AJELP: Asian Journal of English Language and Pedagogy
The Asian Journal of English Language and Pedagogy (AJELP) [ISSN 2289-8689 eISSN 2289-8697] is refereed publication which serves as a platform to promote scholarly discussions and collaborative networking among academicians, researchers, theorists, practitioners, and policy-makers of English studies. AJELP highlights current trends in English language, literature, linguistics and pedagogy in Asia and other international contexts. Published twice a year (April & October beginning 2024) by UPSI Press for Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris. The journal welcomes research and theory based articles as well as exploratory papers. AJELP supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC) .
Pejabat Karang Mengarang, Universiti Pendidikan Sultan Idris, Malaysia
Vocabulary and Comprehension: Examining the Lexicon of Selected Tertiary Students in Reading Proficiency
This study examined the relationship between vocabulary size and depth to the reading comprehension of tertiary students. The respondents included 36 first-year students who were enrolled in an education program for the academic year 2023-2024. Data collection involved a vocabulary size test, a word associate test, and a reading comprehension test, which were designed to measure students’ vocabulary size, vocabulary depth, and reading comprehension skills, respectively. The mean percentage scores were computed to determine the respondents’ level of vocabulary size, depth, and reading comprehension. The Pearson correlation coefficient was computed to examine the relationship between vocabulary and comprehension. Results indicated a significant positive correlation between vocabulary size and reading comprehension, as well as between vocabulary depth and reading comprehension. The findings suggest that when students have both wide vocabulary skills and a depth of vocabulary knowledge, they can also have strong reading comprehension skills. Additionally, the findings highlight that vocabulary size and depth are strong predictors of the student’s reading comprehension performance. This study also underscores the need to include teaching and enhancing students’ vocabulary skills to improve reading comprehension skills.
Copyright (c) 2026 Arman M. De Guzman, Avegail A. Grezones, Karen Salve M. Maute, John Patrick F. Mecha https://creativecommons.org/licenses/by-nc-sa/4.0
Revisiting EMI of the education system of Bangladesh in the purview of NEP, LPP, and ELF
With the rise of English as a global lingua franca, the demand for English-medium instruction (EMI) has grown significantly across Asian education systems. In Bangladesh, the integration of EMI into the language education system has been driven largely by the National Education Policy (NEP) yet implemented with minimal regard to the foundational principles of Language Policy and Planning (LPP) and the pedagogical prerequisites outlined in English as Lingua Franca (ELF) research. This article critically examines the structural and ideological underpinnings of English Language Education (ELE) in Bangladesh and evaluates its effectiveness through the intersecting lenses of NEP, LPP, and ELF. Using Shohamy's five-phase LPP model, the study proposes a comprehensive Language-in-Education Policy (LEP) that embeds EMI within a coherent medium-of-instruction (MOI) framework. Drawing on sociolinguistic data, international best practices, and empirical research, it argues for mother tongue-based literacy in early education, elective and proficiency-based EMI from secondary level onward, and proportionate use of English in higher education aligned with internationalization goals. The study advocates a balanced approach that affirms Bangla's primacy while accommodating English as a strategic linguistic resource—ensuring linguistic equity, cognitive development, and cultural continuity.
Copyright (c) 2025 Razaul Karim Faquire https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Teacher Feedback in Developing Ghanaian Senior High School Learners’ Grammar Skills: A Classroom-Based Study at Obama College in Mankessim
This study explored how teacher feedback shaped the grammar growth of learners at Obama College in Mankessim. The work focused on the everyday experience of feedback during grammar lessons and how learners made sense of it. Guided by the Feedback-Driven Metacognition Framework, the study looked closely at how comments from the teacher helped learners notice their errors, monitor their choices, and revise their writing with clearer purpose. A phenomenological design supported this goal, as it allowed the researcher to follow the thoughts, reactions, and routines that learners developed around feedback. Quota sampling technique was used to select 30 Form Two learners, whilst purposive sampling was used to select the English language teacher. Data came from classroom observations, learner scripts, and interviews with the teacher and six selected students. The analysis followed Saldaña’s coding cycles to capture the words, actions, and meanings that shaped learners’ responses. The findings showed that short prompts, calm explanations, and follow-up questions encouraged learners to look closely at their sentences. Learners paid more attention to tense, concord, and punctuation, and they began to check their work before submission. Their revisions carried earlier feedback into new tasks, which showed growing control of key grammar areas. The study points to feedback as a steady guide in a school where resources are limited. Clear, well-timed comments helped learners think through their writing and build confidence in their grammar.
Copyright (c) 2025 Joshua Kwabena Nbiba Bintul https://creativecommons.org/licenses/by-nc-sa/4.0
Pragmatic Analysis of Opening-Closing Arguments at Trump’s Impeachment Trial
Donald Trump, the 45th president of the United States, was impeached on the eighteenth of December in 2019, when the House of Representatives approved two articles of impeachment by which Trump was accused of power abuse and obstruction of Congress. Trump’s impeachment trial was managed by the Democrats who presented the case before the Senate. Adam Schiff, the Head of the House of Representatives Intelligence Committee, led a team of Democrats who laid out the charges detailing how Trump had abused his power. This paper presents a pragmatic analysis of Adam Schiff’s opening and closing arguments at Trump’s impeachment trial, particularly in relation to deixis and vagueness. Our analytical framework includes Levinson’s classifications of person, time, and place deixis, along with those of Huang (2004), Fromkin et al. (2003) and Yule (1996). It also uses two models of vague category markers presented by Evinson, McCarthy, and O’Keeffe (2007) and Sabet and Zhang (2015). The results show that Schiff, in both arguments, employed deictic expressions as a pragmatic device serving the purpose of preciseness and presented vague category markers in a limited way. However, although Schiff’s opening argument depended on addressing reason and using deixis to offer specific facts, it was characterized by repetitive language. His closing argument, on the other hand, appealed to people’s sentiments via the use of deixis followed by emotional descriptions. It is likely that Schiff’s arguments were, to some extent, weakened by his repetitive and exaggerated language, which may have helped Trump’s case.
Copyright (c) 2025 Mazura Mastura Muhammad, Dalia M. Hamed, Sharmini Garneshan, Wesam M. A. Ibrahim https://creativecommons.org/licenses/by-nc-sa/4.0
Comparative Analysis of Metadiscourse Markers and Rhetorical Elements in English PhD Dissertations
Writing that is logical and easy for readers to understand is essential for effective academic communication. One of the key features of effective writing is the use of metadiscourse markers. The purpose of the present study is to analyze the abstract sections of applied linguistics PhD dissertations from the perspective of metadiscourse markers, focusing on their use within each move. This study investigates how interactive and interactional metadiscourse markers are employed by native and nonnative PhD students and examines the rhetorical structure use of these markers in each move of abstracts. To this end, data were collected from 100 PhD theses abstracts in applied linguistics, with 50 authored by Iranian PhD candidates and 50 authored by English native speakers. The data were first analyzed for the use of rhetorical moves based on Hyland’s (2000) framework. Then, the moves were analyzed for the use of metadiscourse markers according to Hyland’s (2005) model of interactive and interactional metadiscourse markers. Findings indicate that international PhD students use interactive markers more frequently than their Local counterparts, with transitions and endophorics being particularly prevalent. Among interactional markers, hedges, followed by boosters and attitude markers, are used frequently. Move analysis revealed that both local and international students predominantly use metadiscourse markers in Move 5 (Conclusion) and Move 3 (Method). The implications of this study suggest that future researchers should use metadiscourse markers more purposefully in their academic writing and pay closer attention to the rhetorical structure of their texts.
Copyright (c) 2025 Arezoo Haftbaradaran, Maryam Farnia https://creativecommons.org/licenses/by-nc-sa/4.0
Harnessing Digital Tools for Translanguaging in ESL Classrooms: A Systematic Literature Review
This systematic literature review examines recent empirical studies from 2020 to 2025 exploring digital translanguaging practices in English as a Second Language (ESL) classrooms. The review aims to synthesize evidence on how digital tools facilitate multilingual learners' language engagement, identity affirmation, and academic development. Following PRISMA guidelines, studies were identified through database searches adhering to predefined inclusion criteria focusing on digital translanguaging applications, participant demographics, and educational outcomes. Seventeen studies meeting the criteria were critically analyzed for pedagogical benefits, teacher beliefs, and implementation challenges. Findings reveal that digital translanguaging enhances learner motivation, cognitive engagement, and collaborative language use, while also promoting inclusivity by validating diverse linguistic identities. Challenges include technological access disparities, teacher preparedness, and assessment complexities. The review underscores the importance of sustained professional development and supportive policies to maximize digital translanguaging’s potential. This synthesis offers valuable insights for educators, policymakers, and researchers aiming to leverage multilingual digital pedagogies in diverse educational contexts.
Copyright (c) 2026 Hoe Xin Yi, Maslawati Mohamad https://creativecommons.org/licenses/by-nc-sa/4.0
Vocabulary Learning Research in ESL/EFL: A Bibliometric Review of Trends, Innovations, and Gaps
Vocabulary acquisition is fundamental to language learning and overall proficiency in English as a Second Language (ESL) and English as a Foreign Language (EFL) context. In line with the United Nations’ Sustainable Development Goal (SDG) 4: Quality Education, understanding trends in vocabulary research is essential for advancing inclusive and equitable education. This bibliometric analysis examines the evolution of vocabulary learning research from 2010 to 2024, based on 338 articles indexed in the Web of Science database. The study identifies key publication patterns, leading authors, influential institutions, and emerging themes. Findings show a notable increase in research after 2016, mainly driven by technological advancements such as mobile-assisted and computer-assisted language learning, as well as pedagogical innovations like flipped classrooms and task-based learning. However, critical gaps remain, especially in long-term vocabulary retention and the integration of emerging technologies like artificial intelligence (AI), augmented reality (AR), and virtual reality (VR). While previous studies have explored traditional instructional methods, few have examined the transformative role of these technologies in vocabulary acquisition. By mapping the current research landscape and highlighting underexplored areas, this study offers strategic insights to guide future research. The findings support efforts to improve vocabulary instruction and promote lifelong learning, in line with SDG 4.
Copyright (c) 2025 Farhana Atiqah Ahmad Radzuan, Marina Mohd Arif https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Language Learning Experience in ESL Classrooms using Canva Whiteboard Application
The study explores the use of Canva Whiteboard as a digital tool to assist active learning in ESL (English as a Second Language) classrooms. Even though Canva has been used in education for various purposes, there is limited research focusing specifically on its Whiteboard feature. This study aims to understand the students’ perceptions in using Canva Whiteboards in terms of interactivity, effectiveness and ease of use. A survey was conducted with 54 diploma students taking an English proficiency course at a Malaysian public university. The findings show that students generally had a very positive view of Canva Whiteboard. They believed it helped them participate more in class, made group work easier and allowed for real-time feedback from both peers and lecturers. It also impacted their motivation to learn and made the lessons feel more effective. Many students found this feature to be fun and easy to use, encouraging them to continue using it in the future. The results suggest that Canva Whiteboard can be a valuable tool in making ESL learning more engaging and student-centered. However, challenges such as access to fully functioning devices, reliable internet and the need for the teachers to be well-versed with technology must be addressed. Overall, using digital tools like Canva Whiteboard not only enhances the learning experience but also helps students develop important digital skills.
Copyright (c) 2025 Nurhazwani Abd Halim, Mohamad Iqbal Afham Mohd Afandi, Nurul Jannah Ahmad Ghulamuddin, Suzaini Harmiruslin Supian https://creativecommons.org/licenses/by-nc-sa/4.0
A Scrutiny of Spanish and Iranian English Teachers’ Teaching Enjoyment, Teacher Reflection, Psychological Well-Being at Work, Emotion Regulation, and Work Engagement as Predictors of their Motivation
Motivation is a crucial affective factor that influences language teachers’ instructional performance and professional resilience. It plays a key role in shaping their engagement and success across educational settings. This study explored the main factors contributing to motivation among Spanish and Iranian English teachers and compared their motivation levels. Using convenience sampling, 281 Spanish and 231 Iranian English teachers participated. Six validated questionnaires were used to assess teacher motivation, teaching enjoyment, teacher reflection, psychological well-being at work, emotion regulation, and work engagement. The data were analyzed using multiple regression and independent t-tests. Results showed that teaching enjoyment, work engagement, and teacher reflection were the strongest predictors of motivation for Spanish teachers. In contrast, psychological well-being at work, emotion regulation, and work engagement were the key predictors for Iranian teachers. Moreover, Spanish teachers reported significantly higher motivation levels than Iranian teachers. These findings highlight the importance of emotional, cognitive, and reflective factors in shaping teacher motivation across different cultural contexts. The study provides insights for developing teacher education programs that address emotional and psychological needs, aiming to enhance motivation and effectiveness in foreign language teaching environments, especially in English language instruction.
Copyright (c) 2025 Farnoush Ahangaran https://creativecommons.org/licenses/by-nc-sa/4.0
WeCWI-Enabled Web-Based Instruction in EFL Classrooms: Measuring Perceptions from ICT Experts Using TAM
The rapid development of information and communication technology (ICT) has reshaped higher education in China, prompting the need for more effective instructional approaches. However, conventional cramming methods remain prevalent in some subjects, emphasising memorisation rather than comprehension and critical thinking. This outdated approach often persists due to ICT limitations among educators, creating a gap in the effective integration of technology-enhanced learning. To address these challenges, web-based instruction (WBI) was designedbased on Web-based Cognitive Writing Instruction (WeCWI) principles, WeCWI-enabled WBI, to support a more interactive, student-centred learning environment. A hybrid instructional platform combining Mosoteach and WeChat Public Account platform was developed to enhance students’ writing skills by fostering extensive reading, collaborative composition, and real-time feedback. This study investigates the perspectives of ICT experts regarding the application and scalability of WeCWI-enabled WBI in academic settings. Using the Technology Acceptance Model (TAM), the researcher conducted in-depth interview to assess the perceived usefulness, ease of use, and overall acceptance of WeCWI-enabled WBI among ICT specialists. A holistic content analysis was employed to extract insights into the feasibility and potential of WeCWI-enabled WBI for large-scale implementation. The findings highlight that a well-structured WeCWI-enabled WBI, supported by a comprehensive user manual, significantly enhances students engagement and productivity. ICT specialists recognise the platform’s multifunctionality and highlight its scalability for broader educational applications. Furthermore, the structured design and user-friendly interface of WeCWI-enabled WBI contribute to its practical feasibility. This research provides valuable insights into optimising web-based teaching strategies to help educators effectively harness ICT, and to improve instructional quality and student performance in Chinese universities.
Copyright (c) 2025 Wang Jing, Boon Yih Mah, Chen Chao https://creativecommons.org/licenses/by-nc-sa/4.0
Professional identity development process of a second career EFL teacher: A case study
This study focuses on an individual transitioning from a non-teaching to a teaching career in Vietnam. The participant’s narrative serves as a conduit for investigating the factors that come into play during this career transition and how they influence the development of teacher identity throughout the transitional stages. The study relies on an adapted theoretical framework that encompasses four key sub-components of professional identity, specifically focusing on roles, values, job motivation, and satisfaction. Additionally, it introduces an analytical framework that delineates four influential stages of identity development, facilitating the examination of how adjustments occur within these aspects. To collect data for this study, a methodology involving semi-structured interviews was employed. The researcher utilizes the life-history method to analyze the case. The findings of this research indicate that the development of teacher identity is an ongoing and dynamic process, influenced by lived experiences, deliberate reflection and personal life motto. This research also hopes to show significant potential for providing valuable insights that can improve teacher professional development programs.
Copyright (c) 2025 Long Tran Dinh Thanh, Hoa Nguyen Thi Yen https://creativecommons.org/licenses/by-nc-sa/4.0
A Comparative Review of CET4 Essay Writing Assessments Insights from the CEFR Level Descriptors and CET4 Writing Rubrics
The alignment of assessment frameworks such as the Common European Framework of Reference for Languages (CEFR) and the College English Test Band 4 (CET4) has gained significant attention in language testing and assessment research. This study explores the intersections between CET4 writing rubrics and CEFR level descriptors, focusing on their implications for essay writing evaluation. Grounded in Robinson’s (2001) Cognition Hypothesis (CH) and Skehan’s (1998) Limited Attentional Capacity Model (LACM), this research examines the role of task complexity in influencing lexical and syntactic outcomes in writing performance. Robinson’s CH posits increased task complexity enhances linguistic output, encouraging richer lexical and syntactic performance. In contrast, Skehan’s LACM highlights the trade-offs in accuracy, fluency, and complexity under cognitive constraints. Recent studies have applied these frameworks to investigate task complexity dimensions, such as “+/- planning time (PT)” and “+/- few elements (FE),” in standardized tests like CET4. Empirical findings from the past five years indicate significant correlations between task complexity, lexical diversity, and CEFR-aligned performance measures (Bui & Skehan, 2018a; Lambert et al., 2017; Xu & Zhang, 2023). Moreover, this study reviews research on aligning CET4 writing rubrics with CEFR descriptors to identify overlapping and divergent assessment criteria. Findings suggest that incorporating CEFR descriptors enhances the validity and fairness of CET4 assessments, bridging local and global standards in language evaluation. By synthesizing theoretical insights and recent empirical evidence, this study offers a nuanced understanding of writing assessment practices, informing educators and policymakers about the potential for harmonizing these frameworks.
Copyright (c) 2025 Li Changlin, Nik Aloesnita Nik Mohd Alwi, Mohammad Musab Azmat Ali https://creativecommons.org/licenses/by-nc-sa/4.0
A Case of Collaborative and Incidental Vocabulary Learning in MMORPG Context
Recent studies have shown the benefits of technology-enhanced language learning, especially on learners' linguistic and communicative abilities. Massively multiplayer online role-playing game (MMORPG) is an emerging technology which garners interest of the younger generation but has not been widely adopted in language classes as research on its impact is relatively scarce. Thus, this study aims to investigate whether the collaborative discussion in online games and incidental vocabulary learning affect ESL online game players' English language test performance. This study consists of two phases, and this article is based on the first phase. This study involves 16 online ESL game players who played 12 hours of accumulated gameplay sessions in MMORPG. The ESL online game players’ pre- and post- English language test scores were then compared. The players' interactions during gameplay were video recorded and analysed for detecting instances of collaborative discussions. This study found that participants who engaged in collaborative discussions during MMORPG sessions showed improvements in their test scores. The findings also suggest that incorporating online games into language learning seems to enhance learners’ performance through incidental vocabulary learning.
massively multiplayer online role-playing game
Copyright (c) 2025 Ng Lee Luan, Rino Shafierul Azizie Shahrir Raghbir, Chew Shin Yi https://creativecommons.org/licenses/by-nc-sa/4.0
The Challenges and Needs Analysis of Developing a Theory-Enabled Instructional Blog for MUET Writing Task 2
The Malaysian University English Test (MUET) holds significant importance as it serves as a crucial examination for assessing the English proficiency of students aiming to gain entry into local universities. Recent studies and reports from the Malaysian Examination Council have brought attention to the challenges faced by English as a Second Language (ESL) students in MUET Writing Task 2, encompassing linguistic competence, task fulfillment, and anxiety issues in completing written tasks. In order to overcome these challenges, educators often develop innovative approaches like online learning materials grounded in theoretical frameworks to enhance students' writing skills. When determining a suitable theoretical framework as the foundation for online learning, several elements must be considered, such as how effectively it addresses the challenges. In writing, Web-based Cognitive Writing Instruction (WeCWI) stands out as a suitable option since it fosters structured guidance and strategies for improving linguistic competence, achieving task fulfillment, and alleviating anxiety issues in completing written tasks. Thus, the primary aim of this research is to thoroughly examine the difficulties encountered by ESL students in MUET Writing Task 2 and emphasise the necessity for an instructional blog to provide them with essential support. To achieve this, data was meticulously gathered through an online questionnaire distributed among 84 respondents from a private higher learning institution in Malaysia. The collected data was thoroughly analysed using descriptive statistics with the Statistical Package for Social Sciences (SPSS version 21.0). The analysis revealed the presence of a statistically significant score of challenges ESL students face in MUET Writing Task 2, highlighting the critical need for developing an effective instructional blog to enhance their proficiency in this area. Future research efforts should focus on designing and creating a theory-enabled instructional blog tailored to address the nuances of MUET Writing Task 2 to provide comprehensive support to ESL students. Additionally, this study's sample size and demographics should be expanded to larger and more diverse samples to enhance validity and reliable results across institutions with different demographics and educational cultures.
Copyright (c) 2025 Soraya Sharifuddin, Boon Yih Mah https://creativecommons.org/licenses/by-nc-sa/4.0
Empowering AI for English Materials Analysis in Malaysian Primary Special Education Schools
This study explores the potential of Artificial Intelligence (AI) to revolutionise the analysis of English teaching materials in Malaysian primary schools, particularly among special education teachers. AI-powered tools were evaluated for their effectiveness in improving the quality and accessibility of educational materials and their future potential to address systemic challenges. A quasi-experimental research design involving 54 special education teachers was employed, with 33 participants in the experimental group using AI tools and 21 in the control group employing traditional methods. Quantitative analysis using the Mann-Whitney U test revealed a statistically significant difference in perceived effectiveness between the groups (Z = -6.839, p < 0.001), with the experimental group achieving higher rankings. Spearman’s correlation analysis demonstrated a strong, significant relationship (r = -0.939, p < 0.001) between hands-on AI experience and positive perceptions of its future potential. Qualitative insights from semi-structured interviews and journal writing supported these findings, highlighting AI’s ability to reduce workload, automate routine tasks, and create inclusive, culturally relevant resources. Despite its promise, barriers such as limited training, inadequate infrastructure, and policy gaps were identified. The study underscores the need for comprehensive teacher training, infrastructure investment, and policy support to realize AI’s full potential in fostering an inclusive and equitable education system in Malaysia.
Copyright (c) 2025 Muhammad Azwan Basaruddin, Hema Rosheny Mustafa https://creativecommons.org/licenses/by-nc-sa/4.0
A Systematic Literature Review of the Oral History Used in Education Settings
This paper conducted a systematic literature review based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology to explore the significance of oral history and potential implications of oral history in education settings. Oral history holds significant potential for enriching language learning experiences by providing authentic, culturally relevant materials. This review synthesised findings from relevant past studies, identified significance in each research article, and gauged the implications of oral history. A total of 12 research articles, published from 2014 to 2024, relevant to the significance and implication of oral history in education were identified from four databases, which were ScienceDirect, ERIC, Taylors & Francis and SCOPUS. The systematic literature review of 12 papers underscores the profound significance and multifaceted implications of oral history in educational settings. The findings consistently reveal that oral history serves as a dynamic and invaluable approach to education, fostering active engagement between students and teachers. This study will be beneficial to educators to fully utilise the use of oral history in education to engage learners’ participation, hence creating an effective learning session.
Copyright (c) 2025 Fariesha Adzlieza Addanan, Azlina Abd Aziz https://creativecommons.org/licenses/by-nc-sa/4.0
Measuring English Instructors’ Perceptions on the Challenges of College English Writing Instruction and WeCWI-Enhanced 21CLD Pedagogical Approach
This study investigates the instructional challenges faced by College English instructors in China and evaluates the potential of the WeCWI-enhanced 21CLD pedagogical approach to address these challenges. The research objectives are to measure the perceptions among College English instructors about the instructional challenges of College English writing performance faced by undergraduate students and to measure College English instructors’ perceptions of the effectiveness of WeCWI-enhanced 21CLD in tackling these instructional challenges. Data were collected through surveys distributed to 85 English as a Foreign Language (EFL) instructors, focusing on their teaching practices and exposure to effective instructional frameworks. Key findings reveal significant challenges in integrating effective pedagogical methods and a high level of instructor unfamiliarity with the WeCWI framework, 21CLD rubrics and WeCWI-enhanced 21CLD pedagogical approach. Adopting the WeCWI-enhanced 21CLD approach improves student outcomes by embedding cognitive strategies and 21st-century skills. Consequently, institutions should prioritise professional development and support for instructors to implement these innovative pedagogical approaches effectively. The study utilises descriptive statistical analyses to evaluate the data, providing a comprehensive understanding of the challenges and perspectives of instructors. Descriptive statistics summarised the data, offering a clear picture of the instructional challenges and familiarity with the pedagogical approaches. The research highlights the need for continuous professional development and support for instructors to implement these more advanced teaching methods effectively. The findings advocate for institutional support to provide resources and train teachers to facilitate changes in teaching practices. The study concludes that the WeCWI-enhanced 21CLD pedagogical approach has great potential to influence College English writing education and improve students’ writing performance.
Copyright (c) 2025 Ye Chen, Boon Yih Mah, Nor Fazlin Mohd Ramli https://creativecommons.org/licenses/by-nc-sa/4.0
Rhetorical Moves and Steps in the Findings and Discussion Sections of EFL Undergraduates’ Theses: An Analysis
The Findings and Discussion (F&D) sections in undergraduate theses play a crucial role in academic writing, as they present and interpret research results. However, EFL students often face challenges in organising their F&D sections effectively. This study examines the rhetorical moves and steps employed in the F&D sections of five EFL undergraduates' theses to identify common patterns and deviations from established academic writing conventions. Adopting a genre analysis approach, a corpus of undergraduate theses was analysed using Ruiying & Allison (2003) move-step framework. The findings reveal that while the students generally follow conventional rhetorical structures, variations exist in the sequencing and realisation of moves, particularly in the interpretation and evaluation of findings. Some students seemed to struggle with establishing clear connections between results and previous research, leading to less cohesive discussions. The study underscores the need for explicit instruction on rhetorical structuring in academic writing courses. These findings contribute to EAP pedagogy by offering insights into students’ rhetorical challenges and suggesting targeted interventions to enhance their academic writing proficiency.
Copyright (c) 2025 Nur Heni, Surono Surono, Kamisah Ariffin https://creativecommons.org/licenses/by-nc-sa/4.0
Reading Between the Lines: Higher Order Thinking Skills (HOTS) Gains in Blended Learning
Blended learning has gained prominence as an effective teaching approach across educational levels and disciplines. In the English as a Second Language (ESL) context, it enables students to practice language skills collaboratively in class and independently in online environments. With an emphasis on the "analyzing" and "evaluating" skills in Bloom's Taxonomy, this study examines students’ performance in higher-order thinking skills (HOTS)-based reading tasks using traditional methods and blended learning. The research involved 25 Year 6 primary school students of mixed abilities from a school in the Perak Tengah district, Perak, Malaysia. Students' scores from both learning modalities were used to examine the data, which was gathered using a quantitative action research method. Findings revealed that students demonstrated significant improvement in HOTS-based reading tasks in blended learning compared to those taught using traditional methods. Notably, students showed greater development in evaluating skills than in analyzing skills, despite evaluation being a higher-order skill in Bloom's Taxonomy. This study highlights the potential of blended learning to enhance student engagement and support the development of complex cognitive skills. The implications suggest that blended learning could be extended to incorporate a wider range of HOTS activities across various subjects. Future research should examine the long-term effects of blended learning on academic performance and cognitive development.
Copyright (c) 2025 Azlina Abdul Aziz, Nazurah Mohd Darus https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Burnout Levels of Iranian EFL Teachers and Their Coping Strategies
This study had two objectives. First, it sought to compare the levels of burnout among male and female Iranian EFL teachers. Second, it aimed to explore the factors contributing to EFL teachers’ burnout and their coping strategies. The participants were 104 EFL teachers teaching various age groups - children, young adults, and adults - at Iran Language Institute (ILI). A mixed-methods design was employed, with a quantitative phase in which 104 EFL teachers completed a Persian version of the Maslach Burnout Inventory developed by Maslach and Jackson (1981), followed by a qualitative phase of semi-structured interviews with 12 EFL teachers. The results of the quantitative phase did not indicate a significant difference in burnout levels between male and female teachers. Moreover, the age group of the students that these instructors teach does not affect their burnout. It was also revealed that in addition to financial concerns and low wages, which were the most salient contributors to burnout, a perceived lack of appreciation from managers toward teachers’ efforts, the repetitive nature of teaching resulting from rigid curriculum, heavy workloads, a lack of teacher autonomy and high expectations from parents and students were causing burnout. The coping strategies most frequently employed by the teachers were spending time with family, avoiding thinking about the workplace when the work was finished and resting. The implications of the results for administration and policymakers are discussed.
Copyright (c) 2025 Hossein Navidinia, Aysen Chokani https://creativecommons.org/licenses/by-nc-sa/4.0
The future of lesson planning: AI integration experiences among TESL teacher trainees in a Malaysian public university
This study examines TESL students’ perceptions of the incorporation of Artificial Intelligence into lesson planning. This study also identifies the AI tools selected by TESL teacher trainees for lesson plan development. This study involved thirty TESL undergraduate students and five teacher trainees from a Malaysian public university. This research employed a descriptive case study methodology, incorporating semi-structured interviews with teacher trainees and a questionnaire administered to TESL students. The data gather from interviews were transcribed and analysed thematically, while the questionnaire data were tabulated. The research findings have clear implications for participants who conveyed favourable views on AI integration in lesson planning. Two themes emerged from the interview: the Utilization of Diverse AI Tools and the Customization and Adaptation of AI-Generated Content. Significantly, ChatGPT and Magic School AI emerged as favoured selections among the participants. These findings substantially enhance the efficiency of lesson planning, accelerate idea generation, and simplify the overall process. This study suggests that educational practitioners must adopt artificial intelligence (AI) in lesson plan development, given its increasing acceptance and advantages.
Copyright (c) 2024 Haddi @ Junaidi Kussin, Puteri Zarina Megat Khalid, Rizky Hafiz Chaniago, Sasigaran Moneyam, Hasnor Eilina Hassim https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of English Language Pronunciation on Korean Pronunciation among Native Chinese Speakers: An Empirical Study
This study explores the influence of English pronunciation on Chinese native speakers’ Korean pronunciation. Previous studies indicate that syllable - final consonants are challenging for Chinese speakers in both English and Korean. Among Korean, English, and Chinese, only Korean and English have many syllable - final consonants and consecutive consonants between syllables, while Chinese lacks this feature. Considering the acquisition sequence, English is acquired earlier than Korean in the context of this study. Data was collected through an experimental study and questionnaires. The data was analyzed using SPSS. The results show that Mandarin-speaking Korean learners who are more proficient in English pronunciation are more accurate in identifying syllable-final and consecutive consonants in both English and Korean. On the other hand, students who are less proficient in English are more impacted by their native phonological knowledge, frequently losing final consonants or adding vowels in both Korean and English. The statistics show a statistically significant difference between the perception of syllable-final consonants in Korean and English, as determined by a one-way ANOVA study in SPSS. This study implicates that applying English pronunciation knowledge in Korean pronunciation teaching for positive transfer can enhance the language acquisition.
Copyright (c) 2024 Zhang Yanan https://creativecommons.org/licenses/by-nc-sa/4.0
A Systematic Literature Review on Grammarly in English Studies: Advantages that Dazzle and Disadvantages that Fazzle
This research explores the role of Grammarly in English language education, highlighting its compelling advantages and considered limitations. It discusses how Grammarly serves as a valuable companion to students, assisting in identifying and correcting grammar, punctuation, and vocabulary errors, thus improving the quality of academic writing. Positive perceptions from students about the automatic writing evaluation feature are noted, alongside the tool's ability to enrich the vocabulary and provide real-time feedback. This systematic research study seeks to deliver a thorough examination of the benefits and drawbacks of Grammarly in English language instruction. Limitations include the necessity for stable internet connectivity, the restricted capabilities of the free edition, and the difficulty in understanding contextual nuances. A balanced utilization of Grammarly as an auxiliary tool in the writing process fosters deeper engagement with language acquisition while acknowledging its inherent limitations.
Copyright (c) 2024 Nazar Hasby, Indra Perdana, Lailatul Kodriyah, Alna Triskaya Angrum https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Data-Driven Learning on Vocational High School Students’ Motivation in English Language Learning
This study investigates the impact of Data-Driven Learning (DDL) on the motivation of vocational high school students in Indonesia, particularly those studying automotive engineering. Traditional grammar-translation methods used in vocational schools often fail to engage students because they do not connect language learning with practical, real-world applications. This gap is significant in vocational education, where students view English as a tool for their careers rather than an academic subject. DDL, which engages learners with authentic language data from their vocational fields, offers a promising alternative by making language learning more relevant and interactive. Using a quasi-experimental, mixed-methods design, the study involved 60 students divided into an experimental group (DDL-based instruction) and a control group (traditional instruction). Motivation was measured using Dornyei’s L2 Motivation Self System, focusing on Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience. Results showed that students in the experimental group experienced significant gains in all three motivational components, particularly in Ideal L2 Self and L2 Learning Experience, highlighting how DDL made English more relevant to their career goals. In contrast, the control group saw only minor improvements in motivation. Qualitative findings from open-ended responses and classroom observations emphasized the role of learner autonomy and the relevance of materials in enhancing motivation. The study concludes that DDL can effectively address the gap in vocational education by making English learning more meaningful, though it requires additional support to help students manage complex language data.
Copyright (c) 2024 Teguh Hadi Saputro, Aninda Nidhommil Hima https://creativecommons.org/licenses/by-nc-sa/4.0
Reading serving for major learning: a teaching experiment on combination between College English reading with students’ major learning
This study investigates the integration of College English reading with students’ major-related learning in the context of a College English course in China. The research was conducted with a second-year College English class consisting of 32 medical students. Data were collected throughout the experiment, including students' self-reports. The findings indicate that incorporating reading materials related to students' majors in the College English course expanded their reading scope and fostered collaborative learning through group-based literature reading and essay writing. Through this integration, students produced essays in English related to their major or personal interests in teamwork. The integration resulted in positive outcomes, such as increased student engagement, improved learning experiences, and heightened motivation. Additionally, a commonly reported challenge was slow reading speed, primarily due to unfamiliar genres and the presence of numerous professional terms or academic vocabulary.
Copyright (c) 2024 Qi Tianxiu https://creativecommons.org/licenses/by-nc-sa/4.0
A Critical discourse analysis on gender bias depicted from Indonesian ELT textbook for Junior High School
This study explores gender bias in three English language textbooks for grades VII to IX, focusing on the representation of gender in images, figures, and character names. The analysis reveals that all three textbooks exhibit gender bias to varying degrees. In the grade VII textbook, males are more frequently depicted in images (55%) compared to females (45%), while females appear more frequently in character names (52%) than males (41%). The grade VIII textbook shows a slight male predominance in images (52% vs. 48% for females), but character names are balanced between the genders (50% each). In the grade IX textbook, females dominate the images (52% vs. 48% for males), while males are more prevalent in character names (59% vs. 41% for females). Gender bias is further explored using specific criteria proposed by Solomon (1988) and revealed imbalance proportion between male and female. From the results of critical discourse analysis, the invisibility criteria were found in 8 cases, gender stereotyping 4 cases, imbalance and selectivity 5 cases, while fragmentation and linguistic bias are absent across the textbooks. The criterion of unreality appears in 5 cases. These findings show that although some gender representations are balanced, bias still exists, emphasizing the need for fairer gender portrayals in educational materials.
Copyright (c) 2024 Pajrian Noor, Lailatul Kodriyah, Alna Triskaya Angrum https://creativecommons.org/licenses/by-nc-sa/4.0
A Study on the Effects of Flipped Classroom Approach on Chinese EFL College Students’ Speaking Skills
This mixed-methods study investigated the effects of the flipped classroom approach on Chinese EFL college students' speaking skills and their perceptions of this instructional model. Using an explanatory sequential design, quantitative data from the CET-SET and a questionnaire, and qualitative data from interviews and reflective notes were collected from 128 students. The study found that the experimental group outperformed the control group, with advanced level participants showing the greatest improvement. Students held positive perceptions of the flipped classroom approach, emphasizing its effectiveness in enhancing speaking skills, engagement, collaboration, and learner-centeredness. The qualitative findings provided further insights into the key elements of an effective flipped classroom approach, including structured learning phases, blended learning dynamics, flexibility and customization, diverse speaking practice opportunities, and systematic assessment and feedback. The study contributes to the growing body of research on flipped learning in EFL contexts and offers valuable recommendations for educators and researchers seeking to implement this approach to enhance students' speaking proficiency.
Copyright (c) 2024 Liu Jingtao https://creativecommons.org/licenses/by-nc-sa/4.0
Negotiating Malay language Amid English influence in Ali Baba Bujang Lapok (1960)
This study explores portrayals of Malay nationalism in P. Ramlee’s film adaptation of The Thousand and One Nights, specifically in Ali Baba Bujang Lapok (1960), through the lens of Shamsul A.B.’s nation-of-intent framework. Focusing on the element of bahasa (language), the study analyses how the film reflects the socio-political context of Malaya’s early postcolonial nationhood, where the Malay language was navigating its growth amidst the continued influence of English. Incorporating Kress and Van Leeuwen’s Visual Grammar and Bordwell and Thompson’s film theory, the analysis examines visual and narrative elements that contribute to the portrayal of Malayness in the film. The findings reveal the significant presence of English, mirroring the compromises made by the Alliance coalition during the decolonisation process. While Malay was designated the national language, English continued to dominate in administration, law, and education, reflecting the challenges of transitioning from colonial structures. Ultimately, the study situates Ali Baba Bujang Lapok (1960) as a reflection of both authority-defined ideologies and everyday realities, highlighting the complexities of forging a national identity in a multilingual society.
Copyright (c) 2024 Mohamad Lothfi Zamri https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Linguistic Predictors of Academic Reading Comprehension Among ESL Undergraduates at a Public University: A Preliminary Study
For many years, ESL educators have placed significant emphasis on improving the reading abilities of primary and secondary education students. Nonetheless, despite these efforts, many university students still encounter difficulties in comprehending academic reading materials. This inadequacy in reading comprehension may be ascribed, at least in part, to the insufficient development of metalinguistic competence, which includes a set of linguistic skills, such as morphology, syntax, and vocabulary. Previous empirical studies have provided compelling evidence of the role of morphological awareness, syntactic awareness, and lexical knowledge in reading comprehension across various age groups such as children and adolescents. Notwithstanding these findings, the precise role and contributions of each determinant remains inconclusive and contradictory, particularly for university students. Hence, this pilot study aimed to validate the adapted instruments used and to bridge the existing scientific lacunae on the linguistic determinants that could predict reading comprehension among Malaysian ESL undergraduates. This study draws upon three prominent theoretical underpinnings: the Reading Systems Framework, the Vocabulary Knowledge-Reading Comprehension Model, and the Automaticity Reading Theory. This study adopted a quantitative approach with a correlational design and recruited ESL undergraduates (n=35) from a public university. Five tests were administered, which included Morphological Awareness Test, Syntactic Awareness Test, Vocabulary Levels Test, Word Associates Test, and Reading Comprehension Test. Data were analysed using statistical techniques, such as descriptive statistics, normality testing, reliability, and Pearson product-moment correlation analysis. The findings revealed significant correlations between all linguistic determinants and reading comprehension, establishing promising groundwork for further large-scale study. This preliminary work not only contributes to the validation of measurement instruments in the Malaysian ESL context but also offers valuable insights into the metalinguistic dimensions of academic reading at the tertiary level so as to address a crucial scientific lacunae in the literature on L2 reading comprehension.
Copyright (c) 2024 Norazha Paiman, Yap Ngee Thai, Chan Mei Yuit https://creativecommons.org/licenses/by-nc-sa/4.0
Empowering the Subalterns: Margaret Atwood's Quest for Historical Voices in The Testament
This article explores The Testaments by Margaret Atwood in light of Spivak’s postcolonial perspective based on her article “Can the Subalterns Speak?” such as “widow sacrifice” and “epistemic violence” to scrutinize the situation of the subaltern women in Gilead. What Atwood portrays in her novel mainly revolves around voiceless women who are silenced by the hegemony. First, it attempts to shed light on how the government of Gilead managed to keep subaltern women voiceless. Afterward, it highlights the potential benefits for a First World country like Canada in advocating the voices of marginalized Gileadeans, while also exploring the significance of amplifying those voices that may endure in history. Finally, it intends to show how Atwood managed to be the voice of the subaltern women by having formed her novel through gathering three narratives to tell their accounts of the story, in addition to an account that will be produced by future intellectuals on Gilead. It can be suggested that Atwood challenges the conventional process of shaping history through the dominant voices in power, exemplified by characters like Aunt Lydia and the Canadians, by including the perspectives of Agnes and Daisy in her novel.
Spivak, Epistemic Violence, Postcolonial, Subaltern, Double marginalized.
Copyright (c) 2024 Hoda Shabrang https://creativecommons.org/licenses/by-nc-sa/4.0