Beyond digital-native assumptions: A systematic integrative review of Generation Z teachers and learners in English language education

Linguistically responsive pedagogies in undergraduate biology education: A systematic review and implications for English-medium instruction in Zambian universities

This systematic review synthesises global evidence on linguistically responsive pedagogies (LRP) in undergraduate biology education and examines their relevance for English-medium universities in Zambia. English is the sole language of instruction in most Zambian higher education institutions, despite students' multilingual backgrounds, which can limit comprehension, participation, and learning outcomes in disciplines such as biology, where abstract concepts and specialised terminology are central. The study was anchored on Vygotsky's sociocultural theory of learning as well as Ladson-Billings (1995)’s culturally responsive pedagogy theoretical framework. A comprehensive literature search was conducted across Scopus, Web of Science, ERIC, and Google Scholar, including studies published between 2018 and 2025. From 1,042 records, 57 studies were selected, involving 6,832 students and 412 instructors across multilingual contexts, including the United States, South Africa, the Philippines, China, and Europe. Findings suggest that strategies such as translanguaging, bilingual instruction, culturally responsive teaching, scaffolded support, narrative pedagogy, and technology-enhanced learning boost student engagement, conceptual understanding, academic performance, and identity affirmation. Main barriers include teachers' reliance on authoritative discourse, limited professional training, and institutional policies requiring English-only instruction. Conversely, enablers feature structured pedagogical tools, professional development, and the integration of students' prior knowledge and cultural backgrounds into the curriculum. Applying LRP to the Zambian context suggests it can improve epistemic access and encourage inclusive participation in biology classes. Using translanguaging, culturally relevant examples, and scaffolded explanations helps connect students' prior knowledge with disciplinary content. Aligning teaching methods with assessment practices is essential to maximise the effectiveness of these strategies. This review confirms that linguistically responsive pedagogies offer a viable, evidence-based pathway for improving biology education in Zambia's English-medium universities. By adapting strategies such as translanguaging, culturally relevant examples, and scaffolded instruction, institutions can bridge the gap between students' multilingual realities and the demands of disciplinary learning. However, success depends on addressing key barriers: providing targeted professional development for lecturers, revising English-only policies to allow strategic use of local languages, and ensuring assessment methods align with inclusive teaching practices. Implementing these changes can enhance epistemic access, engagement, and academic outcomes for Zambian biology students.

Pedagogy: Journal of English Language Teaching

EFFECTIVE STRATEGIES FOR TEACHING ENGLISH IN MODERN CLASSROOMS: A SYSTEMATIC REVIEW AND PRINCIPLED ECLECTICISM FRAMEWORK

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.

Diving Into Language Teacher Beliefs: Experience and Contexts in Plurilingual Classrooms

This study investigates the pedagogical beliefs of French and English language teachers in a diverse, plurilingual context. Drawing on data from 57 pre‐service and in‐service teachers, it examines how beliefs vary according to teaching experience and target language (TL) taught in diverse educational settings. Data were collected through an online questionnaire and follow‐up focus groups. Questionnaire responses were analyzed descriptively and statistically, while focus group data underwent thematic coding. Overall, participants supported meaning‐oriented and communicative approaches, with openness to plurilingual strategies. Notable variations emerged: novice teachers were more receptive to learner‐centered and plurilingual practices, whereas experienced teachers favored a more balanced approach integrating form and meaning. Beliefs about pronunciation, reading, and the use of learners’ first languages also differed based on language taught and teaching context. These findings point to the importance of differentiated professional development that reflects teachers’ profiles and realities, recognizing the diverse beliefs they bring into increasingly plurilingual classrooms.

The Journal of Language Teaching and Learning ™ 2026

Blended Learning in African Higher Education Language Classrooms: An Evidence Synthesis

Blended learning has become an important instructional approach in higher education; however, evidence regarding its application in African higher education language classrooms remains fragmented and has not been comprehensively synthesised. This systematic review examined empirical evidence on blended learning in African higher education, with particular emphasis on English language teaching and learning, through the Community of Inquiry (CoI) framework. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020), literature was systematically retrieved from major international databases and regional sources using predefined inclusion and exclusion criteria. Eligible studies were critically appraised and synthesised through thematic narrative analysis. The review identified a growing but limited body of evidence from Nigeria, Ghana, Uganda, and South Africa employing qualitative, quantitative, mixed-methods, and quasi-experimental designs. Overall, blended learning was consistently associated with improved learner engagement, communicative competence, academic performance, collaborative learning, and learner autonomy. Teaching presence emerged as the most influential factor supporting successful implementation, while social and cognitive presence were strengthened through structured interaction, collaborative learning activities, and technology-supported instruction. Nevertheless, persistent barriers including unreliable internet connectivity, inadequate digital infrastructure, limited institutional support, and insufficient professional development—continue to constrain effective implementation across many African universities. The review further reveals that although African studies report educational outcomes comparable with international findings, few explicitly apply or measure the Community of Inquiry constructs using validated instruments. Consequently, interpretations of teaching, social, and cognitive presence remain largely inferential. The review concludes that blended learning offers significant potential to strengthen language education in African higher education when supported by context-sensitive instructional design, institutional investment, and coherent educational policy. Future research should adopt longitudinal, multi-country, and theory-driven approaches that explicitly examine Community of Inquiry constructs within African educational contexts.