Ecolingua : Journal of Linguistics and Language Instruction

Discourse-Based English Instructional Model: A Lesson from Pedagogical Discourse Analysis and Communicative Approaches

Linda Qiann — 2025-06-19

This study investigates the implementation and impact of a discourse-based English instructional model that integrates pedagogical discourse analysis and Communicative Language Teaching (CLT) in middle school EFL contexts in China. Recognizing the limitations of traditional grammar-oriented methods, this study explores how reflective teacher discourse and authentic communicative tasks can transform classroom interactions and enhance learner engagement and pragmatic competence. Employing a qualitative exploratory research design, the study involved five English teachers and seven students from grades 7 to 9 in a Chinese junior high school. Data were gathered through classroom observations, video recordings, transcriptions, teacher interviews, student focus groups, and analysis of learning materials. Thematic discourse analysis guided the examination of classroom dialogue, turn-taking patterns, scaffolding strategies, and the use of authentic language input. Results revealed that integrating discourse analysis allowed teachers to adopt more responsive and student-centered questioning techniques, fostering dialogic and inclusive learning environments. Students showed increased participation, confidence, and use of pragmatic language features such as hedging and politeness strategies. Communicative tasks and authentic materials were found to significantly enhance learners’ fluency and sociolinguistic awareness. The findings support the model’s potential to promote reflective pedagogy, learner autonomy, and real-world communicative competence. This study contributes a novel dual-framework approach to EFL instruction, highlighting the synergy between analytical reflection and communicative interaction. The implications suggest that curriculum designers and teacher educators incorporate discourse-based strategies to better align English language education with the evolving demands of global communication and contextual relevance in diverse learning environments.

ChatGPT-Based Intellegent Instructional Model for Enhancing EFL Learners' Writing Skills: Perceptions and Practices

Haerazi Haerazi — 2025-06-19

This study investigates the implementation and perceived effectiveness of a ChatGPT-based intelligent instructional model in enhancing English as a Foreign Language (EFL) learners' writing skills. As writing remains one of the most challenging language skills for EFL learners—often hindered by anxiety, grammatical challenges, and lack of idea development—this research explores the use of ChatGPT as a pedagogical tool that supports students through all stages of the writing process. The study adopts a qualitative design, involving experienced secondary-level English teachers who have integrated ChatGPT into their writing instruction. Data were collected through semi-structured interviews and classroom observations, using interview guidelines and observation sheets. Thematic data analysis followed the framework of data condensation, data display, and conclusion drawing. Findings reveal that ChatGPT is utilized across six instructional stages: pre-writing, drafting, revising, feedback and reflection, independent practice, and collaborative writing. Teachers reported that ChatGPT enhanced learners’ lexical variety, grammatical accuracy, coherence, and metacognitive skills, while also reducing writing anxiety and fostering learner autonomy. However, some concerns were raised about over-reliance on AI and the need to preserve students’ authentic voice. In conclusion, the ChatGPT-based model proves to be an effective and flexible instructional framework with promising pedagogical value. The study implies the need for teacher guidance in ensuring responsible use of AI tools and integrating them meaningfully into EFL instruction.

Discourse Analysis of the Representation of Religious Dimensions in Wedding Ceremonies: A Microstructure Analysis

Sugianto Sugianto — 2025-06-19

This study explores the religious dimensions embedded in traditional Sasak wedding ceremonies, specifically through the microstructural analysis of utterances used in the sorong serah ritual in Lombok, Indonesia. Recognizing that religious values are deeply ingrained in cultural expressions, the research investigates how language functions as a vessel for spirituality, social hierarchy, and cultural identity. Employing a qualitative design, the study focuses on textual and contextual interpretations of ritual utterances delivered by pembayun (ritual speakers). Data were collected through purposive sampling, using observation sheets and semi-structured interviews with cultural informants, and analyzed via Miles and Huberman's qualitative framework: data condensation, display, and conclusion drawing. Findings reveal that the sorong serah utterances, composed primarily in Kawi and Old Javanese, exhibit complex sentence structures, elevated diction, and rich symbolic language. Microstructural features such as humble pronoun use, passive constructions, repetition, and metaphor reflect humility, divine submission, and reverence for elders—mirroring Islamic teachings and Sasak adat values. These utterances not only serve ritualistic purposes but also reflect the everyday socioreligious norms of the Sasak people, reinforcing communal harmony, spiritual consciousness, and ethical conduct. The study highlights that ritual speech is not isolated from daily life but serves as a linguistic reflection of the Sasak worldview. Future research could expand the analysis to other ethnic groups in West Nusa Tenggara, comparing microstructural elements across diverse ceremonial languages to deepen understanding of Indonesia’s linguistic and religious pluralism.

English Language Classroom Practices in an Iran Secondary School Context: A Lesson Learned from Online Learning

Hammeh Nejad — 2025-06-19

This study investigates how English language teaching (ELT) practices in Iranian secondary schools evolved during the transition to online learning prompted by the COVID-19 pandemic. Traditionally characterized by teacher-centered instruction focused on grammar drills and rote memorization, English classrooms in Iran have historically marginalized communicative competence. However, the sudden shift to digital platforms necessitated a reconfiguration of pedagogical approaches, prompting teachers to adopt more interactive, student-centered strategies. The study aims to explore how this transition influenced teaching beliefs and methods, as well as how students' engagement with digital tools affected their autonomy and communicative competence. Employing a qualitative descriptive research design, data were collected through semi-structured interviews with English teachers, student focus group discussions, and document analysis of digital learning artifacts. A purposive sample of 10 teachers and 30 students from urban and semi-urban schools was selected. Data were analyzed using thematic analysis. The findings indicate that teachers shifted toward more flexible and scaffolded instruction, with increased awareness of student autonomy and engagement. Students, in turn, developed greater responsibility for their learning and enhanced their communicative abilities, especially in written formats through asynchronous interactions. Challenges included initial technological unpreparedness and disparities in digital access, but professional development and reflective practice helped mitigate these barriers. The study concludes that the pandemic-induced transition to online learning serves not merely as an emergency response, but as a catalyst for enduring pedagogical innovation. It highlights the potential of technology-enhanced ELT to foster learner-centered, communicative, and reflective practices in Iranian classrooms.

Investigating the Efficacy of English Teachers’ Critical Feedback in Enhancing Learners’ Writing Skills and Listening Comprehension

Mohammed Meraj — 2025-06-19

English teachers’ critical feedback is not simply an evaluative act—it is a dialogic process that mediates learning, fosters reflection, and scaffolds student development across skills. Its impact on writing and listening is profound when designed with purpose, delivered with clarity, and supported by pedagogical sensitivity. This study addresses an important gap in the literature by simultaneously exploring the impact of feedback on both productive and receptive language skills, offering a novel perspective that will benefit both language educators and curriculum designers. Future directions may include experimental studies on feedback typology effectiveness, cross-cultural perceptions of feedback, and technological innovations for personalized feedback delivery in EFL settings. Ultimately, this research highlights that critical feedback, when thoughtfully applied, empowers learners to take charge of their language learning journey, enhances their skillsets, and leads to more confident, competent communicators.