The Journal of English Language Teaching (JELT) is an international, double-blind, peer-reviewed scholarly journal published bimonthly by the English Language Teachers’ Association of India (ELTAI). Established in 1965, prior to the formation of ELTAI in 1969 and its registration in 1974, JELT has maintained uninterrupted publication for six decades. As the flagship publication of ELTAI, the journal provides a rigorous academic platform for research and critical inquiry in English language teaching, applied linguistics, teacher education, and related areas of English studies. It publishes original research articles, theoretical discussions, pedagogical analyses, and context-responsive studies that address English language teaching and learning across diverse educational, linguistic, and sociocultural settings. JELT follows a Diamond Open Access publishing model. The journal does not charge any submission, processing, or publication fees (APCs). All content is freely accessible online immediately upon publication, ensuring equitable dissemination of research. Articles are published under a Creative Commons licence (CC BY-NC-ND 4.0), allowing non-commercial sharing with proper attribution and no modifications. Print copies are distributed to ELTAI members as part of the Association’s academic outreach. The journal operates under a clearly defined editorial governance structure and maintains full editorial independence. All submissions undergo a double-blind peer review process to ensure academic integrity, methodological rigour, and relevance to the journal’s scope. Manuscripts are accepted on a rolling basis and must be submitted through the journal’s online submission system. JELT publishes six issues annually (January–February, March–April, May–June, July–August, September–October, and November–December) and adheres to recognised standards of publication ethics and transparency in scholarly communication.
English Language Teachers' Association of India
Stigma, Anxiety, and English Proficiency: Engineering ESL Students’ Self-Perception and Career Prospects
This mixed-methods study explores the anxieties, stigma, and self-perceptions experienced by first-year engineering students at Chandigarh Engineering College, CGC-Landran, as non-native English speakers. It examined how multilingual backgrounds and mixed-ability classrooms shape students’ confidence, participation, and concerns about future employment. A sample of 170 students from different engineering streams participated through a structured questionnaire incorporating the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986), the Language Attitude Questionnaire by Orwig (1995), and a career mindset survey adapted from Gardner (1985). Students also completed ranking tasks on employability skills. Quantitative data were analysed using aggregate scores, means, and standard deviations, while open-ended responses were examined through Braun and Clarke’s (2006) six-phase thematic analysis framework to identify links between language proficiency, academic performance, and career anxiety. Five overarching themes emerged: Anxiety of the Margins, English as Career Capital, Stigma in the Classroom, Digital Self-Learning, and Multilingual Pride and Pragmatic Use. The study suggests the need for more inclusive and supportive ESL learning environments in Indian engineering institutions.
Copyright (c) 2026 Journal of English Language Teaching https://creativecommons.org/licenses/by-sa/4.0
Promoting Learner Engagement in Rural English Classrooms: Challenges and Strategies
Classroom engagement is a crucial factor influencing students’ academic achievement and language learning outcomes. Despite its significance, language teachers often encounter several challenges that hinder students’ active participation in the classroom. Creating a supportive learning environment can enhance learner involvement and facilitate effective language acquisition. This paper presents a small-scale study that explores the multifaceted challenges affecting classroom engagement among students of Classes IX and X in a rural setting. The study examines the factors that influence students’ participation and involvement in language learning activities. The findings reveal that the lack of collaborative activities, insufficient feedback, and an unsupportive learning environment are among the major factors restricting learner engagement. Based on these findings, the paper offers pedagogical suggestions for promoting more meaningful and active learner engagement in English language classrooms.
Does Competency-based Learning Reduce Speaking Anxiety? Evidence from NCF 2023-Aligned Classrooms
The present-day education system is challenged by an ever-increasing number of secondary students experiencing English language Speaking anxiety due to their concerns about being able to speak in English fluently, fears of performing poorly and their fear of being judged negatively. However, the National Curriculum Framework’s (NCF 2023) emphasis on Competency Based Learning (CBL), presents a new way of teaching English which is based on experiential learning, formative assessment and student-centered learning. Of the four language skills (Listening, Speaking, Reading and Writing (LSRW)) that are taught in English Language classrooms, Speaking Anxiety is the most common and severe. Using a qualitative thematic analysis approach, this research will explore the lived experiences, perceptions and emotional responses of secondary school students in CBL English Language classrooms. Semi-structured individual interviews and focus group discussion with secondary school students from various educational settings will provide data for this study. Using thematic coding techniques, this study will analyze data to develop themes related to English-language classroom manifestations and triggers of speaking anxiety, perception of students regarding Competency-Based Learning, and how it supported their confidence in speaking English, the patterns and coping strategies developed by students while using CBL English Language classroom practices such as cooperative learning, continuous feedback, and competency-based assessments to reduce their speaking anxiety.
Welcoming Diversity in the Learning Environment: Teachers’ Handbook for Inclusive Education
Speaking Anxiety, Listening Instruction, and Silence: Data-Based Attempts to Reconceptualise Oral Communication Pedagogy
Language Anxiety across the Four Language Skills among Non-Native English Speakers at Thai Universities
This study examines language anxiety patterns across four skills (listening, speaking, reading, and writing) among 109 university students (79 Thai, 29 Chinese) at Thai universities. The Anxiety in English Language Learning Questionnaire results demonstrated that writing anxiety was highest (M = 3.45), followed by speaking (M = 2.90), listening (M = 2.76), and reading (M = 2.65). Chinese students reported higher anxiety than Thai students across every skill, particularly in reading (difference = 0.99) and listening (difference = 0.79). Female students had higher anxiety in writing, with the highest mean for essay correction (M = 3.99), followed by participating in discussions. Students employed various coping strategies, including preparation, deep breathing, and AI tools (ChatGPT, Grammarly). The findings reveal the need for targeted, skill-specific interventions that account for nationality and gender differences in the language learning context.
Copyright (c) 2023 JELT https://creativecommons.org/licenses/by-sa/4.0
Book Review: Language Education Teaching English in India
Language Education Teaching English in India
Challenges Faced by Linguistic Minority Students in West Bengal in Learning English
In the current era of globalisation and technological advancement, English is being adopted as the lingua franca for communication. The present study aims at exploring the challenges faced by the students when learning English as a second language. The sample for the study included high school students attending the West Bengal Board of Secondary Education in the district of Purulia, West Bengal, with particular reference to the schools (n = 30) in the Jungle Mahals. A well-structured questionnaire was used for collecting data from the students (n = 225). Students attending classes V to X were chosen for the study, since this group would finish their secondary school in less than five years and seek admissions to any of the higher educational establishments in the country and abroad. Based on the results of the study, suggestions and recommendations are provided.
Copyright (c) 2021 JELT https://creativecommons.org/licenses/by-sa/4.0
Computer Mediated Communication: Writing Skills through Social Media
Technology plays a significant role in language teaching today and it has become a very commonly used tool in schools and colleges all over the world. The difference is only in the extent to which technology is being utilised for the teaching-learning process. Depending on the availability of infrastructure, technology used in the teaching-learning process varies from simple tape recorders to iPads. Early technological aids supported a teachercentred class, whereas the more advanced technology of today, like the iPad, is more suitable for a learner-centred class. Today, we have schools and colleges providing iPads or apps, with the lessons pre-loaded. The role of technology in language learning has taken various forms – a simple tool, a tutor, and as a medium to communicate. The various roles of technology, in turn, have created a great impact on language teaching. This paper explores the effect of computer mediated language teaching on writing. This experimental study was conducted in the first-semester postgraduate class of the electronic media programme, as part of the course work. Social media tools like blogging and WhatsApp were used in the study as a medium to help tertiary level students improve their writing skills.
Teaching Grammar in the ESL/EFL Context: Changing Perspectives and Current Trends
Whether or not to teach grammar, and if yes, what are some of the most controversial questions in the ESL/EFL pedagogy? Numerous studies have been conducted and still there is no unanimous answer to this question. Over many years, several approaches have emerged and they can be grouped into three main schools of thought, namely structural approaches, meaning-focused approaches, and form-focused approaches. This paper reviews these three main schools of thought in grammar teaching, with specific reference to teaching adults in ESL contexts. The paper also includes relevant examples, wherever necessary, to elaborate on the methods and techniques. Our aim here is not to recommend any specific methodology as the best way to teach grammar, but to make practising teachers aware of the options available. We believe that the teacher is the best judge to choose from the array of options, depending on the learners’ needs.
An Analysis of Question Papers for Evaluating English Language Communication Skills of Engineering Students
On their way to set standards of international norms, AICTE observed that most of the courses in engineering are not meeting the course outcome. AICTE has now come out with an Examination Reform Policy 2018 to improve the quality of technical education. AICTE advised the institutions to improve the testing methods. A major initiative is to set question papers following Bloom’s taxonomy. This study is an attempt to investigate whether question papers set for evaluating English language communication skills map with Bloom’s taxonomy or not, if they map, whether all the cognitive levels are covered or not. It also tries to find out the challenges English language teachers face during making question papers. This research has done a content analysis of 117 English language communication questions from 2015 to 2022. ELCS lab is prescribed for B.Tech first-year students in their first and second semesters. The researcher has analyzed each question according to the six cognitive levels given in Bloom’s taxonomy. The result shows that the largest percentage of questions stand on the first three levels which are low-order cognitive levels. Although Bloom’s taxonomy prescribes that in a balanced question paper L1 and L2 should be given 30% to 40% weightage, L3 and L4 should be given 40% to 50% weightage, whereas the last two levels L5 and L6 should be given 10% to 20% weightage. The analysis showed that the question paper did not have any question or home assignment which can cover evaluating and creating cognitive levels.
Role of YouTube in Developing Spoken English
The present research paper is a product of qualitative research born of a minor research project conducted by the researcher. It explores the feasibility of employing digital OERs like YouTube as a source of meaningful comprehensible input and fine audio-visual English building tools for developing spoken English in the non-native ELT context. It discusses potential pro-spoken English building features and applications of YouTube against the backdrop of the failure of Indian ELT in promoting spoken English skills. It briefly defines the theory of spoken English with its features followed by a conclusive discussion. An attempt is made to establish that Indian English learners can potentially learn spoken English more effectively using digital tools like YouTube as it improves learners’ engagement, motivation, and autonomy, providing holistically the basics of spoken English in a highly practical and functional form showing remarkable results. It proposes the creative use and integration of YouTube for effective English instruction in Indian classes.
Impact of COVID-19 on Pedagogy in a Multicultural Classroom
The world is going through a critical phase in the fight against COVID-19 (Corona Virus). The pandemic has disturbed the life of individuals directly or indirectly since the initial lockdown, when schools, colleges, universities, businesses, industries, organisations, and shopping centres were closed. A few services were partially open and only essential services, like hospitals, worked 24x7. This crucial period has affected the teaching and learning process of students drastically. Normally, teaching and assessment are done physically. However, due to the pandemic, education has been interrupted. This article suggests innovative, trouble-free methods of teaching online.
Copyright (c) 2021 Journal of English Language Teaching https://creativecommons.org/licenses/by-sa/4.0
Proficiency in English is essential for success in today’s highly interconnected world, but the majority of undergraduate learners remain deficient in English. Motivation, being a malleable learner variable, can be manipulated in such a way that a maximum number of learners achieve a desirable level of ESL competence. This paper attempts a theoretical study of motivation and its significance in ESL learning.
Academic Listening Skills in the Indian Context
In a scenario where students are more inclined to e-devices such as android mobile phones, laptops, palm tops, tablets and i-pads via online classes and Massive Open Online Courses(MOOC), listening has emerged as a frontbencher relegating all the other skills to the back bench. Academic Language Proficiency is the narrow stream of linguistic competence that comes under the umbrella term “Communication Skills “and the ways of honing academic listening skills with the ultimate objective of the expansion of academic language proficiency in the Indian context during the era of online classes is dealt with in this paper. If students empower their academic listening skills by making use of the strategies listed in this paper, then they can eventually improve their overall Cognitive Academic Listening Proficiency(CALP).
Cognitive academic language proficiency (CALP)
Integrating Animation in English Teaching under NEP 2020:A Case Study of Teacher Training Programmeat DIET Roing, Arunachal Pradesh
This research paper investigates the impact of a teacher training programme on animation technology for preparatory-stage English teachers at the District Institute of Education and Training (DIET) in Roing, Arunachal Pradesh. This paper focuses on the use of traditional digital animation tools, such as FlipaClip, and AI-based tools, like Steve AI, to transform selected prose and poetry from the preparatory-stage Marigold textbook into animated videos. Pre- and post-tests were conducted to assess the effectiveness of the training programme in enhancing teachers’ ability to adapt textual content into animation. The findings reveal significant improvements in teachers’ perceptions and capabilities, the transformative potential of technology in English language teaching, as envisioned in the National Education Policy (NEP) 2020.
Artificial Intelligence, English, and Translanguaging: Navigating Multilingual Communication in the Digital Age
Artificial intelligence (AI) is reshaping academic and communicative practices, particularly through natural language processing (NLP), machine translation, speech recognition, and language-learning technologies. In multilingual Southern African contexts, these developments have renewed interest in translanguaging as a way of understanding multilingual meaning-making in digital environments. This conceptual paper examines how AI and NLP models intersect with translanguaging practices in relation to the Nguni languages, particularly siNdebele, isiXhosa, isiZulu, and siSwati. It considers how AI-mediated translanguaging may support multilingual communication, English language learning, digital literacy, and learner autonomy, while remaining constrained by data scarcity, uneven technological investment, and culturally embedded meanings. The paper argues that while AI tools may support language acquisition and communication, Nguni languages contain culturally specific lexicons, euphemistic expressions, prosodic features, and patterns of diction that vary across communities. These cultural and linguistic features complicate any attempt to treat AI-supported translanguaging as a purely technical problem. Any AI model intended for Nguni-language communication must therefore account for the cultural imperatives, semantic nuance, and educational realities of these languages.
Vocabulary Acquisition through Kolb's Experiential Learning Cycle: A Classroom-Based Study
The study explores the integration of the 2019 Netflix film The King as a classroom-based intervention among the 70 undergraduate engineering students from SRM Institute of Science and Technology during the Communicative English class to enhance their English vocabulary acquisition framed by the Lexical Approach and Experiential Learning Theory (David Kolb, 1984). During the intervention, the students were asked to watch the film The King and were asked to write down the unpopular words, find out their meaning, and construct an original sentence using their knowledge. The study was analyzed through a qualitative descriptive observation using the rubric score sheet as data. Findings revealed that the study results in boosting the classroom activity, resulting in increased student engagement in the classroom and the formation of new lexical items. The findings indicate that the movie-based intervention in the EFL classroom can enhance learners' vocabulary skills.
Empowering Digital Literacy: Tactics for Enhancing Paragraph Writing in the Evolving Digital Era
This paper examines the nexus between digital literacy and online composition with reference to convergence of information technology in teaching and learning of writing with emphasis on composing paragraphs. As an exploratory study with a mixed-method approach, this research examines how ICT and multimedia can be utilised to improve the structural framework, organisation and flexibility of paragraphs. Different difficulties like opacity, narrow lexicon, etc, in addition to challenges like raw text with no formatting, and limited training data obtained from digital sources are described. Survey and interview data present various participant narratives as they demonstrate how formal education, peer cooperation, and tools such as Grammarly enhance the participants’ digital writing skills. Research evidence indicates that even though most participants show some level of flexibility, areas of specialisation for targeted training and embracing of diversity are not optimized. The study reminds about the essentials for creating the effective text that matters to modern reader and provides feasible recommendations – multimedia communication, using and targeting at the specific platforms, and engaging learners with the topical collective learning spaces. The findings are meant to help the educators teach, policymakers decide on, and stakeholders promote appropriate digital communication and prepare the learners for careers in the age of technology.
Redesigning Learning: A Conceptual Framework for Instructional Design in the Digital Age
In a rapidly changing digital world, traditional instructional design (ID) strategies are increasingly challenged by advancing technologies and novel teaching practices. This paper proposes a flexible framework for learning design that responds to 21st‑century students’ needs in digital environments. Rooted in four key principles, learner-centeredness, technology integration, collaboration, and data-driven adaptation, this framework reimagines how instructional designers can deliver meaningful, personalized, and engaging learning experiences. Drawing on current educational research and practice in the field of educational technology, it offers actionable insights into how hybrid and online learning models can be designed and experienced. The framework extends beyond the limitations of older ID models, paving the way for more relevant, comprehensive, and authentic learning in today’s digital world and providing a foundational blueprint for educators and instructional designers navigating the ongoing shift to online and hybrid approaches.
Leveraging Digital Storytelling to Enhance Engagement and Articulation in English
Digital technologies have transformed language education, creating opportunities for interactive and learner-centred approaches to developing speaking skills. Among these, digital storytelling, which embeds narrative within multimedia composition, has shown particular promise. This study employs a design-based research (DBR) model, using iterative cycles of design, implementation, and refinement, to examine how digital storytelling can enhance engagement and articulation among undergraduate ESL learners. Data from classroom observations, audio analyses, journals, and interviews indicate that multimodal storytelling encourages active participation, raises awareness of pronunciation, and builds fluency and confidence in spoken English. By integrating narrative, technology, and reflection, this study contributes an evidence-informed framework for improving articulation and engagement through digital storytelling.
AI-Generated Graphic Organisersand L2 Reading Comprehension:Evidence from a Tertiary ELT Classroom in India
This study investigates the effectiveness of AI-generated graphic organisers (GOs) in developing the reading comprehension of tertiary-level English as a Second/Foreign Language (ESL/EFL) learners in an Indian university context. A pre-test/post-test design was employed with 18 postgraduate students from an English Language Teaching (ELT) department. Participants were divided into two groups, More Advanced Readers (MAR, n=10) and Less Advanced Readers (LAR, n=8), based on initial pre-test performance. Over a four-week intervention, students were trained to use AI-generated GOs (KWL charts, Venn diagrams, flowcharts, and mind maps) to engage with three academic texts of varying complexity. Summarisation tasks assessed participants’ comprehension before and after the intervention. Results from paired t-tests and one-way ANOVA revealed statistically significant improvements in post-test scores for the whole group across all three passages. GOs were found to be more effective for simpler, expository texts and for more advanced readers; less advanced readers encountered difficulty using GOs with more complex argumentative texts. These findings suggest that while AI-generated GOs hold promise as instructional tools in L2 reading classrooms, their effectiveness is moderated by learner proficiency and text complexity. The study calls for further investigation with larger sample sizes and more diverse assessment measures.
ChatGPT Overreliance and the Erosion of L2 Writing Agency Among ESL Undergraduates in Gujarat
The use of AI tools, especially ChatGPT, has become common in academic writing classrooms, often outpacing teachers and policy updates. This study examined how 180 undergraduate ESL students in Gujarat, India, use ChatGPT for writing and how this affects their sense of control over their work. The research employed a sequential explanatory mixed-methods approach, beginning with a validated 28-item survey followed by semi-structured interviews with 30 participants. Findings showed that 63.4% of students use ChatGPT several times a week or more, with over 60% depending on it for higher-order tasks such as building arguments and generating ideas. Thematic analysis of interviews revealed five main themes: prompt dependency, voice erosion, reduced revision, metacognitive withdrawal, and exam anxiety. These results indicate that ChatGPT is frequently used as a replacement rather than a support tool. The study introduces the SCAFFOLD model, an eight-stage framework for responsible AI integration in ESL writing classrooms.