https://so17.tci-thaijo.org/index.php/JEL <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> English Program, Faculty of Humanities and Social Sciences, Buriram Rajabhat University, Thailand en-US Journal of English Language and Linguistics 2730-2431 https://so17.tci-thaijo.org/index.php/JEL/article/view/1278 <p>This study aimed to (1) examine the effectiveness of instructional intervention on Grade 4 students’ English spelling performance, (2) compare the efficacy of the Teams-Games-Tournament (TGT) technique integrated with the Wordwall application against conventional teaching methods, and (3) evaluate students’ satisfaction with the TGT–Wordwall instructional model. The sample comprised 32 Grade 4 students enrolled at La-orutis Demonstration School, Suan Dusit University. Participants were selected via cluster random sampling and allocated equally into experimental (n = 16) and control (n = 16) groups.</p> <p>Instructional materials included lesson plans incorporating the TGT framework alongside Wordwall-based activities, standardized pre- and post-intervention spelling assessments, and a student satisfaction questionnaire. Data analysis revealed a statistically significant improvement in the experimental group’s spelling performance (p &lt; .01), with post-test scores surpassing those of the control group. &nbsp;(pre-test scores for the experimental group: M = 7.94, SD = 3.36; control group: M = 8.00, SD = 6.01). Furthermore, satisfaction ratings for the TGT–Wordwall approach were exceptionally high (M = 4.73, SD = 0.16), indicating strong positive reception among participants.</p> Osatee Sadudeeprasertsut Chayapon Chomchaiya Jira Jitsupa Copyright (c) 2025 Journal of English Language and Linguistics 2025-12-11 2025-12-11 6 3 10.62819/jel.2025.1278 https://so17.tci-thaijo.org/index.php/JEL/article/view/1371 <p>With the rapid development and popularization of information technology and online learning platforms, university teaching no longer needs to rely solely on traditional face-to-face instruction. This is particularly relevant for translation courses, which are both theoretically demanding and practically challenging. Blended teaching models can be established by integrating appropriate online learning platforms with varying learning materials. This enables students to learn anytime, anywhere, at a pace suited to their individual needs. Prior to designing such instruction and intervention, it is essential to gain a comprehensive understanding of students’&nbsp;specific translation learning needs, including their bilingual competence in English and Chinese, as well as their academic and career aspirations. The present study, designed and conducted by the researcher, involved 96 junior English-major undergraduates from Guangdong University of Science and Technology (GUST) in China. As an empirical investigation, it sought to identify the translation learning needs of students at application-oriented universities and to explore how blended teaching, informed by social constructivism approaches, influences learners’&nbsp;L2 Motivational Self System (L2MSS), particularly its three core dimensions. The findings aim to provide both empirical evidence and theoretical insights for the enhancement of translation pedagogy in Chinese application-oriented universities, offering implications for improving translation curriculum design, aligning blended teaching with students’&nbsp;professional development, and strengthening sustained translation learning motivation.</p> Yuxin Shan Marilyn Fernandez Deocampo Copyright (c) 2025 Journal of English Language and Linguistics 2025-12-11 2025-12-11 6 3 10.62819/jel.2025.1371