English Language Teaching and Linguistics Studies
English Language Teaching and Linguistics Studies (ELTLS) is an international, Refereed, double-blind peer-reviewed, open-access journal published by Scholink. The journal aims to provide a high-level platform for scholars and researchers all over the world to share latest findings and views in the field of English Language Teaching and Linguistics Studies. We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to English Language Teaching and Linguistics Studies. Both of online submission and E-mail submission (eltls@scholink.org) are acceptable. ------------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: Teaching English as a Second Language or a Foreign Language Syllabus Design and Curriculum Development English Language Testing and Assessment Linguistics Teaching and Learning Discourse Analysis Second Language Acquisition Critical Discourse Analysis Applied Linguistics Comparative Linguistics Corpus Linguistics Descriptive Linguistics Language and Linguistics Psycholinguistics Socio-linguistics Theoretical Linguistics Teaching Process Translation Studies Language Learning Education Morphology Phonology Pragmatics Literature Semantics Syntax -------------------------------------------------------- Index/List/Archive CNKI-Scholar CrossRef WANFANGDATA LinkedIn ResearchGate ResearchBib Yahoo Google Scholar Canadiana ResearchBib Base Search CrossRef Sciencegate Worldcat PKP Open Archives Harvester Lockss ISSN PORTAL Refereed Journal: English Language Teaching and Linguistics Studies is a Refereed Journal. Open access: English Language Teaching and Linguistics Studies is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself." Peer review: English Language Teaching and Linguistics Studies takes peer review policy. Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers).
Authors who publish with this journal must agree to the following terms: Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
When AI Translates: Skill Devaluation and Learner Boredom in Translation Classrooms for Application-Oriented EFL Majors
The integration of generative artificial intelligence (AI) into translation education has predominantly been celebrated for its capacity to enhance learner engagement and motivation. This study challenges that dominant narrative by investigating a countervailing possibility: that generative AI, by rendering translation skills seemingly redundant, may hollow out learners’ perceived value of those skills and thereby breed boredom. Drawing on the Meaning and Attention Components (MAC) model of boredom (Westgate & Wilson, 2018), we propose and empirically test a pathway in which perceived AI-induced skill devaluation predicts translation classroom boredom through meaning deficits, with the attention pathway (challenge-skill imbalance) serving as a competing explanation. Using an explanatory sequential mixed-methods design with 326 application-oriented EFL translation majors in China, we found that: (a) perceived AI skill devaluation significantly predicted translation classroom boredom; (b) meaning deficits fully mediated this relationship; and (c) the meaning pathway exerted significantly stronger effects than the attention pathway. Qualitative interviews with 18 participants corroborated these findings, revealing narratives of “why bother learning what AI can do.” This study introduces the construct of meaning-deficit boredom in AI-era translation classrooms, extends the MAC model to foreign language education, and offers a critical boundary condition to the engagement-dominant AI narrative.
Copyright (c) 2026 Xiao Huang http://creativecommons.org/licenses/by/4.0
A Comparative Study of the Three English Versions of Selected Lines from The Everlasting Regret from the Perspective of Berman’s Translation Ethics
Domestication and foreignization are two common strategies for translators to deal with cultural differences. Based on Berman’s translation ethics and twelve deformations, this paper takes Bai Juyi’s the Everlasting Regret (selected sentences) as the object of study, adopts close reading and comparative analysis, and selects the English versions of Xu Yuanchong, Xu Zhongjie and W. J. B. Fletcher for comparative analysis, focusing on the different degrees of domestication and foreignization in the aspects of word choice, syntax, rhetorical organization, cultural transmission and so on, as well as the effects caused by these differences. The study found that in the English translation of classical Chinese poetry, in addition to the necessary domestication adjustment, the translator should retain the cultural background and aesthetic logic of the original poem as much as possible, so that the translation can achieve the purpose of conveying the cultural nature of this special literary genre. Therefore, in the English translation, foreignization enjoys ethical priority.
Copyright (c) 2026 Chenfan Wang http://creativecommons.org/licenses/by/4.0
A Three-Dimensional Transformation Analysis of the English Subtitles of Ne Zha 2 from the Perspective of Eco-Translatology
Grounded in the “three-dimensional” transformation framework of Eco-Translatology, and drawing on the Bilibili-release English subtitles of Ne Zha 2 as the corpus, this study examined the translator’s mechanisms of adaptation and selection across the linguistic, cultural, and communicative dimensions. The findings indicate that the linguistic dimension saw the translator restructuring Chinese paratactic flowing sentences through syntactic reorganization and colloquial transposition, though the regional markers of the dialect were not retained; the cultural dimension witnessed the translator adopting literal translation with a foreignizing orientation for core terminologies and employing contextual replacement for culture-loaded expressions, yet with a partial diminishment of the philosophical depth of the ethics of spiritual cultivation (xiuxian); and the communicative dimension involved the translator transforming Chinese philosophical discourse into an action logic of “individual survival—self-actualization—world-changing,” thereby achieving cross-cultural emotional resonance. The three dimensions demonstrate a coordinated relationship, with communicative intent taking precedence when conflicts arise. This study offered a methodological reference for the subtitling of Chinese animated films from the perspective of Eco-Translatology.
Copyright (c) 2026 Yuyan Dang http://creativecommons.org/licenses/by/4.0
Integrating the Community Awareness into American Literature Teaching for Multi-Ethnic Frontier Universities: Text-based Comparative Teaching Strategy
As a core major course for English undergraduates, A History of American Literature covers a large number of ethnic and immigrant literary texts, which provide natural comparative perspectives for cross-cultural humanistic education. For multi-ethnic frontier universities in Yunnan, the routine teaching of this course is faced with the prominent dilemma of lacking localized supporting materials and fragmented excavation of humanistic connotations disconnected from local ethnic life. Based on undergraduate research training project, this study adopts three qualitative research methods including literature sorting, close textual reading and teaching case induction. Nine canonical American literary works across five literary periods are selected to sort literary themes of ethnic harmony and cross-cultural exchange. Centered on text-based comparative reading, this paper constructs a three-stage closed-loop teaching framework including pre-class material preparation, in-class progressive speculation and after-class reflective tasks, and puts forward standardized classroom operation norms, so as to provide replicable localized teaching strategies for literature teachers in frontier colleges and realize the integrated cultivation of literary appreciation ability and inclusive humanistic quality. This complete targeted teaching design fully fits the key overall new liberal arts construction reform demands of local border ethnic higher education institutions in southwest China.
Copyright (c) 2026 Mengting Geng http://creativecommons.org/licenses/by/4.0
Integrated Dual-Culture Teaching Framework for Border Junior High English Under Integrated Primary and Secondary Ideological Education
Against the national strategic layout of continuous ideological education covering primary, junior high and senior high education, border port junior high schools undertake unique educational missions to cultivate teenagers’ homeland affection and the awareness of community for the Chinese nation. Taking Hekou Guomen Junior High School adjacent to the China-Vietnam border as the theoretical research object, this paper adopts two desk research methods including document sorting and textbook textual coding. Guided by Coyle’s authoritative four-dimensional CLIL theoretical system, this paper sorts out the unbalanced cultural structure of mainstream junior high English textbooks and summarizes typical classroom defects such as scattered ideological infiltration and disconnected teaching objectives across different school phases. This study constructs a spiral training system featuring cultural perception in primary schools, cultural identity in junior high schools and critical thinking in senior high schools, as well as a two-layer cultural framework combining fine traditional Chinese culture and local cross-border ethnic culture in Hekou. A complete closed-loop teaching system covering teaching objectives, curriculum content, CLIL classroom implementation and multi-dimensional evaluation is established. This standardized theoretical framework can provide curriculum design references for similar border junior high schools in Honghe and Wenshan Prefectures of Yunnan Province.
Copyright (c) 2026 Mengting Geng, Bin Duan http://creativecommons.org/licenses/by/4.0
A Study on the Evaluative Semantics of the “méi X yìng Y” Construction and Its Pedagogical Pathways in Chinese Teaching
The internet-popular construction “méi X yìng Y” has emerged with high frequency in recent years, and its holistic meaning exhibits non-compositionality, meeting the defining criteria of constructions in Construction Grammar. Drawing on Goldberg’s Construction Grammar theory, this paper systematically analyzes the formal features, component functions, and syntactic distribution of the “méi X yìng Y” construction. On this basis, it introduces Appraisal Theory to reveal the nature of its evaluative semantics, its evaluative meaning is not a simple positive-negative dichotomy, but rather forms an attitudinal continuum ranging from criticism, ridicule, helplessness and affirmation, with the shift in evaluative orientation constrained by contextual factors, speaker stance, and communicative intent. Finally, grounded in the Sān-Yī Yǔfǎ (Form-Function-Context) approach, this paper proposes a four-step pedagogical pathway for Chinese learners, form recognition, function understanding, contextual judgment and productive application, and designs specific teaching plans with typical contexts, providing a reference for the teaching of internet-popular constructions in L2 Chinese education.
Copyright (c) 2026 Huang Sili http://creativecommons.org/licenses/by/4.0
Cultivating Critical Thinking through Literature Circle Activities: A Case Study in the Chinese EFL Classroom
This study aims to address the growing need for critical thinking in the information age, and the documented challenges of fostering critical thinking among Chinese EFL learners who are often constrained by linguistic limitations and a cultural reluctance to challenge authority. Based on a single-case implementation of an adapted literature circle activities model with intermediate English majors at a private Chinese college, and using James Joyce’s “Araby” as the focal text, the researcher intends to determine whether, and through what mechanisms, critical thinking can be developed in this context. Data were collected through classroom video recordings, student work samples, teacher reflective journals, and pre- and post-lesson interviews. The findings indicate marked improvement in five dimensions of critical thinking which are active participation, reasoned discussion, curiosity and confidence, multiple perspectives, and empathetic engagement, and this improvement is attributed to three interacting factors: the intrinsic properties of the literary text, the streamlined four-task circle design, and the teacher’s scaffolding role. Therefore, the case study suggests that adapted literature circle activities can effectively bridge language teaching and intellectual growth to cultivate in students a disposition toward questioning that begins with textual interpretation and extends to self-reflection.
Copyright (c) 2026 Zhaoyu Yang http://creativecommons.org/licenses/by/4.0
Teaching Design for Junior High English Reading Supported by Generative AI—A Case Study of A Legendary Chinese Painting
The Standards for Compulsory Education English Courses (2022 Edition) clearly proposes to implement the core literacy of the subject through the concept of the activity-based approach to English learning, and promote the integration of information technology and English courses. In order to solve current problems such as inadequate understanding of students’ learning conditions, single teaching materials, and delayed evaluation in junior high school English reading teaching. Taking the grade eight reading passage A Legendary Chinese Painting (Shanghai education version) as an example, this paper explores the application of generative artificial intelligence in the three types of English learning activities: learning and understanding, applying and practicing, transferring and creating, and offers corresponding teaching suggestions. This paper believes that the teaching model of the collaboration between human and AI can make up for the shortcomings of traditional teaching, promote the integration of teaching, learning and evaluation, promote the coordinated development of students’ language ability, thinking quality and cultural awareness, and provide reference for the digital transformation of English reading teaching in junior high schools.
Copyright (c) 2026 Yujian Xie http://creativecommons.org/licenses/by/4.0
Grammatical Profiling and Responsibility Allocation in Wartime Discourse: A Critical Cognitive Analysis of Russian and Ukrainian Presidential Speeches in 2022
Wartime presidential speeches enable national leaders to frame conflict, divide group boundaries, and assign conflict responsibilities. Though lexicalrhetoric tactics are widely discussed, grammatical structures’ cognitiveideological functions in shaping agency and blame attribution remain insufficiently studied. This corpusdriven criticalcognitive study examines 41 earlyphase 2022 RussiaUkraine conflict speeches by Putin and Zelensky (February 21-March 18, 2022). Based on the profile-base distinction in Langacker’s Cognitive Grammar, it analyzes active, passive, and nominalized constructions across two corpora. Findings reveal that the two leaders adopt totally different grammatical strategies in their wartime discourse. Putin heavily uses ODC-led active constructions and IDC-subjected agentless passives to construct Russia as an externalthreat victim. His use of nominalizations conceals Russian military agency so as to reframe military intervention as a defensive “operation” for legitimization. Zelensky uses grammatical structures in a more flexible way: actives realize accusation and domestic mobilization; passives assign blame and emphasize victim status; nominalizations encapsulate enemy atrocities while retaining Ukrainian agency via “defense” and “resistance”. This study offers empirical evidence for grammatical choices’ politicalcommunicative value, indicating that grammatical profiling is a subtle but powerful ideological tool in wartime discourse.
Copyright (c) 2026 Yuanyuan Zhang http://creativecommons.org/licenses/by/4.0
Exploration of Personalized English Learning Applications and Practices on Mobile Terminals Under Voice Interaction Technology
The proliferation of mobile internet and the advancement of artificial intelligence have made voice interaction a significant breakthrough in the field of English language learning. This paper focuses on voice interaction technology and examines its application pathways and practical outcomes in personalized English learning on mobile terminals. Research indicates that the coordinated use of technologies such as automatic speech recognition and natural language processing can effectively support personalized learning needs across multiple dimensions, including vocabulary, grammar, and oral expression, while adaptive systems further enable dynamic matching of learning content and progress. On this basis, the paper constructs a multi-dimensional evaluation index system and proposes optimization recommendations addressing the technical limitations and application bottlenecks present in current practice.
Copyright (c) 2026 Jing Li http://creativecommons.org/licenses/by/4.0
Constructing a Blended Foreign Language Teaching Model Empowered by Generative Artificial Intelligence and Integrating Local Chinese Culture
The deepening of globalization and rapid development of educational technology and artificial intelligence have posed higher requirements for foreign language education. There is an urgent need for foreign language education to apply educational technology and artificial intelligence for reform and innovation aiming to cultivate foreign language professionals who possess not only solid linguistic proficiency but also cultural literacy and intercultural communication competence. Taking the course English Pronunciation as a case course and Shaoxing culture as a representative example of outstanding traditional Chinese culture, this study explores the construction of a blended learning model that integrates outstanding local Chinese culture with the empowerment of generative artificial intelligence under the guidance of the Production-Oriented Approach. This study is of great significance for promoting the reform and innovation of foreign language education and enhancing the effectiveness of education.
Copyright (c) 2026 Hua Li http://creativecommons.org/licenses/by/4.0
Fostering English Thinking among English Majors through Deep Learning: A Pedagogical Design with Inverted Sentences
The lack of English thinking has become a major bottleneck hindering further improvement in English majors’ language proficiency. Grounded in deep learning theory, this research constructs a 5A teaching model, which consists of five closely linked phases, including Appreciation (perception), Abstraction (cognition), Arrangement (decision), Action (application), and Assessment (evaluation), and applies the model to the design of teaching inverted sentences. This paper elaborates on the teaching procedure, using inverted sentences as an example, to demonstrate how the 5A model can be operationalized in a grammar lesson to train English majors’ ability to think in English.
Copyright (c) 2026 Jingjing Tian, Chuna Yuan http://creativecommons.org/licenses/by/4.0
A Review of the Relationships among Anxiety, Enjoyment, and Boredom in L2 Writing
In L2 writing emotion research, anxiety, enjoyment, and boredom are three key variables that often come up together; however, most existing studies only look at one emotion at a time or focus on pairwise relationships, without putting all three together to see how they work as a whole. This paper reviews relevant empirical studies in a systematic way, first explaining the theoretical background and conceptual boundaries of these three emotions, then summarizing how they relate to each other at both the pairwise and triadic levels: anxiety and enjoyment show a moderate negative correlation and can coexist at the same time, and this relationship is influenced by boredom level, cultural background, and the writing process; anxiety and boredom are positively correlated, but they differ in what triggers them; enjoyment can reduce boredom, but this effect has its limits. When all three emotions coexist, enjoyment has the most lasting protective effect, boredom has a clear negative main effect but can be overridden by enjoyment, and anxiety’s independent effect is the least stable and is clearly influenced by learning stage. This paper also points out four gaps in current research, which are dynamic tracking, process mechanisms, cross-stage comparisons, and measurement tool development; it then suggests that future research should strengthen longitudinal tracking and real-time dynamic measurement, develop process-oriented emotion measurement tools, conduct cross-learning-stage comparative studies, and examine how cultural-psychological factors and task characteristics play a moderating role, so that we can better understand the complex emotional interactions in L2 writing.
Copyright (c) 2026 Yilin Ma http://creativecommons.org/licenses/by/4.0