Vol. 68 No. 3 (2026): May-June

This issue of the Journal of English Language Teaching brings together research that examines the complex interplay among language anxiety, learner engagement, listening comprehension, classroom participation, and English proficiency. Drawing on diverse educational contexts, the contributions explore how pedagogical practices, learner perceptions, and sociocultural factors shape language-learning experiences. Particular attention is given to competency-based learning, anxiety across the four language skills, challenges in rural classrooms, English proficiency and career aspirations, mental modelling as an approach to listening instruction, and silence as a form of classroom participation. Collectively, the articles offer research-informed insights and practical implications for fostering more inclusive, responsive, and learner-centred English language classrooms.