Journal of English as A Foreign Language Teaching and Research

A Qualitative Genre Analysis of Engineering Students' Job Application Letters: A Philippine-Based Study

Mariel Baron — 2025-09-30

Despite progressive research on professional communication, the intricacies of job application letter writing among Filipino engineering students remain underexplored. Crafting job application letters varies across different cultures. Factors such as environmental setting, social norms, and deeply held personal beliefs affect their standard structure. Existing studies indicate a scarcity in discipline-specific investigations that fail to emphasize the structure of job application letters of Filipino engineering students and the cultural factors that influence them. Recognizing this gap, the study provides new insights into the particular move-step structures used in job application letters by Filipino engineering students from state universities and colleges in Negros Occidental. For a more distinct analysis, researchers employed a comprehensive mixed-methods content analysis and Bhatia’s (1993) seven-move framework to identify different move-step elements, both obligatory and optional. Researchers examined 40 job application letters gathered from various state universities and colleges. Through the frequency assessment technique, the study’s novel findings revealed obligatory moves (M1: Establishing credentials; M2: Introducing candidature; M4: Enclosing documents; M6: Soliciting response; M7: Ending politely) labeled as the “universal generic structure”. Meanwhile, optional moves M3 (Offering incentives) and M5 (Using pressure tactics) were omitted, reflecting the socio-cultural setting. This study not only sheds light on the existing conventions among Filipino engineering students but also contributes significantly to the broader discourse on professional communication practices that can enhance employability, sociolinguistic awareness, and discipline-specific templates.

Dealing with the Vocabulary Difficulties of BSED English Students in Reading Literary Texts

Alexa Claro — 2025-09-30

Vocabulary Difficulties are words that BSED English students commonly encounter when reading literary texts, particularly in literature subjects. These difficulties can significantly impede students' comprehension and interpretation of various scholarly works. This study employs the Merriam Case Study Model from 1998 since it aims to provide a contextualized understanding of the vocabulary difficulties faced by BSED English students in reading literary texts. This research employed a triangulation method to collect data from fifteen fourth-year BSED English students, as well as from two peers and two English teachers, using a semi-structured interview guide. The findings highlight the students' perceptions regarding the importance of vocabulary in their reading experiences. Key findings revealed that vocabulary mastery facilitates interpretation, evokes epistemic emotions, and fosters audience engagement. However, students reported several vocabulary difficulties, including encountering unfamiliar words, misusing words, and spelling problems. To address these vocabulary difficulties, BSED English students employed various strategies, such as searching for information, expanding vocabulary through reading, note-taking words, utilizing AI tools, and identifying context clues. Additionally, students expressed intentions or plans to improve their vocabulary by maintaining vocabulary-building notes, reading engagement, participating in English-speaking practices, and immersing in gamification. In conclusion, this study is significant to the body of knowledge and in theoretical and practical methods for both BSED English learners and literature teachers. The study presents several recommendations to enhance teaching and learning strategies within literature courses to better support students in dealing with vocabulary difficulties in literature classes.

LOVE LANGUAGE: Effects of the Sign Language Workshop on Social Isolation among Students with Hearing Impairment

Rose Carmel Tabotabo — 2025-09-30

Deaf students often face social isolation in public schools, where they are a small minority among predominantly hearing peers and educators. Research indicates this leads to feelings of loneliness, limited social skills, and diminished self-esteem, all of which can adversely impact their academic performance. Consequently, school administrators and teachers are legally encouraged to address this concern. Research also highlights the importance of student involvement, particularly that of student leaders, who can significantly influence their schoolmates. This study aimed to assess the ability level of the student leaders in promoting inclusivity and helping reduce isolation for deaf students. This research evaluated the effectiveness of a sign language workshop intervention among student leaders on minimizing the social isolation of hard-of-hearing students. A purposive sampling approach was used to select participants for the study, consisting of 12 student leaders from SPED High School. These participants attended the workshop and completed a pretest-posttest using the Likert Scale to assess intervention effectiveness. The gathered data were analyzed using Microsoft Excel to calculate averages and rank results. Initially, the student leaders exhibited an overall pretest mean score of 2.13, signaling a lack of confidence and skills in supporting hearing-impaired peers. Post-workshop, their capacities markedly improved, with scores rising to 4.51 for enhancing inclusivity and 4.17 for reducing social isolation. These outcomes indicate that the training successfully boosted the student leaders' confidence and understanding, equipping them with vital skills to better advocate for and support hearing-impaired peers. In conclusion, focused training programs or workshops are crucial for empowering student leaders to foster inclusivity and reduce social isolation.

Teachers’ Perspectives on Flipped Learning: A Study of Secondary School EFL Instruction in Tunisia

Amani Bouzayenne — 2025-09-30

This study investigates Tunisian secondary school EFL teachers’ attitudes toward flipped learning. It explores their perceptions of its effectiveness in promoting learner engagement, language skill development, and autonomy, as well as their views on challenges related to classroom adequacy, workload, and confidence in implementation. A quantitative descriptive design was employed with data collected through a structured questionnaire completed by 33 teachers. Descriptive statistics were presented using pie charts, box plots, and bar charts. Findings reveal that most teachers were familiar with flipped learning and expressed highly positive perceptions of its potential benefits for engagement, skill enhancement, and learner autonomy. However, many regarded it as unsuitable for the secondary school level. Teachers also reported low confidence in applying the method and expressed mixed opinions on its impact on workload. The study concludes that a gap persists between theoretical support for flipped learning and its practical adoption, largely due to contextual and infrastructural constraints. To address this, it recommends targeted professional training, greater access to technological resources, and the implementation of pilot programs to promote sustainable integration.

Hegemony and Resistance in The Hunger Games (2012): A Gramscian Discourse Analysis

Nadine Zhafiira — 2025-09-30

This study investigated the representation of social position and hegemonic practices in The Hunger Games (2012) movie. The analysis focused on how the Capitol was portrayed as the ruling class and District 12 as the subaltern class, as well as how resistance emerged through counter-hegemonic actions. The study applied Antonio Gramsci’s concept of hegemony as the analytical framework and used a qualitative descriptive method to examine the characters’ dialogues. A total of 55 data points were identified, consisting of 13 related to social position, 38 representing different practices of hegemony, and 4 reflecting counter-hegemonic resistance. The findings revealed that the Capitol sustained dominance not only through political and economic control but also through cultural, ideological, and symbolic practices. At the same time, the acts of resistance performed by Katniss Everdeen demonstrated the possibility of class awareness and a challenge to hegemonic power. Beyond its theoretical contribution, this study also offered practical implications for English language teaching. Film dialogues from The Hunger Games could be used as authentic classroom materials to develop students’ critical literacy, encourage awareness of power relations in discourse, and promote reflective engagement with media texts. This highlighted the relevance of discourse analysis and critical pedagogy in fostering socio-political awareness among EFL learners.

A Mixed-Method Analysis of Continuing Professional Development for EFL Teachers

Ezzeddine Saidi — 2025-09-30

This study explores how Tunisian teachers of English as a Foreign Language (EFL) understand Continuing Professional Development (CPD) and how the in-service training they receive from the inspectors shapes their beliefs about the role(s) of self-explorations in achieving autonomous CPD. It adopts a mixed-method design consisting of a questionnaire answered by 99 EFL teachers working in public schools across the country and interviews conducted with three EFL inspectors from different Regional Directorates of Education. The analysis of the data collected with the two instruments confirms that the preparation areas chosen for the teachers are exclusively determined by the inspectors, with minimum interference from the teachers; the majority of the surveyed teachers link their CPD cycles to the supervision provided by the inspectors; and the inspectors seem to have a deeper understanding of CPD, but they consistently advocate some degree of involvement in the teachers’ self-explorations.

EFL Teachers' Beliefs and Practices of Written Corrective Feedback in Responding to Students’ Senior Essay Report Writing

Gebreslassie Gebremichael — 2025-09-30

This study mainly focuses on exploring EFL teachers’ beliefs and practices of written corrective feedback in responding to students' senior essay report writing at Aksum University, Ethiopia. Using a qualitative exploratory case study design, this study examines the teachers’ pedagogical beliefs, the strategies they use, the alignment between the teachers’ beliefs and practices and the challenges they experience in responding to students' written activities. Besides, the study is guided by a socio-cultural theoretical framework. Subsequently, findings reveal that EFL teachers recognize the value of written corrective feedback and believe that detailed and comprehensive feedback should be given constructively. However, practically, because of time limitations, large class size, and less engagement of students, they often focus on selective and indirect feedback strategies. In addition, the key challenges identified in this study include teachers’ uncertainty about the effective feedback provision strategies, lack of students’ engagement in the feedback process and inadequate feedback-based training. As a result, the study indicates that the external contextual constraints and those teacher–student related issues should be addressed so as to improve the practices of feedback provisions. Furthermore, findings of the study refine the existing theoretical debates about teachers' beliefs and their actual practices in the feedback process and the controversies in the written feedback literature. Finally, it is recommended that teachers should be given professional training, ensure students' active participation in the feedback process and policy-level intervention is needed to standardize written corrective feedback practices.

A Contrastive Analysis of English and Kanuri Vowels: Implication for EFL Pronunciation

Umar Muhammad-Gombe — 2025-09-30

Affective Filters as Predictors of English Language Proficiency

John Francis Cruz — 2025-09-30

This study investigated the predictive role of affective filters in second language acquisition on English language proficiency among 285 Grade 9 learners at Biñan Integrated National High School, Philippines, during the third quarter of the academic year 2024-2025. The sample was determined using stratified sampling with proportional allocation. The study employed a quantitative approach, analyzing the descriptive levels of affective filters and English proficiency using mean scores and the correlation among these variables using multiple regression analysis. English language proficiency was assessed through a standardized test. The results revealed a significant positive correlation between motivation and various aspects of English proficiency, highlighting its crucial role in language learning success. Conversely, anxiety demonstrated a significant negative correlation, indicating that higher anxiety levels are associated with lower proficiency. Self-efficacy showed a positive relationship with specific skills, particularly correct usage and grammar, suggesting its importance in targeted skill development. Regression analysis further confirmed the significant predictive power of motivation and anxiety on overall English language proficiency. Based on these findings, the study concludes that motivation and anxiety are key determinants of English language proficiency, while self-efficacy plays a more nuanced role. This study recommends that educational interventions prioritize fostering motivation through engaging and relevant learning experiences, alleviating anxiety by cultivating a supportive and non-threatening classroom environment, and enhancing self-efficacy through targeted instruction and opportunities for success. Further research is suggested to explore other potential factors influencing English language proficiency

Breaking Barriers: Sign Language and Visual Aids in a Regular English Classroom for Hearing-Impaired Students

Riza Mae Capitle — 2025-09-30

This study explored the effectiveness of integrating sign language and visual aids into English language instruction for hearing-impaired (HI) students in inclusive classrooms. Focusing on the reading comprehension skill of identifying claims in written texts, the research assessed how multimodal strategies could enhance English language learning outcomes for both HI and hearing students. A quasi-experimental design was used, featuring pre- and post-tests based on a 25-item multiple-choice assessment aligned with Bloom’s Taxonomy.

The results showed significant post-test gains for both groups, suggesting that the integration of sign language and visual aids can improve students’ ability to identify claims in English texts. Classroom observations highlighted increased collaboration and the use of varied communication strategies. The findings underscore the need for inclusive pedagogical approaches and trained educators to support equitable English language learning. Further research is recommended to validate these findings across larger, more diverse samples. This study contributes to English language teaching (ELT) by demonstrating how inclusive methods can support reading comprehension and promote language learning for all students.