International Journal of English Language Education
https://macrothink.org/journal/index.php/ijele
<img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/ijele/cover-OJS2.jpg" alt="" width="300" /><p><em>International Journal of English Language Education</em> (IJELE) is an international, peer-reviewed, online journal published by Macrothink Institute, USA. It provides an academic platform for professionals and researchers to contribute innovative work in the field. IJELE carries original and full-length articles that reflect the latest research and developments in both theoretical and practical aspects of English Language Education. The journal is published online, and the online version is free access and download. The journal focuses on the following topics:</p><p>* Theory and practice in English Language Teaching and Learning<br />* Teaching English as a Second or Foreign Language<br />* English language teachers’ training and education<br />* Studies in English Culture and Literature</p><p>--------------------------------------------------------------------</p><p><strong>Index/List/Archive</strong><br /><br />Crossref</p><p>Excellence in Research for Australia (ERA)</p><p>LOCKSS</p><p>PKP Open Archives Harvester</p><p>Scilit</p><p>Sherpa/Romeo</p><p>--------------------------------------------------------------------</p><p><strong>Issues</strong></p><p><strong><strong><a href="/journal/index.php/ijele/issue/view/1360">Vol. 12, No. 1</a> (Current Issue)</strong></strong></p><p><strong><strong><a href="/journal/index.php/ijele/issue/archive">All Issues</a></strong></strong></p><p>--------------------------------------------------------------------<br /><br /><strong>Paper Selection and Publication Process</strong></p><p><strong></strong>a. Upon receipt of paper submission, the Editor sends an E-mail of confirmation to the corresponding author within 1-3 working days. If you fail to receive this confirmation, your submission/e-mail may be missed. Please contact the editor in time for that.</p><p>b. Peer Review. The process of peer review may take 4-10 weeks.</p><p>c. Notification of the result of review by E-mail.</p><p>d. Authors need to revise the paper according to reviewer's comments and Author Guidelines (<a href="/author">http://www.macrothink.org/author</a> )</p><p>e. Authors need to <a href="http://en.macrothink.org/payment/">pay</a> the Article Processing Charge of 200 USD.</p><p>f. Your accepted paper will be published online within two week's time after the final draft completed.</p><p>g. After publishing, the authors may download the e-journal from the website.<br /><br /><strong>NOTE:</strong><br /><br />The publisher and journal have a policy of “Zero Tolerance on the Plagiarism”. We check the plagiarism issue through two methods: reviewer check and plagiarism prevention tool (ithenticate.com). All submissions will be checked by iThenticate before being sent to reviewers.</p>--------------------------------------------------------------------<br /><p><strong><strong><br /></strong></strong></p>Macrothink Instituteen-USInternational Journal of English Language Education2325-0887<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.</p><p>Copyrights for articles published in Macrothink’s journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.</p>Examining Foreign Language Teaching Anxiety in a Saudi University
https://macrothink.org/journal/index.php/ijele/article/view/21583
<p>This study examines the foreign language teaching anxiety (FLTA) faced by EFL teachers in the Saudi context. Moreover, it aimed to investigate the relationship between teachers’ gender and years of experience with their perceived level of FLTA. The study employed a quantitative method and used an adaptive version of FLTAS by Ipek (2006). The participants were 97 EFL teachers working in a Saudi university in Jeddah. The results indicate that the participants experienced a low level of FLTA. The findings also demonstrate a significant relationship between teachers’ level of FLTA and both their gender and years of experience. Male EFL teachers were found to experience more teaching anxiety than female teachers. Furthermore, EFL teachers with more than 10 years of experience faced lower FLTA levels than the other teachers. The findings of this study provide an insight of FLTA in the Saudi context and some recommendations for further research development.<strong></strong></p>Riem AlsaediKhadija Alamoudi
Copyright (c) 2024 Riem Alsaedi, Khadija Alamoudi
http://creativecommons.org/licenses/by/4.0
2024-01-032024-01-0312112110.5296/ijele.v12i1.21583The Relationship between Group Dynamics and Learners’ Willingness to Communicate amongst Female EFL Students in a Saudi University
https://macrothink.org/journal/index.php/ijele/article/view/21673
<p>The willingness to communicate (WTC) is of significant importance to the development of communication in second language learning. The present study investigated the relationship between group dynamics (GD) and learners’ WTC. A mixed-methods approach involving a questionnaire and semi-structured interviews was utilized to collect data. The participants were 256 female preparatory year students from the science track at a public university in Saudi Arabia. Eight of these students also participated in the interviews. The findings revealed that there was a significant positive correlation between learners’ perceived WTC and GD. Moreover, the perceived WTC of learners from level 1 was significantly different from that of learners from levels 2 and 3. The qualitative analysis revealed a set of GD factors that influence the participants’ WTC. These factors were organized into three main themes that included nine subthemes. These themes are classmates-related factors, classroom environment factors, and teacher-related factors. The study also suggested some potential implications that can increase GD, which can contribute to enhancing learners’ WTC.</p>Atheer Al ThowaibiKhadija Alamoudi
Copyright (c) 2024 Atheer Al Thowaibi, Khadija Alamoudi
http://creativecommons.org/licenses/by/4.0
2024-01-312024-01-31121223810.5296/ijele.v12i1.21673Needs Analysis of College Students for ESP Under the Scope “New Liberal Arts”
https://macrothink.org/journal/index.php/ijele/article/view/21748
<p>The term “new liberal arts” encourages integrating traditional liberal arts with other disciplines to promote the efficacy of education. It has been well received all around China, especially in higher education. Under such a background, ESP courses must be tailored to equip college students with sufficient knowledge and training that integrates English with professional expertise. The researchers designed a questionnaire to collect data from five perspectives to better gain insight into students’ needs for ESP courses. The central part of the questionnaire adopted 32 items of the Likert scale and one open-ended question, focusing on the evaluation of ESP courses, assessment of students’ current English ability, students’ needs for ESP courses, and what are the main problems hindering current ESP teaching for students and teachers. The questionnaire was distributed to the participants on an online survey platform. The participants were junior or senior undergraduates and ESP teachers from twelve public universities in China. After the survey, the researchers collected 1078 questionnaires for students and 213 for teachers. The results showed that students and teachers did not think positively of current ESP courses and students’ current English ability, and students had the need for ESP courses on different scales. Furthermore, the study also found that there were discrepancies between the students and teachers with regard to specific items. The findings suggest that an interdisciplinary perspective is needed when carrying out ESP courses, and consensus-based collaboration between students and teachers is also indispensable.</p>Yuzhu BianNoor Mala Bt Ibrahim
Copyright (c) 2024 Yuzhu Bian, Noor Mala Bt Ibrahim
http://creativecommons.org/licenses/by/4.0
2024-02-292024-02-29121395510.5296/ijele.v12i1.21748The Effects of Blooket on Motivation in Learning English among First-Year Non-English Majors at A University in Ho Chi Minh City
https://macrothink.org/journal/index.php/ijele/article/view/21758
<p>This study reviews Blooket's impacts on 51 non-English major university students' vocabulary and reading skills through their intrinsic and extrinsic motivation in comparing when teachers use traditional and technological methods in teaching based on Ryan and Deci's self-determination framework (2020). The research conducted by Shliakhtina et al. (2023) has indicated that old-fashioned approaches, like the Grammar Translation Method with appropriate teacher support, can also enhance students' motivation. However, students sometimes need more support learning vocabulary and reading skills because it is a learned-by-heart process. The study gathered data on students' motivation levels when exposed to different teaching approaches by conducting action research. This data can help identify the effectiveness of Blooket in enhancing students' intrinsic and extrinsic motivation, according to the research of Tran (2022) and Thu & Dan (2023). The results indicate that incorporating elements of extrinsic motivation, such as points or badges within Blooket, also contributes to overall motivation. Students may feel a sense of achievement and be further motivated to participate actively in language learning activities. The interactive nature of Blooket, along with its ability to create a supportive learning environment, fosters a sense of learning and self-awareness among learners. This, in turn, allows students to understand their strengths and weaknesses and take ownership of their learning process.</p>DIEM PHUC LUONG HUYNH
Copyright (c) 2024 DIEM PHUC LUONG HUYNH
http://creativecommons.org/licenses/by/4.0
2024-03-052024-03-05121567510.5296/ijele.v12i1.21758The advantages of Google Scholar Ranking
https://macrothink.org/journal/index.php/ijele/article/view/21766
<p>The ranking of universities in the world is a crucial link when it comes to the circular process called choosing the right university for each future student. During this selection process, students consider many factors. It is these rankings that help them make in-depth analysis of what different universities and professors have to offer. The purpose of this paper is to show the benefits of academic ranking of universities, faculties, professors, and researchers, as well as to get a clear picture of the degree of citation of the professors, specifically on the Google Scholar platform, while explaining the level of the faculties and universities. The criteria according to which the ranking is made is the total number of citations of professors and researchers from the universities and faculties.</p>Marjan BojadjievVenera KrliuSanja PavlovaIvona Mileva
Copyright (c) 2024 Marjan Bojadjiev, Venera Krliu, Sanja Pavlova, Ivona Mileva
http://creativecommons.org/licenses/by/4.0
2024-03-112024-03-11121768710.5296/ijele.v12i1.21766Peer Feedback Practices in Wiki Base Collaborative Writing: A Case Study in the EFL Saudi Context
https://macrothink.org/journal/index.php/ijele/article/view/21770
<p>This study aimed to examine the perceptions and attitudes of EFL students regarding peer feedback practices in wiki-based collaborative writing tasks, as well as its impact on their writing performance. A total of 28 second-year high school students, who were studying English as a foreign language (EFL), participated in the study. Quantitative data was collected to answer the research questions. The key finding of this study indicates that the benefits of utilizing feedback practices for wiki-based writing outweigh the challenges they pose. Moreover, the majority of students hold positive attitudes towards exchanging feedback and engaging in wiki-based writing, which enhances their overall writing skills.</p>Abdulaziz AljabriAbdullah Alshakhi
Copyright (c) 2024 Abdulaziz Aljabri, Abdullah Alshakhi
http://creativecommons.org/licenses/by/4.0
2024-03-122024-03-121218810910.5296/ijele.v12i1.21770TikTok as a Coping Strategy in Learning English during the COVID-19 Pandemic: Exploring the Acceptance and Usage among Malaysian Undergraduates
https://macrothink.org/journal/index.php/ijele/article/view/21776
<p>TikTok has become popular and widely used globally across various fields, including education, particularly during the Covid-19 pandemic, as teaching and learning methods shifted to online distance learning from physical interaction. This paper explores TikTok as a coping strategy in learning English during the Covid-19 pandemic as well as the acceptance and usage of TikTok among Malaysian undergraduates. This quantitative study employed a questionnaire-based approach to gather insights from 130 undergraduate students at a local university in Penang and the study delves into the frequency and extent of TikTok engagement, revealing that a majority of the 130 surveyed students actively utilise the platform multiple times a day. The collected data were then subjected to thorough analysis to identify patterns, trends, and key factors influencing the participants' attitudes and behaviours towards TikTok in the context of language learning. The results underscore TikTok's emergence as a noteworthy and frequently employed tool in the educational landscape, aligning with existing literature that recognises digital platforms as valuable supplementary tools in education.</p>Nur Ilianis AdnanBerlian Nur MoratRofiza Aboo BakarFarina Nozakiah TazijanIkhsanudin .Sudarsono .
Copyright (c) 2024 Nur Ilianis Adnan, Berlian Nur Morat, Rofiza Aboo Bakar, Farina Nozakiah Tazijan, Ikhsanudin ., Sudarsono .
http://creativecommons.org/licenses/by/4.0
2024-03-172024-03-1712111012610.5296/ijele.v12i1.21776