost importance. While a massive open online course MOOC-based blended learning modality has received widespread academic recognition across different fields. Its application in a Petroleum English course is unexplored, and its educational merits among Chinese undergraduate engineering students remain unclear. This study assesses the effectiveness of face-to-face learning modality and MOOC-based blended learning modality based on academic performance, students' perceptions, and learning satisfaction among Chinese sophomore year engineering students in the petroleum English course. A group of students of similar ages, gender, and academic background, and taught using distinctive lecturing modalities [ca., face-to-face learning modality (IM, n = 218), and blended learning modality (BM, n = 216)], was compared. It was revealed that the final mean grade of BM was higher than that of IM (75 ± 6.99 for IM versus 78.85 ± 7.76 for BM, with P <.05). The spatial distribution pattern revealed that students taught via BM achieved a higher mean grade in comparison to those of IM, regardless of the subcategories (ca. top 10%, upper middle 20%, lower middle 60%, and bottom 10%) based on the Wilcoxon Rank Sum test. Moreover, the Spearman test best describes the relationship between the face-to-face quiz grades and final examination grades (R2 = 0.532, P<.01) than the Pearson test (R2 = 0.207, P<.01). It was obvious from these results that the majority of students did not only agree or strongly agreed that the BM improved their learning competencies in various aspects, but also that the learning format was the most preferred (60.5%) in comparison to face-to-face learning alone (28.9%) and online learning alone (10.9%). According to these results, BM clearly contributed to fostering students’ performance, perception, and …
subject: Research Article
  topic: section
subject: Blended learning–learning motivation–learning achievements–petroleum English–correlation analysis
  topic: keywords
creator: ALAIN PIERRE TCHAMENI
creator: Robert Dery Nagre
rights: Copyright (c) 2025 ALAIN PIERRE TCHAMENI, Robert Dery Nagre
date: 2025-12-07
publication date: 2025-12-07
starting page: 29
ending page: 40
doi: 10.32996/jeltal.2025.7.8.4

Pedagogy of Petroleum English course, part B: A correlational investigation between learning motivations and learning achievements of Chinese students under MOOC-based blended modality
type: item
description: The massive open online course MOOC-based blended learning modality has gained widespread academic recognition across various fields due to the enhancement of the academic performance of students. This research focuses on exploring the learning achievements of Chinese students, who showed improved academic performance in the petroleum English course under the MOOC-based blended learning modality compared to the traditional face-to-face modality, as reported in our previous study. However, the learning motivations that contributed to their learning achievements remain unsettled. Based on exploring the correlation between the Chinese sophomore year engineering students' learning motivations in the petroleum English course and learning achievements under the MOOC-based blended learning modality, this work aimed to examine the learning motivations that permitted enhanced learning achievements. For that purpose, a series of questionnaires was given to 216 Chinese sophomore year engineering students, among whom 8 were interviewed. Based on a series of statistical analyses of the responses provided by the students, the exploratory factor analysis, reliability test, statistical description, and correlational analyses, the relationship between the learning motivations and learning achievements was assessed. The results showed that the students were both positively intrinsically and extrinsically motivated, which was conducive to fostering the learning achievements, but the extrinsic motivations, having the descriptive aspects of getting a high-paying position, significantly contributed to this trend, based on the results of the loading factor. As a result, a stronger statistical correlation between the extrinsic motivations and learning achievements [ca. R2=0.601 with Sig. (2-tailed) <0.001] was observed versus between intrinsic motivations and learning achievements [ca. R2=0.425 with Sig.(2-tailed) <0.001]. With respect to these findings, future studies for the global conte…
subject: Research Article
  topic: section
subject: Blended learning–learning motivation–learning achievements–petroleum English–correlation analysis
  topic: keywords
creator: ALAIN PIERRE TCHAMENI
creator: Robert Dery Nagre
rights: Copyright (c) 2025 ALAIN PIERRE TCHAMENI, Robert Dery Nagre
date: 2025-12-07
publication date: 2025-12-07
starting page: 41
ending page: 51
doi: 10.32996/jeltal.2025.7.8.5

Grammatical Error Analysis in Academic Essays: A Comprehensive Study of University Students in Kosovo
type: item
description: This study examines the grammatical difficulties encountered by students in Kosovo's universities that provide English language programs or incorporate academic writing into their curricula, emphasizing the vital significance of academic essay writing in higher education. An analysis of 50 student essays revealed a total of 894 grammatical errors, with punctuation (52.7%) and sentence structure issues, such as run-on sentences (17.9%), preposition misuse (13.2%), as well as article errors (12.5%), being the most prevalent. The findings indicate that students struggle significantly with fundamental grammatical rules, suggesting deficiencies in their foundational grammar knowledge, likely due to inadequate prior instruction. The consistency of error patterns across submissions highlights a widespread lack of awareness regarding essential grammatical conventions. The study advocates for targeted instructional strategies, including grammar-focused workshops and personalized feedback, to address these common errors. By adopting these approaches, educators can strengthen students’ writing skills, enhancing their academic success and preparing them for professional opportunities.
subject: Research Article
  topic: section
subject: ESL writing; Grammatical challenges; Academic essay writing; Higher education; Error analysis
  topic: keywords
creator: Fjolla Kallaba
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-11-16
publication date: 2025-11-16
starting page: 01
ending page: 12
doi: 10.32996/jeltal.2025.7.7.1

Dialogic Teaching and the Cultivation of Critical Awareness: An Exploration of the Socratic Approach in the EFL Classroom
type: item
description: Socratic pedagogy is an approach to teaching that encourages questioning mainstream practices without being judgmental, aiming to foster understanding, empathy, and more objective reflections on reality. This study investigates the impact of implementing Socratic pedagogy on student teachers’ critical awareness skills during their participation in a Spoken English course at ESEF Berrechid, Morocco. Grounded in the principles of dialogic and reflective teaching, the research seeks to explore how sustained engagement with Socratic questioning can support the development of higher-order thinking, ethical reasoning, and culturally sensitive perspectives among future educators. Adopting a qualitative research design, the study involved first-year student teachers over the course of one academic year, providing them with continuous opportunities to engage in reflective dialogue, critical inquiry, and collaborative discussions. Data were collected through multiple sources, including individual interviews, focus group discussions, and detailed classroom observations, which documented students’ verbal contributions, interactions, and responses to instructional prompts throughout the intervention. The findings reveal a significant enhancement in students’ critical awareness of political, economic, and cultural dimensions that influence language teaching contexts. Participants demonstrated a nuanced understanding of how policy decisions, institutional priorities, and socio-economic factors shape educational practices, and they developed the capacity to critically examine taken-for-granted assumptions within their learning environment. Additionally, students expressed a greater appreciation for cultural diversity and inclusion, recognizing the value of multiple perspectives in fostering a more equitable and effective classroom. Beyond knowledge acquisition, the intervention appeared to positively impact students’ attitudes, encouraging them to express ideas confidently, engage …
subject: Research Article
  topic: section
subject:
  topic: keywords
  value: Socratic pedagogy, critical awareness, dialogic teaching, teacher education, reflective practice, Spoken English, student teachers, Morocco, cultural diversity, qualitative research, inquiry-based learning, classroom observation
creator: Khadija Baddane
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-11-10
publication date: 2025-11-10
starting page: 46
ending page: 56
doi: 10.32996/jeltal.2025.7.6.6

Balancing Formative and Summative Assessment in English Language Teaching: Impacts on Learner Outcomes and Motivation
type: item
description: This study investigates the impact of formative and summative assessment on learner outcomes, motivation, and engagement in English language teaching. Conducted at ESEF Berrechid in Morocco, the research focuses on secondary education students who are learning English as a foreign language. The study adopts a mixed-methods approach to provide a thorough understanding of assessment practices and their influence on student learning. Data were collected through classroom observations, structured questionnaires administered to students, and semi-structured interviews with teachers. Classroom observations focused on the implementation of formative assessment techniques, including regular feedback, peer assessment, self-assessment, and classroom participation activities, while interviews explored teachers’ perspectives on the benefits and challenges of balancing formative and summative assessment. Questionnaires examined students’ perceptions of how different assessment types affected their motivation, confidence, and overall learning experience. Findings indicate that formative assessment, when consistently applied and integrated into classroom instruction, encourages active student participation, enhances self-regulated learning, and fosters a positive attitude toward English language acquisition. Summative assessment provides critical benchmarks for achievement and helps teachers identify areas of improvement, but excessive emphasis on summative evaluation may create anxiety and reduce intrinsic motivation among learners. The study demonstrates that a thoughtful balance between formative and summative assessment can lead to improved learner outcomes, higher engagement, and greater motivation. Pedagogical implications suggest that teachers should design assessment strategies that combine continuous feedback with formal evaluations, employ student-centered techniques to enhance autonomy, and create an environment that values both progress and achievement. The research co…
subject: Research Article
  topic: section
subject:
  topic: keywords
  value: Formative assessment, Summative assessment, English language teaching, EFL learners, Learner outcomes, Student motivation, Classroom assessment, Moroccan context, Secondary education, Teaching strategies
creator: Khadija Baddane
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-11-02
publication date: 2025-11-02
starting page: 28
ending page: 39
doi: 10.32996/jeltal.2025.7.5.4

Foreign Language Anxiety and Oral Proficiency among Moroccan EFL Learners: A Case Study at ESEF Berrechid, Morocco
type: item
description: This study seeks to investigate the relationship between foreign language anxiety and oral proficiency among Moroccan student teachers enrolled in the English Studies program at the École Supérieure de l’Éducation et de la Formation (ESEF) in Berrechid. Given the increasing importance of English in academic, scientific, and professional spheres, it is essential to identify and address the psychological and pedagogical factors that hinder effective language acquisition, particularly in oral communication. Adopting a mixed-methods design, the study combines quantitative data collected through questionnaires with qualitative insights drawn from classroom observations and semi-structured interviews with both trainee teachers and their instructors. It examines how varying levels of anxiety influence oral participation, confidence, and communicative competence during classroom interactions. Preliminary findings are expected to reveal that higher levels of anxiety are negatively correlated with oral performance, suggesting that anxiety significantly constrains students’ ability to express themselves fluently and confidently. The study ultimately aims to shed light on the need for evidence-based pedagogical interventions to foster a more supportive, low-anxiety learning environment and to enhance the oral proficiency of Moroccan EFL teacher trainees.
subject: Research Article
  topic: section
subject:
  topic: keywords
  value: Foreign Language Anxiety; Oral Proficiency; EFL Learners; Teacher Education; Moroccan Context; ESEF Berrechid; Mixed-Methods Research; Communicative Competence; Classroom Participation; Pedagogical Strategies
creator: Khadija Baddane
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 47
ending page: 59
doi: 10.32996/jeltal.2025.7.4.6

Rethinking Academic Feedback and its Impact on Writing
type: item
description: Feedback plays a vital role in the development of students’ academic writing, particularly in higher education settings where writing assignments form a key component of learning and assessment. Understanding how students perceive and respond to feedback can provide valuable insights into improving teaching practices and learner outcomes. This study investigates how master students in the English Department at Ibn Tofail University perceive academic feedback and how it influences their writing development, motivation, and confidence. A structured questionnaire was used to collect data on students’ experiences with written, oral, and peer feedback and their emotional reactions to it. The results show that students generally view feedback as essential for improving their writing, especially when it is detailed, constructive, and clearly guides revision. However, vague or overly critical comments were found to lower confidence and make it harder for students to apply feedback effectively. The study recommends that adopting more dialogic and student-centered feedback practices can boost learner engagement and contribute to better writing performance within Moroccan higher education.
subject: Research Article
  topic: section
subject: Feedback, Writing Performance, EFL Learners, Feedback Literacy, Higher Education
  topic: keywords
creator: loubna abbou
creator: Sana SAKALE
rights: Copyright (c) 2025 Loubna ABBOU, Sana SAKALE
date: 2025-11-23
publication date: 2025-11-23
starting page: 13
ending page: 19
doi: 10.32996/jeltal.2025.7.7.2

Classroom Interaction: An Analysis of Teacher and Student Talk in Moroccan EFL Classrooms
type: item
description: Classroom interaction has always been considered at the heart of the teaching-learning process as it permits students to increase their level of understanding of the learning materials and further develop their speaking skills. However, the previous studies denoted that teachers dominate when speaking in the classroom rather than students do. Therefore, this study aims to analyze the teacher talk, student talk of EFL classrooms along with the category which is frequently used in the classroom based on the FLINT analysis system. The design of this research is descriptive qualitative. The sample of the study was EFL teachers and their students of 7 Baccalaureate high school classes in Agadir. The data were collected through naturalistic observation and recording. The data were analyzed using Foreign Language Interaction (FLINT) system as developed by Moskowitz (1971). The findings revealed all of the teacher and student talk categories as mentioned in FLINT. However, giving direction and lecturing were found as the most frequently used categories among all. Moreover, the teachers mostly adopted a role as controllers in the classroom as they frequently led the flow of interaction. The findings have a number of implications for EFL in Moroccan secondary high schools.
subject: Research Article
  topic: section
subject: Classroom Interaction, FLINT analysis, EFL classroom, Teachers’ talk, Students’ talk.
  topic: keywords
creator: Jaouad RIAD
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
date: 2025-11-02
publication date: 2025-11-02
starting page: 21
ending page: 27
doi: 10.32996/jeltal.2025.7.5.3