ELTR Journal

TRANSLATION STRATEGIES IN EFL/ESL AND MTGEN/AI POST-EDITING

Lusinda Juliani Lusi — 2026-01-28

This study investigates the interplay of translation techniques, machine translation (MT), and generative artificial intelligence (GenAI) within English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. Utilizing a Systematic Literature Review (SLR) of 23 peer-reviewed studies from 2021–2025, it delineates prevailing methodologies in literary, business, and cultural texts, investigates determinants affecting strategy selection, and contrasts human translation with MT/GenAI post editing regarding accuracy, fluency, and cultural subtleties. Following PRISMA 2020 criteria, the analysis used descriptive statistics and thematic categorization based on both traditional and postcolonial frameworks. The results show that more and more people want a hybrid approach to translating education and practice, where MT/GenAI makes drafts and human post editing improves the quality of language and culture. The "draft by machine, craft by human" paradigm improves translation skills by connecting tactics like explicitation, compensation, and idiomatic adaptation to better readability and coherence. The study suggests combining MT/GenAI with rubric based post editing to improve translators' tech and strategic skills in modern translation teaching.

EFL TEACHER’S PRACTICES IN UTILIZING ONLINE TEACHING RESOURCES FOR READY-MADE CLASSROOM TASKS

Enggar Pangesti Wibowo — 2026-01-28

Teachers in Indonesia often face a high administrative burden, leaving them with lack time and energy to prepare classroom tasks. Although technology comes as a solution to ease teachers’ workload, its utilisation is still not optimal. This study aims to explore what online teaching resources that EFL teacher uses to provide ready-made worksheets, how the teacher utilises the resources, and her perceptions and experiences of the advantages and disadvantages of each platform. This study used a qualitative case study design involving one English teacher in one public junior high school in Semarang, Central Java. Data were collected through interviews and documentation. The results show that the teacher employed Twinkl, ISLCollective, Liveworksheets, and Canva-with Twinkl being the most frequently used platform-to download worksheets which are sometimes modified before being given to students. The teacher found them helpful although each has its own advantages and disadvantages in terms of visual appearance and accessibility. Unfortunately, support from school for covering the premium subscription costs remains limited due to constrained operational budgets. Therefore, more adequate support is needed so that the use of technology can be optimised to support teachers' tasks on an ongoing basis.

“OKAY BOOMER, LET ME COOK”: LINGUISTIC PERFORMANCE AND GENERATIONAL POWER DYNAMICS IN THE HYUNDAI X AMAZON ‘SLANG’ CAMPAIGN

Sofia Imanina E Manjaya — 2026-01-28

This paper examines how corporate marketing strategies create intergenerational conflict, negotiate authentic status and recreate power through their use of vernacular of youth in their advertisement for the 2025 HyundaiXAmazon “Slang” through CDA. Strategic cringe usage and performative linguistic incompetence in the commercial, demonstrates how the advertisement is a sophisticated meta-narrative and not a failure of strategy; the clumsy use of sophisticated, condensed lexicon (ie. “bussin,” “sus,” and “mid”) representative of GenZ and/or rooted in Black and queer digital communities, reconnects to “stylistic hedging” regarding the promotion and usage of youth vernacular by the brand. The father figure serves to deconstruct traditional authority by representing daughters with substantial linguistic capital, while also allowing the “paternal” figure to regain power through the consumer route. The advertisement provides a pathway for brands to reclaim power as corporations through this foundation of financial exchange, while simultaneously adhering to contemporary standards of cultural awareness. This study concludes that this pattern perpetually accelerates and causes semantic bleaching and commodification of subculture language, positioning neoliberalism as the solution to social and cultural issues complexity. This advertisement further reflects how neoliberal conceptualizations of linguistic identity serve as friction points that can be effectively resolved through platform capitalism.

CHALLENGES IN TEACHING ACADEMIC WRITING TO EFL LEARNERS IN HIGHER EDUCATION CONTEXTS

Kristian Florensio Wijaya — 2026-01-30

It is an indispensable demand for global EFL learners to entrench the comprehensive mastery of exemplary academic writing skills. In concurrence with this underlying principle, second language educators should establish, nurture, and reinforce their learners’ academic writing competencies in the long run to help them achieve fruitful academic success. The researcher conducted this small-scale library study to unravel probable academic writing challenges experienced by EFL learners in higher education contexts. After completing this library investigation, it is hoped that these specifically generated findings will enlighten the perspectives of second language educational stakeholders regarding the crucial need to embed EFL learners with meaningful, innovative, and contextualized academic writing instructional approaches. To fulfill the aforementioned study objective, the researcher capitalized on a thematic analysis method in analyzing particular research results derived from 30 former academic writing challenges in higher education scientific works. With the help of a thematic analysis method, the researcher could yield more comprehensible and applicable findings as each finding was grouped into similar research themes. The thematically-categorized findings revealed some common academic writing hurdles amidst learners’ regular classroom settings, namely linguist, cognitive, strategic, affective, environmental, and pedagogical barriers.