English Language Teaching, Issue: Vol.19, No.7

Since Argument Is First: A Morphosyntactic Reading of Categories

Tue, 02 Jun 2026 04:30:59 +0000

Linguists have traditionally classified words into syntactic categories using morphological and syntactic evidence, often treating phonology as a separate domain concerned only with sound patterns. This article argues for an integrated phono-morphosyntactic approach to category classification in English, positing that suprasegmental features such as stress and intonation can serve as evidence for determining syntactic categories and that ambiguity in written form is often resolvable through phonological representation. The study also challenges the classical assumption that reflexive pronouns are a straightforward diagnostic for syntactic relations by demonstrating that anaphors occurring in prepositional phrase distributions behave differently from canonical reflexives. A questionnaire administered to five native English speakers at the U.S. Embassy in Riyadh examined gender assignment patterns, revealing that English speakers show no systematic agreement in pronoun choice for occupational nouns, in contrast to Arabic speakers who operate under a more rigid grammatical gender system. The findings support the view that category classification must account for phonological, morphological, syntactic, and semantic evidence in an integrated manner.

English-Mediated Critical Thinking in Sino-Foreign University EMI Programs: Student and Teacher Perspectives

Wed, 10 Jun 2026 08:52:57 +0000

This research surveys students and professors on the perceived capabilities of Chinese students communicating English-mediated critical thinking skills while taking English medium of instruction (EMI) university courses. English-mediated critical thinking (ECT) is defined in this study as the ability to articulate, justify, evaluate, and refine one’s reasoning through English while engaging in EMI academic tasks. This research examines student and teacher perceptions regarding the relationship between English-mediated critical thinking (ECT) and performance in EMI classes, noting positive influences that can originate from learning to communicate critical thinking in a foreign language. The resulting data indicate that both students and professors consider a higher ECT ability to be connected to higher in-class performance, and students specifically consider ECT to be a vital skill for pursuing English-taught degrees, whether overseas or domestically. In addition, the professors report a predominantly low student confidence rate and overall general expertise in ECT, leading to reduced foreign teacher-student communication and increased simplified expression in class assignments. However, many students supported the use of in-class activities such as debates, group discussions, etc., to encourage ECT practice and increased confidence. According to the students and professors surveyed, participants perceived ECT as being associated with stronger reasoning, information-processing, and research-related capabilities. These results suggest that students and faculty perceive that promoting critical thinking practice in ESL/EFL classes could support student development later on in their EMI classes.

From Isolated Reading to Interconnected Meaning: Exploring EFL Students’ Cross-Poem Connections in a Literature Classroom

Fri, 19 Jun 2026 08:11:06 +0000

This study explores how English-as-a-Foreign-Language (EFL) university students develop the ability to construct connections across poems in a literature classroom. Conducted as a classroom-based study, the research draws on students’ written responses, concept maps, and survey data collected during an eight-week poetry unit. The findings indicate a developmental progression from isolated interpretation toward more connected and integrative forms of reading. Students reported that cross-poem comparison tasks supported deeper understanding, interpretive engagement, and retention of literary meaning, although they also experienced difficulties in identifying meaningful relationships and expressing interpretations in English. The study suggests that scaffolded comparison activities and collaborative meaning-making may support the development of intertextual reading practices in EFL contexts. The findings also offer pedagogical implications for poetry instruction and literature teaching in higher education.

Comparing Language-Learning Beliefs between English Majors and Non-English Majors

Mon, 22 Jun 2026 07:29:25 +0000

Despite the widely recognized importance of English learning beliefs for academic success, it remains unclear whether English majors and non-English majors in mainland China still differ in their beliefs given recent educational and technological changes. This study investigates English-learning beliefs among Chinese undergraduates, comparing English majors and non-English majors across the four Beliefs About Language Learning Inventory (BALLI) dimensions (nature and value of English, self-efficacy, learning strategies, and language aptitude). Data were collected from 360 students and analyzed using independent sample t-tests and multiple linear regression. The results revealed no statistically significant differences between the two groups regarding any of the four factors. A belief-action inconsistency was identified: students reported strong cognitive agreement with effective learning strategies (e.g., 88% agreed that repetition is important) but also high levels of anxiety and low self-efficacy (e.g., 61% felt timid speaking English). A possible convergence trend was observed when comparing the findings with previous studies from 2010 and 2016. The results suggest that disciplinary background may no longer be a decisive factor in shaping English-learning beliefs. The pedagogical implications focus on helping students close the gap between beliefs and actions.

The Impact of Emotional Intelligence on Positive Teaching Emotions among Middle School English Teachers: The Chain Mediating Roles of Job Satisfaction and Work Engagement

Fri, 26 Jun 2026 11:13:42 +0000

Although the role of positive teaching emotions in enhancing instructional quality is increasingly recognized amid educational reforms and rising professional demands, the mechanisms linking teachers’ emotional intelligence (EI) to these emotions remain underexplored among middle school English teachers. Grounded in Conservation of Resources (COR) theory and the Job Demands-Resources (JD-R) model, this study examined how EI predicts positive teaching emotions by exploring the mediating roles of job satisfaction and work engagement. Data were collected from 370 middle school English teachers in China, and analyzed using structural equation modeling (SEM) to test a hypothesized chain mediation model. Results indicated that EI was positively associated with positive teaching emotions, with work engagement serving as a significant mediator. Furthermore, EI indirectly predicted positive teaching emotions through a sequential pathway from job satisfaction to work engagement; notably, job satisfaction alone did not function as a significant mediator. These findings underscore EI as a critical personal resource for sustaining positive affect and provide theoretical and practical insights for promoting teacher well-being and supportive classroom environments in secondary education.

Reviewer acknowledgements for English Language Teaching, Vol. 19, No. 7, 2026

Wed, 01 Jul 2026 15:23:38 +0000

Reviewer acknowledgements for English Language Teaching, Vol. 19, No. 7, 2026