Improving EFL Teaching in Higher Education: A Review of Challenges and Evidence-Based Recommendations

A narrative review of assessment in higher education

Higher education assessment has historically been characterised by high-stakes examinations that frequently promote surface learning and constrain deep understanding. This narrative review traces the evolution of assessment from early merit-based systems to contemporary methodologies that position assessment as a catalyst for learning. Drawing on 65 peer-reviewed and scholarly sources published between 1967 and 2025, the study employs an interpretive thematic synthesis to examine summative, formative, and sustainable assessment, with particular emphasis on feedback practices, peer assessment, and student motivation. The findings indicate that the design of assessment plays a critical role in shaping student engagement and learning outcomes, with transparent, well-aligned tasks corresponding to deeper learning, whereas poorly designed high-stakes assessments contribute to anxiety and disengagement. The review further identifies persistent gaps between student expectations and institutional practices, particularly concerning feedback quality, fairness, and clarity. To address these challenges, the study advocates for the integration of low-stakes formative assessment, enhanced feedback mechanisms, the development of feedback literacy, and more inclusive and context-sensitive assessment design. Overall, the review underscores the necessity of reconceptualising assessment as a collaborative, equitable, and learning-oriented process in higher education.

When change meets the classroom: Teachers' acceptance and implementation of new curriculum standards in foreign language education

Curriculum reform is a global priority, yet a persistent policy–practice gap remains, which, in very broad terms, shows misalignment between policy intentions and classroom realities. Drawing on a model‐guided systematic review, this article synthesizes 23 peer‐reviewed empirical studies (2015–2024) in foreign language education and propose the Situated Acceptance and Implementation Model (SAIM) as the framework for examining how contextual structures, motivational dispositions and behavioural processes interact in shaping teachers' engagement. Our findings reveal that acceptance depends primarily on curriculum clarity, teachers' beliefs and perceived classroom relevance, whereas sustained implementation hinges on Institutional Governance , Instructional Infrastructure and assessment–curriculum alignment. The analysis also reveals that systemic barriers such as high‐stakes testing, top‐down mandates and ambiguous policy communication limit reform sustainability, while teacher autonomy and collegial collaboration function as critical enablers. Surprisingly, theoretically central factors like Teachers' Perceived Self‐Efficacy and Reflective Learning Orientation have received little to no attention, which points to a significant research gap. Also, most studies focus on aspects related to implementation, with acceptance‐specific evidence being sparse and seldom reported separately. Based on these findings, we discuss theoretical and practical implications as well as further directions for curriculum planning in language education.

The Journal of Language Teaching and Learning ™ 2026

Inclusive Assessment in Education: International Practices and Challenges in the Albanian School System

Inclusive education aims to ensure equal learning opportunities for all students, including those with disabilities, by promoting participation, accessibility, and fairness in educational processes. Within this framework, inclusive assessment serves as a key mechanism for understanding students’ learning needs, guiding instructional decisions, and supporting academic progress through flexible and individualized approaches. This paper presents a systematic literature review of international and Albanian studies on inclusive assessment practices published between 2010 and 2025. Following the PRISMA guidelines, peer-reviewed articles were identified and analyzed using databases such as Scopus, ERIC, and Google Scholar. The review explores contemporary assessment approaches, including formative, dynamic, and individualized assessment models, with particular attention to frameworks such as Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS). The findings reveal that while inclusive assessment practices are increasingly integrated into educational systems internationally, their implementation in the Albanian context remains limited. Key challenges include insufficient teacher preparation, predominant use of traditional assessment methods, lack of appropriate resources and assessment tools, and inconsistencies in the application of inclusive education policies. As a result, a noticeable gap persists between internationally recognized best practices and everyday assessment realities in Albanian schools. The study emphasizes the need for the development of a coherent national framework for inclusive assessment, targeted professional development for teachers, culturally responsive assessment tools, and greater involvement of parents and students in the assessment process. The paper concludes by offering recommendations aimed at strengthening inclusive assessment practices and supporting more equitable educational outcomes for students with disabilities in Albania.

Pedagogical and AI-aware readiness of EMI instructors in higher education

As English-medium instruction (EMI) gains increased prevalence in higher education worldwide, instructors face distinctive challenges related to effective and inclusive teaching in a language other than their own. While language proficiency is necessary for EMI, it equally demands pedagogical competencies to render subject matter accessible and equitable. This research investigates the pedagogical readiness of university instructors delivering disciplinary content in English, concentrating on their abilities in instructional design, intercultural classroom facilitation, and AI-aware pedagogy. These areas are central to an instructor's capacity to adapt content for diverse learners and integrate technology responsibly. Gathering data from EMI instructors across various disciplines, descriptive analysis was employed to understand their overall competency profile, strengths, and development needs. This explanatory study emphasizes documenting the current landscape rather than predictive modeling, revealing the competencies most commonly demonstrated. The findings illuminate the skills that distinguish effective EMI instructors, with practical implications for faculty training, curriculum planning, and university policies. By focusing on pedagogical aspects, this research shifts attention beyond language proficiency toward a comprehensive framework for EMI teaching effectiveness. 

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.