20 possible ELT research topics on REGISTER JOURNAL

 

*20 possible ELT research topics on REGISTER JOURNAL*

 

REGISTER JOURNAL, 1979-8903 (PRINT) – 2503-040X (ONLINE) is an OPEN ACCESS, ESCI WoS, SINTA 2 Indexed double-blind, peer-reviewed Journal of English for Islamic educational institutions and Muslim communities. Aim and Scope: REGISTER JOURNAL, the Journal of English for Islamic Educational Institutions and Muslim Communities, aims to provide a dedicated platform for disseminating research, best practices, and innovative approaches related to teaching and learning English within Islamic educational contexts. The Journal focuses on enhancing the quality of English education in Islamic schools, colleges, universities, and other educational institutions while also considering Muslim learners' unique cultural, religious, and linguistic needs.

Based on the updated Focus and Scope of the Register Journal (Journal of English for Islamic Educational Institutions and Muslim Communities), here are 20 possible linguistics research topics:

 

Here are 20 potential manuscript titles suitable for submission to the REGISTER JOURNAL, aligned with its focus on English education in Islamic educational institutions and Muslim communities:

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Curriculum Development

1. Designing an Integrated English Curriculum for Islamic Boarding Schools: Balancing Language Skills and Religious Values
2. Curriculum Innovation for English Learning in Madrasahs: A Framework for Faith-Based Education

Teaching Methodologies

3. Task-Based Language Teaching in Islamic Contexts: Challenges and Adaptations
4. Blending Islamic Teachings with Communicative Language Teaching in EFL Classrooms
5. The Role of Project-Based Learning in Enhancing English Proficiency among Muslim Learners

Language Acquisition

6. Second Language Acquisition Among Young Muslim Learners: A Socio-Cultural Perspective
7. Influence of Qur’anic Arabic on English Vocabulary Acquisition in Bilingual Madrasah Students

Assessment and Evaluation

8. Developing Faith-Sensitive English Assessment Tools for Islamic Schools
9. Evaluating Speaking Skills in Islamic Junior High Schools: An Alternative Assessment Approach

Materials Development

10. Designing English Learning Materials with Islamic Content for Primary School Students
11. Culturally Relevant English Textbooks: Integrating Islamic Themes into EFL Materials

Cultural and Religious Considerations

12. Navigating Cultural Sensitivity in English Language Instruction for Muslim Learners
13. Islamic Values in English Classrooms: Teacher Perceptions and Practices in Islamic Higher Education

Educational Policy and Administration

14. Policy Analysis of English Language Education in Indonesian Islamic Schools
15. Implementing Bilingual Education Policy in Pesantren: Impacts and Insights

Innovative Practices and Case Studies

16. Using Islamic Storytelling in English Classes: A Case Study from a Rural Madrasah
17. Mobile-Assisted Language Learning in Pesantren: Opportunities and Limitations

Community and Muslim Parental Involvement

18. Muslim Parental Involvement in English Education: A Case Study from Urban Madrasahs
19. Engaging Parents in English Language Learning: A Collaborative Model for Islamic Schools

Interdisciplinary or Broader Perspectives

20. Bridging Language and Faith: A Critical Review of English Education in Muslim Communities Worldwide

 

IARELTII

 https://sites.google.com/view/iareltii2025/monthly-forum?authuser=0

IARELTII (Indonesian Association on Research in English Language Teaching at Islamic Institutions)  whose main target is research, teaching, and development of Islamic English.

The **Indonesian Association on Research in English Language Teaching at Islamic Institutions (IARELTII)** is a scholarly and professional organization that focuses on advancing research, pedagogy, and curriculum development related to English language teaching within Islamic educational contexts across Indonesia. Its core mission is to promote the integration of **English language education with Islamic values and perspectives**, fostering what is often referred to as **"Islamic English"**—a contextualized approach to English language teaching that aligns with the identity, ethics, and worldview of Islamic institutions.

Simple sentence expansion by Dr. Faizal Risdianto

 

https://drive.google.com/file/d/1i0Rv_Hv73tNTp89vVjjT0_wTgarmoYoq/view?usp=sharing

LEBAY but it is OK, guys and fully understood: the compilation of students' self-dedication in graduating paper

1. For myself, ****************, thank you for being strong until now, still choosing to try, and celebrating yourself. Those who did not give up, no matter how difficult the obstacles of college or the thesis writing process were and who were able to stand tall when hit by existing problems. Thank you, myself. May I remain humble. This is just the beginning of life. Keep it up. You can do it.

2. For myself, ****************, for my dedication and struggle in starting, working on, and completing this thesis.

3. To myself who is very extraordinary, who can survive and fight until now, hopefully always be grateful for the grace that has been given by Allah SWT. Allah SWT give, always be enthusiastic in the process, and never try to give up.

4. To myself for proving that I can do it.

5. Finally, to the girl in the mirror. For all the nights you thought about quitting but kept going anyway. For proving that IMPOSSIBLE was NEVER in your vocabulary. You did this, ******************.

The structure of male and female teachers’ directives in English Foreign Language (EFL) classrooms

 The structure of male and female teachers’ directives in English Foreign Language (EFL) classrooms primarily involves three types of sentence forms: imperative, interrogative, and declarative. These forms are used to give instructions, commands, requests, or suggestions during teaching and learning activities13.

Types and Usage of Directives

• Teachers use directive speech acts mainly in three types:

  • Commands (most frequent) to attract attention, elicit responses, or instruct students

  • Requests to politely ask students to perform actions

  • Suggestions to advise or recommend actions to students2

• Directives can be performed in two ways:

  • Direct directives, which are explicit and straightforward

  • Indirect directives, which are more polite or implicit2

Gender Differences

While the search results do not explicitly compare male and female teachers’ directive structures, research on EFL teacher directives generally highlights that the structure of directives does not significantly differ by gender but rather depends on teaching style and classroom context. Both male and female teachers use imperative, interrogative, and declarative forms to manage classroom interaction and guide students12.

Features of Directive Speech Acts in EFL

• Imperative forms dominate as they are clear and efficient for classroom management and instruction.

• Interrogative forms are often used to check understanding or elicit student responses.

• Declarative forms can be used to provide information or indirect commands.

• Spoken directives often complement written instructions, clarifying and elaborating on task requirements through repetition, paraphrasing, and exemplification, which enhance student comprehension5.