Vol. 3 No. 1 (2023): May

All articles of this issue have been reviewed in a blind review process, and the authors and co-authors are from nine countries (Indonesia, Kuwait, Saudi Arabia, United States, Iran, Belgium, Uzbekistan, Morocco, and Viet Nam)

Published: 2023-05-20

Articles

Developing Islamic Tasks-Based Speaking English Materials for Islamic Elementary School Students: A Case Study at Elementary Schools in West Lombok, Indonesia

Bidari Andaru Widhi, Jupri Jupri, Jumadil Jumadil

1-19
- FULL PDF
DOI: https://doi.org/10.36312/jolls.v3i1.1178
Investigating English Teachers’ Communicative Strategies and Learning Feedback in Constructing Classroom Discourses of EFL Learners

Sofiyah Cahyani, Selma Al-Qasri, Wafika Ofara

20-36
- FULL PDF
DOI: https://doi.org/10.36312/jolls.v3i1.1081
Developing Task-Based Learning Materials to Improve Students’ Vocabulary Mastery Viewed from Linguistic Awareness

Noviana Naqsyabandiyah, Najmeh Dehghanitafti

37-52
- FULL PDF
DOI: https://doi.org/10.36312/jolls.v3i1.1088
The Efficacy of Mobile-Assisted Language Learning in Improving Learners’ Reading Skills in Relation to Metacognitive Strategy

Sudiatama, Sadaf Dehghani, Alex Zamorano

53-66
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DOI: https://doi.org/10.36312/jolls.v3i1.992
The Presentation-Practice Route to Teach Vocabulary to Young Learners: A Casa Study at International Schools in Uzbekistan

Rimajon Sotlikova

67-79
- FULL PDF
DOI: https://doi.org/10.36312/jolls.v3i1.1172
Applying Wattpad Platform as an Instruction Medium to Improve Reading Skills Viewed from Reading Strategies

Siti Nurdiana, Sudirman Sudirman, Manal Laaribi, Nguyen Thi Hong Chuyen

80-91
- FULL PDF
DOI: https://doi.org/10.36312/jolls.v3i1.999