Journal of English Teaching and Linguistics Studies (JET Li)

DeepL as Scaffolding in Academic Writing: A Zone of Proximal Development Theoretical Review

Naufal Riza Purwadi, Arif Suryo Priyatmojo — Mon, 27 Apr 2026 00:00:00 +0000

This study aimed to investigate the potential of DeepL as a scaffolding tool for English as a Foreign Language (EFL) learners in the context of academic writing. Amidst the ethical debate regarding the use of Artificial Intelligence (AI) in education, this article offers an alternative perspective using Vygotsky's Zone of Proximal Development (ZPD) theoretical lens. The method used was a comparative conceptual analysis and critical literature synthesis of 20 published articles (2021–2025) to map DeepL's functions in reducing students' cognitive load. The theoretical findings indicate that DeepL meets the criteria as an artificial More Knowledgeable Other (MKO) capable of providing micro-scaffolding on lexicogrammatical aspects. Through the proposed "Write-Translate-Compare" integration model, guided use of DeepL allows students to produce texts above their current competence level, which are gradually internalized into independent competence. The conclusion suggests a paradigm shift from total prohibition to critical AI literacy, where the teaching focus shifts from pure text production to managing technological assistance for sustainable learning.

Tag Questions in English and Vietnamese: A Contrastive Analysis of Structure and Pedagogical Implications

Quy Nguyen Duc — Wed, 29 Apr 2026 00:00:00 +0000

This study presents a qualitative contrastive analysis of tag questions in English and Vietnamese with a particular focus on structural features and pedagogical implications for English language teaching. The primary objective of the study is to identify how tag questions are formed and function pragmatically in the two languages and to explain the learning difficulties encountered by Vietnamese learners of English. The research adopts a descriptive contrastive design, drawing data from authoritative English and Vietnamese grammar references and relevant linguistic studies. The analysis reveals that English tag questions are syntactically complex, requiring auxiliary selection, subject-auxiliary inversion, polarity reversal, and intonational variation to encode speaker stance and communicative intent. In contrast, Vietnamese tag questions rely predominantly on fixed sentence-final particles such as phải không, à, and sao, which convey confirmation, politeness, or surprise without significant syntactic manipulation. These typological differences account for recurrent learner problems, including incorrect auxiliary use, failure to reverse polarity, overreliance on invariant tags, and limited awareness of intonational meaning. The study concludes that explicit instruction integrating syntactic rules, pragmatic functions, and intonation patterns is essential for improving Vietnamese learners’ mastery of English tag questions.

Predominance of utterances on Joe Biden’s Presidential Campaign Speech 2020 in Georgia: Van Dijk Critical Discourse Analysis

Helga Patrisia Octaviani — Wed, 29 Apr 2026 00:00:00 +0000

This study aims to analyse the prevalence of discourse on Joe Biden’s 2020 Presidential Campaign Speech in Georgia. This study employs Van Dijk’s critical discourse theory to examine the speech. In addition, it uses descriptive qualitative methods in explaining the outcomes. The one used in this study is Joe Biden’s 2020 presidential campaign speech. The speech takes place in Georgia, where Biden won the presidential election. Van Dijk’s critical discourse theory, such as the linguistic structural micro-level, is analysed in this study. Moreover, the superstructure and macrostructure reveal specific outcomes. As a result, this political speech demonstrates how Biden uses the comparison technique to convey explicit aims. Additionally, this technique leads to persuasive discourse that Dijk’s critical theory elaborates.

An Analysis of Students’ Views on Assessment Methods in English for Chemistry Classes

Riska Syafa'atun Maulida, Muhammad Ardiansyah , Wahyunengsih — Thu, 30 Apr 2026 00:00:00 +0000

This study examines students’ perceptions of assessment methods implemented in English for Chemistry courses. Using a quantitative descriptive design, data were collected through a Likert-scale questionnaire distributed to 56 undergraduate Chemistry students to measure perceptions across four dimensions: assessment clarity and fairness, assessment methods and learning support, feedback and learning motivation, and assessment challenges and student preferences. The instrument was tested for validity and reliability prior to analysis. Descriptive statistics, including mean scores and standard deviations, were used to analyze the data. Results indicate that students generally hold positive perceptions of assessment practices, with methods that integrate English language skills with chemistry content—particularly project-based tasks and oral presentations—perceived as most effective for supporting learning and developing scientific communication skills. Students also considered the assessment system relatively fair and reflective of their actual performance. However, challenges remain, including language-related anxiety and difficulty understanding assessment instructions in English, and while instructor feedback was helpful, its effectiveness remained moderate. Overall, the study highlights the importance of transparent, authentic, and formative assessment practices that align with students’ language proficiency, providing pedagogical insights for improving assessment design in English for Specific Purposes (ESP) contexts.

Teacher Feedback Strategies in Writing Development

Thu, 30 Apr 2026 00:00:00 +0000

Teacher feedback has long been recognized as an important element in developing English as a foreign language (EFL) writing skills, but its implementation continues to evolve due to the influence of different feedback practices, varying student responses, and underlying teacher beliefs. This systematic review synthesizes findings from fifty empirical studies published between 2020 and 2025 to explore four key areas: (1) the effectiveness of teacher feedback on student writing performance, (2) the strategies teachers use when providing feedback, (3) students' perceptions of the usefulness of feedback, and (4) teachers' beliefs about WCF. The selected studies were conducted through a gradual selection process using Connected Papers and Google Scholar, and were presented using the PRISMA 2020 method. The synthesis shows a consistent pattern of evidence that direct and indirect feedback from teachers improves students' linguistic accuracy, coherence, organization, and revision practices. In general, teachers implement a mix of corrective, formative, and technology-supported feedback, while students consider teacher feedback to be the most reliable and trusted source, clear, and motivating for revision. Other findings indicate that teachers who assess WCF have strong convictions, but discrepancies often occur between planned and actual feedback practices due to workload and institutional constraints. Overall, these findings review the critical involvement of teacher feedback as a comprehensive teaching tool and require expert training with institutional support to refine its practice in teaching English as a foreign language.

Development of Serial Gallery Walk Assessment Media in Learning English to Improve Writing Skill

Lutfinaifathsuha Lutfinaifathusuha, Maulidiyyatul Uswah — Thu, 30 Apr 2026 00:00:00 +0000

The abstract must be in Verdana Font 10, single spacing. The abstract is between 200-250 words or 8-16 linesThis study was motivated by the importance of writing as a productive and expressive activity, and by the need for visual media to assist English language learners in expressing their ideas. The study aimed to develop and evaluate the effectiveness of gallery walk assessments in enhancing junior high school students' procedural writing skills. The study employed a research and development (R&D) approach based on the ADDIE model. Fifteen eighth-grade students participated in the study. The results of the validity test showed that the items in the research instrument were valid (significant value <0.05). During implementation, students demonstrated high enthusiasm when viewing the sequential images and were able to demonstrate good writing skills. It was concluded that teaching writing using sequential images is an effective way to increase students' enthusiasm for developing ideas and imagination for storytelling. This medium also makes it easier for students to find vocabulary and express the content of images and writing.