Journal of English Language and Linguistics

Translation Learning Needs and Motivations Within Blended Teaching at a Chinese Application-Oriented University

Yuxin Shan — 2025-12-11

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’ 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’ 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’ professional development, and strengthening sustained translation learning motivation.

The Development of English Word Writing Spelling Skills Using Cooperative Learning by TGT Technique together with Wordwall Application for Grade 4 Students

Osatee Sadudeeprasertsut — 2025-12-11

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.

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 < .01), with post-test scores surpassing those of the control group. (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.

Native Speakerism Ideology Underlying English Education Policy in Thailand

Nareethip Nitsaisook — 2025-12-14

Language policy is known to embody language ideology. Previous studies have argued that language policy in Thailand is grounded in native speakerism, an ideology that positions native speakers as better role models than non-native speakers. Since native speakerism is a prevalent ideology, this research aims to investigate its origins in the discourse surrounding English education policy in Thailand, with a focus on the evolution of relevant policy discourse since 1989. A qualitative research method is employed in this study, which involves analyzing English educational policy discourses. An iterative framework was created to facilitate the ongoing process of meaning-making and focused analysis. The findings indicated that native speakerism became ingrained in education policy after changes in the political system and persisted during the 1999 educational reform era. Today, although the globalization era does not explicitly reflect native speaker standards in policy. It contributes to understanding the background of preference for the native norm in English education.

English Language Needs of Elderly Entrepreneurs in a Rural Organic Rice Seed Community in Northeastern Thailand

Kamonchanok Sanmuang — 2025-12-14

In rural Thailand, many elderly community members continue to take part in small-scale entrepreneurship, especially in areas connected to local or organic products. This study explores the English language needs of elderly entrepreneurs from the Dow Lom Duan Organic Rice Seed Community Enterprise in Sakon Nakhon Province. The enterprise produces and sells chemical-free rice products such as organic brown rice, banana leaf sticky rice (Khao Tom Mad), crispy rice cakes (Khaotan), and puffed rice (Khao Pong). As the group seeks to expand its market and communicate with foreign customers, the role of English becomes more important. However, most members are older adults with limited formal education and little experience learning English. This study used structured interviews with 48 entrepreneurs to examine how they currently use English, the challenges they face, and the types of English they wish to learn. Findings show that participants mainly need English for product descriptions, greetings, price negotiation, and online posts. They prefer short phrases, visual support, and oral learning methods. The study highlights the importance of practical, task-based English lessons and gives suggestions for future training or materials that support elderly entrepreneurs in similar rural communities.

Learning Needs in Consecutive Interpreting: Survey of English Majors at a Private Chinese University

Fu Yunyun — 2025-12-14

This study examines the learning needs of English major undergraduates in consecutive interpreting (CI) at a private Chinese university, aiming to inform curriculum design and pedagogical practice. A questionnaire survey of 72 students enrolled in CI course explored their motivations, perceived essential skills, linguistic challenges, and attitudes toward computer-assisted interpreting tools. Findings reveal that learners place the highest priority on specialized linguistic training and cognitive skills. Listening comprehension emerged as the most critical skill, followed by delivery and public speaking. Common linguistic challenges included idiom translation, vocabulary expansion, and managing cultural nuances. Students expressed strong interest in computer‑assisted interpreting technologies. These results underscore the importance of integrating targeted linguistic and cognitive skill development with technology-supported pedagogies, ensuring that CI training aligns with both learner expectations and the evolving demands of the interpreting profession. The study offers empirical evidence to guide interpreter educators in refining course content and curriculum design for enhanced learning outcomes.