Character-Based English Language Education Model in the Era of Digital Transformation

Technology-Enhanced Language Education under the Belt and Road Initiative: A Qualitative Linguistic Analysis of English Teaching in Multicultural Classrooms

The study suggests an iterative pedagogical cycle and assessment model of the digital English teaching responsive to language and brings together language-policy studies in the context of BRI and technology-enhanced language learning and multilingual applied linguistics within one analytical frame.

Pedagogy: Journal of English Language Teaching

Developing critical thinking in english teacher training programs - a systematic review

This study systematically reviews 36 recent research articles (2020–2024) on the development of critical thinking in teacher education for English as a foreign language. Although critical thinking is widely recognized as a core competency, recent studies remain fragmented regarding how it is conceptualized, taught, and assessed in English teacher education. This fragmentation makes an updated synthesis urgent amid recent pedagogical, intercultural, and digital transformations in teacher education. The PRISMA protocol was followed, and databases such as Scopus, Web of Science, and Redalyc were consulted, enabling an analysis of the geographical, methodological, theoretical, didactic, and contextual characteristics of the studies. Qualitative approaches predominate (61%), with a significant concentration in Asia (18 cases), followed by the Americas (8) and Europe (6). Among the theoretical frameworks identified, the cognitive approach (25%) and the sociocultural/sociocognitive approach (22%) stand out, highlighting the importance of connecting thinking with context and social interaction. Regarding didactic strategies, experiential learning (39.6%) is prominent, followed by critical or argumentative reflection (33.9%). However, major challenges remain: limited specialized training, curricular rigidity, and a persistent gap between theory and practice. The review maps recent trends, identifies persistent gaps, and offers pedagogical implications for strengthening critical thinking in English teacher education.

PREPARATION OF FUTURE ENGLISH TEACHERS IN THE CONTEXT OF COMPETENCY-BASED EDUCATION

In the era of globalization, one of the main priorities of higher pedagogical education is the preparation of teaching staff with competitive, creative and professional competencies. In particular, the strengthening of the position of English as a means of international communication has formed new requirements for the preparation of future English teachers. Therefore, the competency-based education model involves the development of practical skills, communicative flexibility, digital literacy and intercultural competencies. The article examines the theoretical and methodological foundations of the competency-based approach, analyzes its role in the professional and methodological training of future English language teachers. Comparative- pedagogical, analytical and descriptive methods were used during the research, and international scientific sources and modern pedagogical approaches were systematically studied. Competency-based education has a significant impact on the development of students' independent thinking, reflective analysis, communicative activity and pedagogical decision-making skills. At the same time, the article examines the role of innovative teaching methods, digital technologies and interactive activities in teacher training from a scientific perspective.

Evaluation of the Merdeka Curriculum in Arabic Language Learning at the MTs Level: A Constructivist Theory Perspective

This study aims to evaluate the implementation of the Merdeka Curriculum in Arabic language learning at the Madrasah Tsanawiyah (MTs) level using a constructivist perspective, in order to identify the alignment between curricular concepts and classroom practices. This research employs a qualitative approach with a library research design. Data were collected from various scholarly sources, including books, journal articles, and relevant documents, and analyzed using content analysis techniques through stages of identification, classification, and interpretation. The validity of the findings was ensured through source triangulation. The results indicate that, conceptually, the Merdeka Curriculum is highly aligned with constructivist principles, particularly in terms of student-centered learning, flexible instructional planning, and the integration of assessment as an essential component of the learning process. In practice, Arabic language instruction demonstrates a shift toward student-centered learning through the application of active learning models, although teacher-centered approaches still dominate in certain aspects. Assessment practices have begun to adopt authentic and formative approaches, but their implementation remains suboptimal. Furthermore, several challenges persist, including limited teacher pedagogical competence, heterogeneous student abilities, and insufficient learning resources and facilities. Despite these constraints, the implementation of the Merdeka Curriculum has positively impacted students’ motivation, engagement, and communicative competence in Arabic language learning.

Transforming English Speaking Instruction Through Digital Technology Integration: A Systematic Literature Review

Speaking is one of the most challenging language skills for English as a foreign language (EFL) learners to master, while advances in digital technology have created new opportunities to address this challenge. This study aimed to identify the types of digital technologies used in English speaking instruction, analyze their effectiveness, and describe the challenges associated with their implementation. This study employed a Systematic Literature Review (SLR) method following the PRISMA 2020 protocol. Searches were conducted in the Google Scholar and ERIC databases, covering articles published between 2021 and 2026. Ten articles were selected for analysis using content analysis. The findings showed that the digital technologies applied were categorized into five groups: mobile-assisted language learning, short-video social media platforms, synchronous computer-mediated communication, artificial intelligence (AI), and immersive technologies. Among the ten reviewed articles, seven reported positive effects on speaking fluency, vocabulary use, self-confidence, and motivation; however, improvements in pronunciation and speaking anxiety were not consistently observed. The main challenges identified included technical issues, the need for user training, limited personalization of technological feedback, and students’ preference for direct interaction. These findings indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning.