Journal of English Language Teaching and Applied Linguistics

2019 - 2026

From Al-Kindi Center for Research and Development
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Volume 8, issue 11, 2026

Exploring GenAI Chatbot Use for L2 Learning: A Mixed-Methods Study of Foundation-Year Students in Oman pp. 01-14

Moosa Ahmed Bait Ali Sulaiman, Mohamed AboulEla Abdelmageed and Nagwa Mohammed Khallaf

Beyond AI Familiarity: Explaining EFL Instructors’ Professional Development Needs in AI-Mediated Assessment pp. 15-26

Fawaz Al Mahmud and Hassan Saleem Alqurashi

ChatGPT as a Conversational Partner in an Undergraduate English Speaking Skills Course pp. 27-34

Mohammad Alolayan

Teacher Scaffolding and English Language Acquisition among Undergraduate Students: An Application of Vygotsky’s Sociocultural Theory pp. 35-47

Juliana Mensah, Francis Teye, Juliana Laweh and Edward Owusu

Volume 8, issue 10, 2026

Genetic Algorithm Versus Random Feedback Selection in Computer-Assisted Language Learning pp. 1-24

Yassine Khaya

Grammar Consciousness-Raising Instruction in L2 English: A Systematic Review and Meta-Analysis pp. 25-44

Amal Albureikan

Task-Based Teaching and the Development of Higher-Order Thinking Skills in Moroccan Private Higher Education: A Case Study of IMBT pp. 45-49

Imad El Arfaoui and Khadija Anasse

Exploring the Relationship Between Personality Traits and Learning Styles Among Higher Education Students pp. 50-64

Iman Al-Khalidi

Multidimensional Analysis of Adult Second Language Learning in the Film English Vinglish: Theoretical Perspectives and Pedagogical Implications pp. 65-71

Chengchieh Su

Volume 8, issue 9, 2026

Generative AI-Assisted Academic Writing in Higher Education EFL Contexts: A Critical Review of Learning Outcomes, Self-Regulated Learning, and Ethical Governance pp. 01-11

Mohan Li

Perceived Challenges to Writing Development and Audience Awareness: Evidence from Moroccan University Undergraduate Students pp. 12-20

Widad Elfiraoui

Teacher Creativity under Institutional Constraints: Teaching Public Speaking in Moroccan EMI University Classrooms pp. 21-26

Soukaina Bakhout and Sana Sakale

Saying “No” Across Cultures: Refusal Strategies of Saudi EFL Learners and American English Speakers pp. 27-33

Haifa Almotiary

Multimodal Technology Reliance Predicts English-Chinese Interpreting Outcomes: Survey Evidence from Non-English Major Undergraduates in China pp. 34-44

Shuqiong Fang

The Effect of Vocabulary Learning Strategies on Vocabulary Learning Among Saudi EFL Female Students pp. 45-54

Munira Alamri

Developing English Communication Competence through Oral Presentations: A Qualitative Study of Secondary School Students in Morocco pp. 55-61

Mohamed Tahar Es-Siddiki and Khadija Ouyazi

EFL Learners’ Attitudes towards Autonomous Learning: A Comparative Study between Urban and Rural Moroccan High Schools pp. 62-74

Ismail Makaoui and Mohammed Ayoub

From Prototypes to Cryptotypes: Past Tense-Aspect Acquisition in Moroccan EFL Interlanguage pp. 75-103

Saber Abou El Fadl

Functions of Arabic-English Code-Switching in Advertising Posters in Saudi Arabia pp. 104-110

Samaher H. Alrasheed

Beyond Captions: Cross-Modal Transcript Support and Modality-Specific Comprehension in L2 Podcast Listening pp. 111-127

Latifah H. Alghamdi and Zahra Ali Albariqi

Improving EFL Reading Comprehension through Critical Thinking in the Conflict-Affected Darfur, Sudan pp. 128-140

Dhahawi Garri and Dalil Ahmed Eidam Dalil

English Language Performance at WASSCE: Challenges and Implications for Language Education in Sierra Leone pp. 141-158

Michaela Denison-George

Teachers’ Observation and Practices of English Language Teaching Methods in Private Universities in Bangladesh: Preference, Problems and Future Implication pp. 159-175

Sumya Alam

Enhancing Syntactic Complexity in EFL Writing Through Dialogic One-to-One Feedback: A Longitudinal Study with Pre-Service Teachers pp. 176-182

Mehmet Ekizoğlu and Hatice Sofu

Volume 8, issue 8, 2026

How Generative AI Tools Support the Learning of American Idioms: Insights from Moroccan Postgraduate Students pp. 01-05

Lamiae Aboulrhit and Mohamed Ben Mhamed

Moroccan Secondary School Students’ Perceptions and Attitudes toward Using ChatGPT-Assisted Feedback to Improve English Speaking Skills pp. 06-19

Hamza Farhane

Artificial Intelligence and the Development of Soft Skills in Higher Education: A Systematic Literature Review pp. 20-31

Maryam Aboulghazi and Toufik Ghrissi

Interactive Effects of Speech Rate, Linguistic Complexity, and Working Memory Capacity on Real-Time L2 Listening Processing pp. 32-45

Khadija Baddane

Analyzing Pedagogical Approaches to American Idiom Instruction: A Textbook-Based Study pp. 46-55

Lamiae Aboulrhit and Mohamed Ben Mhamed

Exploring Students and Teachers' Perceptions of AI in English Language Learning: Benefits, Concerns, and Ethical Considerations pp. 56-76

Fatima-Zahra Derouach, Ouafae Benzizoune and Ilham Kanina

Breadth–Depth Interaction in ESP Vocabulary among Moroccan Mid-Professional Tourist Agents: Instructional Focus and Insights from the Dual-Route Cascaded Framework pp. 77-88

Abdelkrim El Khatmi

Affect in ESP and Academic English: A Dynamic Systems Approach pp. 89-97

Evangelia Xirofotou

Exploring Students' Perceptions towards Higher-Order Thinking Skills in Vocational Training in Morocco pp. 98-105

Imad El Arfaoui and Khadija Anasse

Students’ Perceptions of Inquiry-Based Learning in Boosting Speaking Skills at Mohamed V University: A Quantitative Study pp. 106-119

Youness Hairane and Ahmed Smirkou

What Does Automated Feedback Address, and Does It Work? An Investigation of Cambridge Write & Improve in EFL Writing Instruction pp. 120-129

Mariam Elouirraoui, El Ghouati Azize and Cristina María Gámez-Fernández

The Impact of AI-based Feedback on English Writing Performance: A Systematic Review and a Meta-analysis Study pp. 130-141

Mona Alzahrani

Confidence and Formal Speech in High School Students in English Language pp. 142-156

María José Lascano Parrales and Jhonny Villafuerte-Holguín

Volume 8, issue 7, 2026

Implementing Collaborative Learning in Classroom Settings: Benefits and Challenges pp. 01-06

Ilham El Adha, Mohamed Ben Mhamed and Ahmed Smirkou

Investigating English Speaking Anxiety among Vocational College Students in Saudi Arabia: An Empirical Study pp. 07-14

Sherbin Salim

Chapelle, Beckett & Ranalli (2024). Exploring AI in Applied Linguistics: Book Review pp. 15-17

Alanoud Alrashidi and Abeer Alharbi

Beyond the Curriculum: Aligning Critical Thinking Instruction with the Saudi Vision 2030 Human Capability Framework pp. 18-26

Voke Efeotor

Improving Speaking Skills through Songs: A Case Study of Moroccan EFL Classrooms pp. 27-36

Rajaa Laghrissi and Ahmed Smirkou

How EFL Learners View Speaking Feedback: Artificial Intelligence vs. Human Instructors pp. 37-46

Alaa Abdul Adheem Abdul Abbas and Afrah Mohammed Muslim

Exploring Artificial Intelligence as a Scaffold for Academic Writing Development Among EFL University Students: A Case Study at ESEFB, Morocco pp. 47-60

Khadija Baddane

Volume 8, issue 6, 2026

Grade 9 English language teachers’ perceptions, classroom practices, and challenges in implementing Communicative Language Teaching (CLT) at Amanuel Secondary School in 2018 E.C pp. 01-15

Omar Al Qudah and Kume Tewabe Alehegn

Autonomy, Agency, and Anxiety: A Qualitative Survey Study of Moroccan EFL Teachers’ Perceptions of Inquiry-Based Learning pp. 16-28

Rajaa Laghrissi and Ahmed Smirkou

Examining the Effects of Embodied Digital Storytelling on EFL Students’ Intercultural Learning pp. 29-39

Zhongxiang Wang

Examining the Impact of Case and Task Driven Blended Learning on Student Learning Outcomes in an International Trade Documentation Course pp. 40-50

Yonghui Zhang

A bottom-up approach to the Feature Reassembly Hypothesis: Acquisition of the present perfect by Arabic learners of English pp. 51-71

Gadah Almishwat

Volume 8, issue 5, 2026

Awareness, Knowledge, and Preference of Pronouns by Non-Binary College Students: A Sociolinguistic Inquiry pp. 01-14

Esperval Cezhar H. Cadiao

Barriers to Undergraduate Project Writing in EFL Contexts: Student and Faculty Perspectives pp. 15-27

Ali Falah Hasan AL-Zurfi and Hussein Ghanim Abed Al-Shammari

Soft Skills and Youth Employability in the Moroccan Labor Market: Challenges and Policy Implications pp. 28-32

Ghita Bousmaha

English for Specific Purposes: Course Content and Needs Representativeness pp. 33-40

Latifa Arharbi, Sara Fadli and Souad Jadli

Effectiveness of using mobile applications (Whats App and Messenger) on enhancing students' writing skills from the perspective of teachers pp. 41-46

Osama Mohammed Ahmed Mohammed and Mohammed Elsadig Hydar Elsheikh

Investigating Moroccan EFL Students' Perceptions and Engagement in Autonomous Learning pp. 47-53

Ilham El Adha, Mohamed Ben Mhamed and Ahmed Smirkou

An overview of the multidimensionality of Academic Engagement in language learning and how it has been investigated in the Saudi EFL context pp. 54-62

Haya Mohammed Alsaadi

Observed Activities and Practices of Secondary Level English Classrooms in Nepal pp. 63-72

Arun Kumar Kshetree, Tilak Bhusal, Kamala Kc and Badri Narayan Panthi

Increasing AI Intervention in ELT: A Prognosis of Saudi Context pp. 73-81

Alok Kumar Das

Revisiting the Text to Speech Tool in EFL Learning in the Light of the Recent Rise in the Accessibility of the Technology pp. 82-86

Zineb Abd El Ali Zine El Abidine, Bushra Rehman Jallaludin, Ghada A Mohammed and Mona Mohammed Abdullah

Online Videos and Podcasts for Language learning in the Saudi Context: A Systematic Review (2010-2025) pp. 86-107

Reima Al-Jarf

Beyond 'And': Investigating the Logical Flow and Connectivity in Senior High School Writing pp. 108-116

God Inez P. Ganadez, Maricel Pugayan, Lovely M. Francisco and Irma Meachelle A. Valenzuela

Challenges in Undergraduate Research Proposal Writing: Evidence from a Capstone Course pp. 117-123

Ali Mohamed

Volume 8, issue 4, 2026

An Interpretive Systematic Review of a Researcher’s Contributions to EFL Reading Instruction: Themes, Methods, and Pedagogical Insights pp. 01-22

Reima Al-Jarf

Culturally-Responsive Digital Learning Media to Bridge English Language Gaps in Remote Indonesian Schools pp. 23-38

Zakila Mardatila Ersyad, Luthviza Nabila Putri Ersyad, Arva Firas Putra Ersyad, Like Raskova Octaberlina and Andi Asrifan

Orchestrating Vocabulary Engagement in Secondary EFL Classrooms: Teacher Mediation in English-Subtitled Video Lessons pp. 39-49

Lan Chi Le Nguyen and Truc Thanh Thi Le

Examining the Effect of Word-Formation Instruction on Moroccan EFL Learners’ Vocabulary Development pp. 50-62

Mounir Harraqi

Secondary School EFL Teachers’ Perceptions and Practices of Integrating Skills in their Assessment Methods: Machakel Woreda in Focus pp. 63-74

Kume Tewabe Alehegn and Omar Ayed Al Qudah

Volume 8, issue 3, 2026

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 pp. 01-10

Suthee Khamkaew and Aifa Trussat

Multivocality and Readability in High School English Writing: The Role of Task Type pp. 11-18

Haiyue Wu

Multidimensional Analysis of Senior High School Student Engagement in English as a Second Language: Interplay of Affective, Cognitive, and Behavioral Factors pp. 19-32

Perfecta M. Bautista

The Impact of Project-Based Learning on Leadership Skills: Perceptions of Moroccan Secondary School Students pp. 33-40

Rachida Moussaoui, Daouia Laaboudi and Reddad Erguig

The Impact of Schemata Activation on Moroccan High School Students' Reading Comprehension Performance: A Mixed Methods Design pp. 51-50

Ouafaa Belouiza

Volume 8, issue 2, 2026

Code-Switching Practices of YouTube Educational Content Creators Using Ceblish pp. 01-19

Julia Anne Gumanay

Development of Intercultural Competence in the Context of Teaching Spanish as a Foreign Language in China: An Interactive Role-Playing Approach pp. 20-24

Juan Piña Gómez

Revisiting Arabic as a First Language in English Teaching: Evidence from the MENA Region pp. 25-32

Ahmed Boukranaa and Rania Mjahad

A Target Situation Analysis of the Requirements of English Language Competence for Arabic Airlines Ground Staff pp. 33-46

Abdullah Alshayban

The Role of Discourse Practice in Students’ Writing at Bosowa University pp. 47-52

Muliati, St. Asriati. Am, Dahlia D. Moelier, Syaila Nur Amaliyah, Tamra and Nurfaisah Sahib

Volume 8, issue 1, 2026

Project-Based Learning in Moroccan Middle Schools: English Teachers’ Perceptions of Opportunities, Practices, and Challenges pp. 01-09

Ali Bekou, Hamza Belbaraka and Khadija Anass

A Systematic Review of Studies on Pronunciation Instruction and Practice in L2 (2005-2025) pp. 10-26

Reima Al-Jarf

An Onomastics Study of Theism and Sacrality in Ewe Anthroponymy pp. 27-34

Isaac Horsu, Imeta Akakpo, Salomey Horsu Boakye and Ebenezer Yao Agbenyo