Journal of English Language and Linguistics 2024-06-13T12:07:32+07:00 Asst.Prof. Suphakit Phoowong Open Journal Systems <p>Journal of English Language and Linguistics (JEL)</p> <p><strong>ISSN:</strong> 2730-2431 (Print) <strong>ISSN</strong>: 2821-952X (Online)</p> <p><strong>About Journal</strong></p> <p>Founded in 2020, Journal of English Language and Linguistics (JEL) is the double-blind peer-reviewed journal organized and published by the English Program, Faculty of Humanities and Social Sciences, Buriram Rajabhat University, Thailand. The journal welcomes the submissions of manuscripts both from Thailand and other countries.</p> <p><strong>Aim</strong></p> <p><span style="font-size: 0.875rem;">The aims of the journal are 1) to strengthen the collaboration and networking of academic and research works among educators, scholars, and researchers from the fields of English language and linguistics based on empirical academic and research studies, and 2) to provide an academic platform for authors to share their new insights and discoveries about theoretical and experimental implications.</span></p> <p><strong>Scope</strong></p> <p>The journal welcomes manuscripts for publication in the scope covering the following disciplines: English Language, <span style="font-size: 0.875rem;">Linguistics, </span>Applied Linguistics, Literature, English for Specific Purposes (ESP), English for Academic Purposes (EAP), English as a Lingua Franca (ELF), <span style="font-size: 0.875rem;">Translation and Interpretation, </span>Technology and Language, World Englishes, <span style="font-size: 0.875rem;">Language Acquisition, </span>Innovations in Language Teaching and Learning, Language Testing and Assessment, Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language (TESL), <span style="font-size: 0.875rem;">Teaching English as a Foreign Language (TEFL), and </span>English Language Teaching (ELT).</p> <p><strong>Submission Categories</strong></p> <p>Journal of English Language and Linguistics (JEL) welcomes the submissions of manuscripts in two categories as follows:</p> <p>Research Article</p> <p>Academic Article</p> <p><strong>Frequency of Publication </strong></p> <p>The journal is published in three (3) issues a year: January–April, May–August, and September–December.</p> Thai EFL undergraduate students’ attitudes towards syntactic structures in English writing 2024-02-02T08:56:58+07:00 Abhinan Wongkittiporn <p>This study investigated Thai EFL students’ attitudes of difficulties towards syntactic structures in English writing and their evaluation of frequencies in using syntactic structures in their writing. The participants in this study were 30 sophomores, majoring in English from a private university in Thailand. They were asked to fill in a questionnaire concerning syntactic structures in English writing. The instrument in this study was a questionnaire with a five-scale measurement. The descriptive statistical analysis via frequencies and percentages was used to calculate the data analysis. The results in this study show that the participants feel that dependent clauses are difficult for them to use, especially adverbial clauses, reduced adjective clauses and verbless adverbial clauses. Based upon their evaluation towards frequencies of syntactic structures, the participants frequently used existential <em>there</em> constructions and adjective clauses in their writing in English. It was highly expected that the results of this study would be useful for English language teachers to gain better understanding of Thai EFL university students towards their difficulties with syntactic structures in English writing. So, English teachers could bring the results of this study to provide improvement to their students. </p> 2024-04-02T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Linguistics Using of morphological theory to improve English reading comprehension ability of EFL students 2024-02-08T21:06:17+07:00 Rungnapa Moendee Suphat Sukamolson Suwaree Yordchim <p>This study aimed to 1) explore the English reading comprehension problems and needs of EFL students, 2) construct the English reading comprehension handbook by using morphological theory to improve their English reading comprehension ability, and 3) evaluate the effectiveness of the English reading comprehension handbook that uses morphological theory. The population consisted of 128 first-year EFL students who had taken the BRU English proficiency test and experienced difficulties with English during the 2023 academic year. From this population, a sample of 30 participants was selected using systematic sampling techniques. The study used several research instruments to collect data which included: 1) a questionnaire to identify the problems faced by students in comprehending English reading, 2) an English reading comprehension handbook by using morphological theory, 3) pre-test and post-test, and 4) a questionnaire assessing students’ satisfaction with the English reading comprehension handbook that uses morphological theory. The results revealed that 1) most EFL students acknowledged facing challenges in English reading comprehension, with vocabulary knowledge receiving the highest, followed by fundamental knowledge, and knowledge of sentence structure, respectively. Moreover, the students express a high-level need to improve their English comprehension using morphological theory, 2) The handbook is structured into five chapters, each rooted in morphological theory to offer through assistance for students facing challenges in English reading comprehension, and 3) The English reading comprehension handbook, which utilized morphological theory, received the highest level of student satisfaction and students demonstrate higher English proficiency test scores after utilizing the English.</p> <p> </p> 2024-04-02T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Linguistics Translanguaging as interactional resources employed by students in EFL student-led group task interaction 2024-02-13T14:53:47+07:00 Hao Yang Joseph Foley <p>This study aimed to investigate the strategies used by students during group task interaction in an EFL classroom. It also focused on translanguaging practices as one of the interactional resources to facilitate communication and interaction among students. The data were collected by recording the classroom discussions of a focused group in an EFL class at a Chinese university over three class hours. The analysis was carried out using conversation analytic methodology. The study revealed various interactional features in turn construction. Students often used single learner turns to show their agreement and extended learner turns with clarification or explanation to support their ideas for turn-taking. Concerning turn passing, students prefer to use open-ended questions to ask for opinions; they also use open-ended questions to ask for opinions, confirmation checks for meaningful understanding, and extended wait times for other speakers to take turns. Moreover, gaze was also noticed when they passed the turn to the others. Regarding self-repairs and peer repairs, they often made content-focused repairs rather than form-focused ones, and students with higher English proficiency usually provided support. Translanguaging was an effective strategy to facilitate peer interaction and avoid errors in meaning-making. This study has important implications for language teaching and learning policy, highlighting the need to encourage prospective teachers to practice translanguaging to facilitate classroom interaction and second language acquisition.</p> 2024-04-02T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Linguistics An investigation into the beliefs of primary school teachers in Bhutan on written corrective feedback 2024-04-12T12:58:40+07:00 Sonam Lhamo Patchara Boonteerarak <p>For ESL students in English language classrooms, writing poses a challenge, where students commit numerous errors, however effective corrective feedback from teachers can aid improvement. Consequently, teachers must recognize their viewpoints on the best methods for providing written feedback. In light of this, this study intended to ascertain the opinions of Bhutanese primary school teachers, specifically those who teach students in grades PP to VI, regarding written corrective feedback (WCF). The interaction hypothesis, which serves as the theoretical basis for this study, contends that classroom interaction, essential to language acquisition includes teachers’ corrective feedback. A questionnaire was distributed to ten English teachers to get more insight into their perspectives on WCF. The Likert Scale was employed to measure teacher’s responses to the closed-ended questionnaire. The results demonstrated that nearly everyone had favorable opinions about written corrective feedback on students' work. The results implied that to give teachers and students more knowledge and awareness of WCF, they should both have the chance to participate in training related to feedback. Hence, language teachers would be able to provide students with a suitable WCF to help students enhance their writing skills.</p> 2024-04-23T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Linguistics Exploring the influence of word exposure via Facebook on young EFL learners’ written forms of word knowledge 2024-04-21T10:11:49+07:00 Noppadon Ponsamak Apisak Sukying <p>This quantitative study aimed to investigate the impact of word exposure via Facebook on the vocabulary knowledge of Thai EFL primary school learners. Additionally, it sought to examine differences in receptive and productive written forms of word knowledge between different education levels. It explored the relationship between participants’ vocabulary size and word knowledge. Forty students from grades four and six participated in the study, which involved designing and validating tests to measure receptive and productive written forms of word knowledge. Descriptive and inferential statistics were employed to analyze quantitative data. The findings indicated significant improvements in students’ receptive and productive vocabulary knowledge, with noticeable development in their understanding of word spelling. Furthermore, grade six learners performed better than grade four learners on receptive and productive written form measures. Correlational analysis revealed a relationship between vocabulary size and knowledge of written forms, indicating their interdependency. Overall, this study suggests that exposure to words through Facebook positively influences vocabulary acquisition, underscoring the importance of word exposure experiences in learning vocabulary. Additionally, it highlights the predictive role of vocabulary size in the written form of word knowledge. This study offers implications for practitioners and provides suggestions for future research directions.</p> 2024-04-28T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Linguistics Lead news coverage of Buddhist monks in the Nation online newspaper: A syntactic analysis 2024-04-22T09:53:23+07:00 Pisutpong Endoo <p>The objectives of this research were to analyze the syntactic sentence types, phrase-level syntactic structures in subjects and predicates, and word-level structures within the same contexts in the lead news coverage of Buddhist monks in the Nation Online Newspaper. The qualitative study utilized data collected from The Nation's website over a decade (2013–2023) to analyze sentence types categorized into simple, compound, complex, and compound-complex, revealing a preference for simple (51.79%) and complex sentences (39.29%), indicating a journalistic inclination towards clarity and in-depth information presentation. Phrase-level analysis highlighted a dominance of Noun Phrases (43.26%) and Prepositional Phrases (32.01%), underscoring their role in establishing relational context and subjects in sentences. Word-level analysis revealed a significant use of determiners (44.07%) and nouns (38.45%), emphasizing their essential roles in conveying meaning and specifying noun phrases. The study's findings suggested a strategic balance in The Nation's syntactic choices, reflecting a nuanced approach to ensuring readability while providing comprehensive information, aligning with broader trends in digital journalism. This research contributed to the understanding of syntactic strategies in journalism, particularly in the context of online media and its representation of religious figures.</p> <p> </p> <p> </p> 2024-04-28T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Linguistics English Language: The Speaking Fluency of Primary Thai Students 2024-04-12T13:51:41+07:00 Meena Thonkhong Hamilton Wichan Artharo(Muanthong) Boonlue Sumethaso(Petchmak) <p>In today's interconnected world, English fluency is a crucial skill that transcends cultural and geographical boundaries for Thai university students. This article explored the challenges they faced in achieving spoken English fluency by addressing linguistic, psychological, and pedagogical factors. The differences in pronunciation, intonation, sentence structure, and alphabet between Thai and English are barriers to overcome. Traditional lecture-centric approaches may hinder conversational skills, and class size limits personalized attention. It also advocates communicative teaching methods, emphasizing language as a dynamic tool for communication. Genuine linguistic interactions with native speakers can be facilitated through language exchange programs and cafés. Fluency is enhanced by multimedia such as movies, TV shows, and podcasts, but authentic English exposure is hindered by Thai-dubbed movies. The transformation of learning environments into supportive spaces, where mistakes are embraced as opportunities for growth, is crucial. Constructive feedback and collaborative activities foster confidence. In conclusion, this article aimed to guide educators and students by addressing challenges and proposing solutions. As communication across the globe grows, improving spoken English is both a personal achievement and a contribution to society.</p> 2024-04-24T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Linguistics