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: A Typological Sketch of Noun Class Structure in Awing
items: The Effect of Production-Oriented Approach on College Students’ English Writing Performance
items: Folklore, Agri Entrepreneurship and Sustainable Development. The Example of Group Farming by Youths in Malun Village.
items: Differentiated Scaffolding for Mixed-Ability Young EFL Learners: A Reflective Classroom Account
items: A Corpus-Driven Comparative Study of Lexical Bundles in the Conclusion Sections of Hard and Soft Science International Journal Articles
items: A Study of Mistranslations in James Legge’s English Version of the Tao Te Ching

A Typological Sketch of Noun Class Structure in Awing
type: item
description: The paper focuses on a description of noun class structure in Awing. From a structural linguistic perspective, the noun phrases in the Awing language are analysed. The structural approach enables us to identify the basic linguistic form which can eventually be analyed through other theoretical approaches like the generative and the minimalist. The research employed the quantitative and qualitative methods. The data for this research was collected based on sample questionnaire in English that enabled the researcher to collect both words, phrases and sentences from different categories of people. Discussions and interviews with both literacy teachers and students during literacy classes were equally held. This data was verified with the language committee and during different seminars organised on the language. The analytical procedure consisted in placing the singular and plural forms of nouns in order to identify their noun class markers. In analysing the nouns, emphasis was laid on noun morphology, noun classes and genders, noun agreement classes and agreement pattern. The various phrase types were identified and analysed structurally. Looking at the overall structure of a noun in Awing as demonstrated with examples in this paper, the Awing language and most grassfield Bantu languages as well as French and English share common characteristics.
creator: Akem Shedmankah Helen
rights: Copyright (c) 2026 Akem Shedmankah Helen http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-06-30
publication date: 2026-06-30
volume: 14
number: 3
starting page: 1
doi: 10.22158/selt.v14n3p1

The Effect of Production-Oriented Approach on College Students’ English Writing Performance
type: item
description: This quasi-experimental study compared the effects of the Production-Oriented Approach (POA) and the traditional Product Approach on college students’ English writing performance. Participants were 58 second-year non-English major students from two intact classes at a university in Hubei Province. The experimental group of 29 students received POA instruction, and the control group of 29 students received Product Approach instruction over a six-week intervention. Writing pretest and posttest were administered. Data were analyzed using independent-samples t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. Results showed that: (1) there was no significant difference between the two groups in the pretest; (2) the experimental group made significant progress from pretest to posttest, with an effect size of r = 0.77 (large effect), while the control group did not; (3) between-group comparisons revealed that the experimental group significantly outperformed the control group in both posttest scores and gain scores, although the effect size for gain scores was r = 0.26 (small effect). It is concluded that POA is statistically superior to the Product Approach. This study provides empirical evidence for the application of POA in writing instruction.
creator: Xiaoyu Chen
creator: Manli Long
rights: Copyright (c) 2026 Xiaoyu Chen, Manli Long http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-07-09
publication date: 2026-07-09
volume: 14
number: 3
starting page: 18
doi: 10.22158/selt.v14n3p18

Folklore, Agri Entrepreneurship and Sustainable Development. The Example of Group Farming by Youths in Malun Village.
type: item
description: The study investigates how folklore can contribute to Agri entrepreneurship and enhance sustainable development using the example of group farming by youths in Malun village of the Nun Division of the West region of Cameroon. Many researchers of diverse disciplines have made a lot of efforts to identify obstacles to sustainable development in African Communities. Some have identified certificate-oriented education, lack of basic skills in youths and an enabling political climate as foundations to poverty and the general misery plaguing many African communities but the proposed solutions to these causes seem to either lack adequate implementation, supervision or are not friendly to the environment and its users. Given that there is a huge cry against poverty and food insecurity within this context of the post COVID 19 pandemic, this paper explores the significance of folklore to sustainable development from the perspective of group farming, an indigenous approach to large scale farming and economic growth by youths in Malun village. Approaching the issue of sustainable development from the perspective of folklore has not received adequate scholarly attention from researchers. Through the participant observation and interview methods of data collection and using new historicism and performance theory as our lenses of analysis, the study found out that the oral culture of a people harbours indigenous knowledge systems that form a basis for an advanced technology which can easily be understood from the perspective of the people’s productive life style. The study assumed that group farming, which is an aspect of Malun folklore, practised by youths is a relevant foundation for Agri entrepreneurship, which is a significant machinery in sustainable development.
creator: Ngeh Ernestilia Dzekem
creator: Che Churchill Che
rights: Copyright (c) 2026 Ngeh Ernestilia Dzekem, Che Churchill Che http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-07-09
publication date: 2026-07-09
volume: 14
number: 3
starting page: 26
doi: 10.22158/selt.v14n3p26

Differentiated Scaffolding for Mixed-Ability Young EFL Learners: A Reflective Classroom Account
type: item
description: This article reflects on the design and classroom use of five speaking activities with 12 Chinese EFL learners aged 9 to 11 in a private after-school program. The activities were Mingle/Question Hunting, Restaurant Role-Play, Storybook Theater, Poster Making, and an English Fair. The account draws on the teacher's original lesson materials and later reflection on what happened during regular weekly lessons. Particular attention is given to the practical choices made for a mixed-ability group: when learners needed models or written prompts, how roles were allocated, when support could be reduced, and how stronger learners were prevented from taking over. The reflection suggests that successful participation depended not only on an engaging activity format but also on clear procedures, manageable starting points, differentiated expectations, and timely feedback. Several difficulties recurred, including reliance on scripts, uneven participation, rushing during competitive tasks, classroom movement, and limited time for correction. The article does not evaluate gains in proficiency. Instead, it offers a grounded account of how familiar speaking activities were adjusted in response to learners' different levels of readiness and participation.
creator: Chenyu Sun
rights: Copyright (c) 2026 Chenyu Sun http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-08-03
publication date: 2026-08-03
volume: 14
number: 3
starting page: 40
doi: 10.22158/selt.v14n3p40

A Corpus-Driven Comparative Study of Lexical Bundles in the Conclusion Sections of Hard and Soft Science International Journal Articles
type: item
description: Lexical bundles are repeated multi-word units that serve to organise information and convey disciplinary knowledge in academic writing. The use of lexical bundles in the conclusion sections of research papers, particularly across diverse fields, remains underexplored. Four-word lexical bundles in the 400 concluding paragraphs of international journal articles published in 2025 across the four fields of Applied Linguistics, Sociology, Biology, and Electrical & Electronic Engineering have been studied in this paper. AntConc was used to obtain a corpus-based list of lexical bundles and then analysed their structure and function. Lexical bundles are used widely in all fields, but their distribution and function vary among different areas of study. Soft disciplines are more likely to have interpretative and evaluative parts in the research significance and theoretical implications sections of their studies; hard sciences focus on empirical results, research outcomes and future development plans. Therefore, the above results show that lexical bundles contain disciplinary conventions and ways of knowing, and they can offer some references for research on academic writing and discipline-specific writing instruction.
creator: Yujie Shao
rights: Copyright (c) 2026 Yujie Shao http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-08-07
publication date: 2026-08-07
volume: 14
number: 3
starting page: 61
doi: 10.22158/selt.v14n3p61

A Study of Mistranslations in James Legge’s English Version of the Tao Te Ching
type: item
description: As a representative work of early English translations of Chinese classics, James Legge’s rendition of the Tao Te Ching exerts a profound influence in the Western world. Nevertheless, constrained by the uniqueness of classical Chinese as well as Legge’s own cultural background and cognitive framework, his translation contains numerous mistranslations stemming from misinterpretation of vocabulary, misunderstanding of sentence structures and inappropriate expression in target language. Taking Legge’s English translation of the Tao Te Ching as the research subject, this paper conducts analysis on typical cases from the three aforementioned dimensions to reveal the causes and categories of mistranslations. It is hoped that this research can offer references for the English translation of Chinese classics and facilitate more accurate global dissemination of brilliant traditional Chinese culture.
creator: Sanshuang Chen
creator: Hongyan Li
rights: Copyright (c) 2026 Sanshuang Chen, Hongyan Li http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-08-12
publication date: 2026-08-12
volume: 14
number: 3
starting page: 74
doi: 10.22158/selt.v14n3p74