Studies in English Language Teaching
type: channel
description: Studies in English Language Teaching (SELT) is the official open access journal of Scholink. In order to give all researchers equal opportunity to share their ideas, SELT adopts double-blind peer-review. We would welcome scholars and researchers engaging in the related field to submit your manuscripts to SELT. Both of online submission and E-mail submission (selt@scholink.org) are acceptable. ------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: English Language Teaching Second Language Acquisition Applied Linguistics Teaching and Learning English Education Applied Linguistics English Literature Translation Index/List Academic Journal Articles Bielefeld Academic Search Engine (BASE) CiteFactor CNKI Scholar CrossRef Directory of Research Journals Indexing (DRJI) DOI Electronic Journals Library (EZB) Globethics.net Journalseek JournalTOCs Linguistlist OCLC- WorldCat Open J-Gate Publons Qualis A2 Refseek Academic Search Engine ResearchBib ResearchGate ScienceGate Scientific Indexing Service (SIS) The Scientific Literature Database (Scilit) Standard Periodical Directory Turkish Education Index (TEI) WZB Library Open access: Studies in English Language Teaching 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: Studies in English Language Teaching 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). <img src="[binary]" alt="" width="384" height="528" />
publisher: Scholink Co., LTD
language: en-US
publication name: Studies in English Language Teaching
issn: 2372-9740
copyright: 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.
items: Research on the Reproduction of Original Text Style in the English Translation of Chinese Architectural Aesthetics
items: Generative AI and the Shaping of Academic Voice: Language, Normalization, and Epistemic Justice in AI-mediated Assessment
items: Study on Translation Strategies of International Publicity Texts from the Perspective of Skopos Theory
items: Practical Exploration of GAI-Assisted English Continuation Writing Teaching in Senior High Schools
items: Lawman’s Brut - Old English Reconstructed

Research on the Reproduction of Original Text Style in the English Translation of Chinese Architectural Aesthetics
type: item
description: Chinese architectural aesthetics, imbued with profound philosophical thought, cultural connotations, and artistic spirit, sees its English translation as a vital component of China's "going global" strategy for culture. However, the significant disparities between Chinese and Western thinking patterns, aesthetic systems, and linguistic structures pose a core challenge: how to accurately convey the aesthetic essence and unique style of the original text in the translation. This paper aims to systematically investigate the issue of style reproduction in the English translation of texts on Chinese architectural aesthetics. It focuses on the stylistic features of such texts at the lexical, syntactic, rhetorical, and textual levels, and the challenges encountered during cross-cultural transfer. By constructing an integrated analytical framework encompassing "Linguistic," "Cultural," and "Aesthetic" dimensions, this study selects English translations of classical and contemporary architectural texts, such as The Craft of Gardens and Chinese Architecture: Art and Artisanship, for detailed comparative case analysis. The findings reveal a trend in style reproduction strategies, shifting from a dominance of "domestication" towards a balance between "foreignization" and "compensation." Successful translations manage to preserve the poetic quality, ambiguity, and philosophical depth of the original texts within the acceptability limits of the target readers, through creative use of English lexicon and syntax, flexible handling of culture-specific terms, and skillful transplantation of rhetorical imagery. The study concludes that the reproduction of style in translating Chinese architectural aesthetics is a dynamic and creative process of "rewriting," whose ultimate goal is to achieve cultural fidelity and aesthetic equivalence, rather than mechanical word-for-word correspondence. This research holds theoretical and practical significance for enhancing the quality of translating…
creator: Anni Zhong
rights: Copyright (c) 2026 Anni Zhong http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-01-04
publication date: 2026-01-04
volume: 14
number: 1
starting page: 1
doi: 10.22158/selt.v14n1p1

Generative AI and the Shaping of Academic Voice: Language, Normalization, and Epistemic Justice in AI-mediated Assessment
type: item
description: Despite the potential of Generative Artificial Intelligence (GenAI) to support research and academic production, attention must be paid to its implications for human learning and the development of voices and epistemologies in multilingual contexts. A central concern in critiques of GenAI is that language is frequently treated as a transparent medium, rather than as a site where biases and hierarchies are produced and reproduced by AI systems. This paper argues that GenAI intersects with existing hierarchies of academic knowledge production, assessment, and validation, especially in relation to the voices of multilingual authors. This study reports findings from an empirical analysis of academic writing produced by multilingual Master’s students under contrasting assessment conditions: a restricted digital examination environment and an unrestricted setting with full access to online tools. Rather than seeking to detect AI use, the analysis examines how different assessment regimes shape register consistency, source integration, authorial voice and linguistic diversity. Findings suggest that unrestricted environments are associated with higher surface-level academic quality, but also with increased pressures toward normalization, potentially erasing linguistic diversity, weakening authorial voice and marginalizing alternative rhetorical and epistemic traditions. The paper concludes by advocating language-aware approaches to GenAI to enable epistemic justice and language diversity.
creator: Linda Bradley
creator: Kyria Rebeca Finardi
rights: Copyright (c) 2026 Linda Bradley, Kyria Rebeca Finardi http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-02-09
publication date: 2026-02-09
volume: 14
number: 1
starting page: 10
doi: 10.22158/selt.v14n1p10

Study on Translation Strategies of International Publicity Texts from the Perspective of Skopos Theory
type: item
description: Against the backdrop of China’s high-quality international cooperation in political coordination, economic and trade exchanges, and cultural mutual learning, international publicity text translation, a core cross-cultural communication medium, has gained prominent strategic value. However, practical translation problems persist, making it urgent to explore optimized translation strategies. This study first clarifies the three major characteristics and classification of international publicity texts and elaborates on the three core principles of Skopos Theory. Centered on case analysis, it explores the specific application of domestication and foreignization strategies. Foreignization preserves the original cultural traits and discourse logic via zero translation, transliteration, literal translation and word-for-word translation. Domestication, by adopting free translation, imitation, variation and recreation, adapts to target readers’ cognitive habits, thereby enhancing communication effects or mitigating semantic negative tendencies. This study provides theoretical basis and practical reference for improving translation quality and international communication effectiveness, and offers practical guidance for constructing a Chinese characteristic foreign discourse system.
creator: Qiao Wang
creator: Bingwen Sun
rights: Copyright (c) 2026 Qiao Wang, Bingwen Sun http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-02-09
publication date: 2026-02-09
volume: 14
number: 1
starting page: 26
doi: 10.22158/selt.v14n1p26

Practical Exploration of GAI-Assisted English Continuation Writing Teaching in Senior High Schools
type: item
description: Continuation writing is crucial in both senior high school English teaching and the college entrance examination, which imposes comprehensive requirements on students’ abilities of text interpretation, logical construction and creative expression. However, traditional continuation writing teaching is plagued by such problems as inadequate adaptation of teaching materials, lack of personalized guidance, delayed feedback in correction, and students’ frequent deviation from the theme in their writing. The diverse functions of Generative Artificial Intelligence (GAI) offer a new approach to addressing the above teaching dilemmas. Supported by the multimodal teaching theory and constructivist learning theory, and using the 2025 College Entrance Examination (New Gaokao Paper I) English continuation writing as a case study, this research explores teaching approaches for GAI-assisted continuation writing in senior high school English. It focuses on three core stages: reading comprehension, continuation writing, and post-writing evaluation, aiming to provide concrete reference pathways and operational models for innovative practices in English continuation writing teaching in the digital era.
creator: Jiaxin Bai
rights: Copyright (c) 2026 Jiaxin Bai http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-02-12
publication date: 2026-02-12
volume: 14
number: 1
starting page: 35
doi: 10.22158/selt.v14n1p35

Lawman’s Brut - Old English Reconstructed
type: item
description: Brut is a discourse written in the 1200s in the prestigious English of King Alfred (848-886). It tells the story of a long line of English kings legitimised by God including an ‘Anglo-Norman’ King Arthur. This article explores the identity, the language and the motivation of the author (who we call ‘Lawman’). It argues that Brut offers ESL teachers a valuable window into how English developed its irregular grammar and unpredictable spellings. By examining a text written during a period of intense linguistic change, teachers can help learners understand that modern English is the product of multiple layers. Lawman did a good, but not quite perfect, job. He seems to make morphological errors and he is not able to alliterate consistently. If Lawman was a scriptorium team, the team-members would have had to compile an Old English (OE) dictionary and a translation from French. The main writer would probably have spoken the Ancrene-Bodleian (AB) dialect of Middle English (ME) but be able to deploy an archaic grammar with the skill level of a modern degree student undergraduate approaching finals. He would have needed a patron, possibly Bishop Walter de Gray or a local knight. If Lawman was the ‘The Tremulous Hand of Worcester’ he might have possessed all the necessary skills, if a patron supplied him with vellum, ink and library space. In the introduction to the work, Lawman’s motivation for writing appears almost whimsical, but it may have had a political purpose, to support the monarchy. The political context shows how ideas about language, identity, and authority were expressed in medieval England, offering another point of interest for ESL teachers by placing the poem’s linguistic features within their cultural moment.
creator: Ed Conduit
creator: Sally Dickinson
creator: Patricia Warren and the class of 25/26
rights: Copyright (c) 2026 Ed Conduit, Sally Dickinson, Patricia Warren and the class of 25/26 http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-02-24
publication date: 2026-02-24
volume: 14
number: 1
starting page: 54
doi: 10.22158/selt.v14n1p54