Aug 2026· Attadrib Jurnal Pendidikan Guru Madrasah Ibtidaiyah· 0 citations
Abstract
Teaching English to Young Learners (TEYL) has become increasingly important in response to the growing demand for English proficiency in the era of globalization. This study aims to identify research trends, effective teaching strategies, major challenges, and instructional innovations in TEYL. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 30 empirical studies published between 2019 and 2025 from Google Scholar, Publish or Perish, ERIC, Scopus, DOAJ, and SINTA-indexed journals. Bibliometric analysis using VOSviewer was employed to visualize keyword co-occurrence and thematic relationships. The findings indicate that TEYL research has grown significantly, with effective teaching strategies, teacher challenges, and technology-based innovations emerging as the dominant themes. Interactive approaches, including games, storytelling, songs, Total Physical Response (TPR), and multimodal learning, consistently improve learners’ motivation and language development. However, teacher competence, limited learning resources, institutional support, and learner diversity remain key challenges. The review concludes that successful TEYL implementation depends on the integration of pedagogical innovation, teacher competency, learner characteristics, digital readiness, and institutional support. These findings provide valuable insights for improving English language instruction for young learners and guiding future TEYL research.
The increasing global prominence of English has placed unprecedented demands on educational systems to equip learners with effective communicative competence, yet a persistent gap remains between theoretical recommendations and classroom realities in English Language Teaching (ELT). This systematic review synthesizes empirical evidence from 257 peer-reviewed studies published between 2010 and 2025 to identify effective strategies for teaching English in modern classrooms and to articulate evidence-based principles for pedagogical practice. Following PRISMA guidelines, a comprehensive search across ERIC, Scopus, Web of Science, Google Scholar, and ProQuest Dissertations & Theses was conducted, with data extracted and thematically synthesized to address four research questions concerning effective strategies, moderating contextual factors, synergistic integration of approaches, and evidence-based principles. The findings reveal that Communicative Language Teaching and Task-Based Language Teaching demonstrate robust positive effects on learners' fluency, pragmatic competence, and willingness to communicate, while technology-enhanced instruction offers significant affordances for personalized learning and engagement, though effectiveness is consistently moderated by learner proficiency, teacher cognition, institutional resources, and cultural contexts. Culturally responsive and translanguaging practices contribute meaningfully to learner engagement and identity affirmation, yet implementation remains constrained by institutional resistance and persistent native-speakerist ideologies. Based on these findings, the study proposes the Principled Eclecticism Framework, built on four interconnected principles: learner-centered adaptation, pedagogical coherence, contextual responsiveness, and ongoing professional development. This framework provides an orienting guide for teachers, teacher educators, and policymakers to navigate the complexity of contemporary ELT contexts. The review concludes that effective English teaching requires a dynamic interplay of strategies adapted to specific learner profiles, contextual affordances, and institutional constraints, moving beyond one-size-fits-all prescriptions toward principled, evidence-informed decision-making. Implications for practice, policy, and future research are discussed, with particular attention to the need for sustained professional development, supportive institutional environments, and policies that recognize linguistic and cultural diversity.
Anika Jabin· Journal of innovative resear...· 0 citations
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Esraa Abd Elnaser Mohamed Hassan, R. Mia, Md Shafiqul Islam· International journal of res...· 0 citations
Background and Purpose: This bibliometric analysis study provides a detailed analysis of the landscape of research on technology-mediated English language skills teaching and learning over the past decade. The goal is to shed light on the most popular subjects, prolific authors, publications, and countries involved. By examining 209 documents retrieved from the Scopus database from 2014-2023, this study aims to reveal significant trends and insights into the evolution of technology-mediated teaching and learning processes.
Methodology: The study utilises bibliometric analysis, with data collection conducted following the PRISMA guidelines. It employed tools such as VOSviewer, Excel, and Tableau. The research involves quantitative metrics to graphically represent publication trends, country contributions and collaborations, prolific authors, and recurring research themes.
Findings: The analysis shows a significant rise in technology-mediated English language teaching publications since 2021, led by the United States, China, and Malaysia. Key topics include e-learning, communication skills, computer-assisted teaching, pandemic's impact, speech recognition, and teaching, highlighting central themes and collaborative networks.
Contributions: It highlights critical trends and areas of focus in technology-mediated English language education. It underscores the importance of prioritising research on technological media in language education and suggests future research directions to enhance English language proficiency, particularly speaking skills.
Keywords: Bibliometric analysis, technology mediated in teaching and learning, English-speaking skills.
Cite as: Khofifah, I., & Yahya, N. (2026). A decade of research on technology-mediated English language proficiency enhancement: A bibliometric analysis. Journal of Nusantara Studies, 11(2), 477-491. http://dx.doi.org/10.24200/jonus.vol11iss2pp477-491
Iif Khofifah, Nurhidayah Yahya· Journal of Nusantara Studies...· 0 citations
Teaching the Filipino language in elementary grades presents multifaceted challenges, including English dominance, limited instructional resources, and complexities arising from the Mother Tongue-Based Multilingual Education (MTB-MLE) policy. Hence, this study sought to determine the emerging strategies being utilized to enhance Filipino language instruction in the elementary grades. Using a narrative literature review design drawing from peer-reviewed articles across Google Scholar, ERIC, ResearchGate, and Consensus, this study identified three principal clusters of emerging pedagogical strategies: integrative and multisensory approaches encompassing songs, movement, and storytelling; interactive and learner-centered pedagogies including task-based learning, role-playing, and gamification; and the strategic integration of technology and contextualized learning materials such as AI-assisted tools and culturally grounded digital resources. Collectively, these strategies demonstrated measurable gains in foundational literacy, oral fluency, motivation, and overall Filipino language proficiency among elementary learners. The study contributes to the growing body of literature on Filipino language education by synthesizing evidence-based instructional practices and providing a consolidated framework for enhancing Filipino language teaching and learning in elementary classrooms. Furthermore, this review serves as a reference for future research and instructional innovation by identifying pedagogical trends that may inform the development of nationally relevant and technology-enhanced Filipino language programs in the elementary grades.
Lyka Jane P. Acosta, P. D. Llaneza· International journal of res...· 0 citations
Interest in humor in language teaching has grown significantly over the past decades, especially in studies investigating its effects on motivation, anxiety reduction, classroom interaction, and the development of communicative competence (Deneire, 1995; Bell, 2009; Rucynski; Prichard, 2021). In the Brazilian context, research also highlights the pedagogical potential of humor for teaching foreign languages (Margonari, 2004; Souza, 2007; Andrade; Rauen, 2017). However, there is a gap regarding the connection between humor studies and teacher training in English language teaching, as the humorous competence is still rarely discussed as part of teachers' professional development (Josifović-Elezović, 2021; Rodrigues, 2022). Given this scenario, this article aims to critically analyze the national and international scientific production on humor in English teaching, identifying research trends, theoretical foundations, pedagogical contributions, and gaps related to initial and ongoing teacher training. Methodologically, a narrative literature review is developed, based on books, chapters, scientific articles, and theses produced in the fields of Applied Linguistics, Education, and Humor Studies. The results show a predominance of research focused on using humor as a didactic strategy, rather than investigations that understand it as a component of teachers' professional knowledge base. It is concluded that the integration between Humor Studies and teacher training is a promising field for strengthening language education and expanding discussions on the professional development of English teachers.
Luciene Silva Primo de Oliveira, Tiago Marques Luiz· Revista de Estudos Interdisc...· 0 citations
English communication competence has become an essential competency for students in Islamic Higher Education, yet many learners continue to experience difficulties in developing effective communicative abilities despite growing interest in learner-centered English language instruction. This study aimed to systematically synthesize recent empirical evidence concerning collaborative learning, self-regulated learning, and English communication competence, examine the relationships among these three constructs, and identify current research gaps and future research directions within Islamic Higher Education. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 framework. Peer-reviewed journal articles published between 2021 and 2026 were retrieved from major academic databases using predefined search strategies and explicit inclusion and exclusion criteria. The selected studies were analyzed through thematic synthesis to identify recurring themes, methodological characteristics, conceptual developments, and empirical findings. The review revealed a substantial increase in research on collaborative learning, self-regulated learning, and English communication competence, with recent studies emphasizing learner-centered, technology-enhanced, and communication-oriented pedagogies. The findings consistently demonstrated that collaborative learning promotes authentic interaction, peer engagement, and communicative practice, whereas self-regulated learning strengthens learner autonomy, motivation, strategic learning, and self-monitoring. Their integration was found to enhance English communication competence, including speaking performance, communicative confidence, intercultural awareness, and digital communication skills. However, studies integrating these three constructs within Islamic Higher Education remain limited. Overall, this review provides an integrated conceptual framework that contributes to English language education theory while offering practical guidance for lecturers, curriculum developers, and researchers in designing learner-centered and technology-supported instructional practices that strengthen English communication competence in Islamic Higher Education.
Rijnan, Stit Palapa, Nusantara Lombok· Indonesian Journal of Educat...· 0 citations