2026· International journal of research and innovation in social science· 0 citations
Abstract
The implementation of the Common European Framework of Reference for Languages (CEFR) in Malaysia has increased the need to evaluate English language textbooks that support communicative competence. This study evaluated the effectiveness of English Plus 1 Year 5 in developing listening and speaking skills among Malaysian primary ESL learners. A convergent parallel mixed-methods design was employed, combining an evaluation of the ELT-TEC textbook with survey responses from 30 English-language teachers in Malaysian government primary schools. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis using NVivo 15. The findings indicate that the textbook generally supports oral language development through structured listening and speaking activities. However, teachers identified limitations related to support for lower-proficiency learners, authentic communication, cultural relevance, and classroom implementation. The study recommends enhancing CEFR-aligned instructional materials by incorporating more authentic tasks, differentiated learning zactivities, culturally relevant content, and greater professional support for teachers.
Although speaking is a key component of English language learning, many Indonesian EFL students still struggle to communicate effectively in English. Existing instructional materials often emphasize language knowledge rather than meaningful communication, creating a gap between classroom learning and real-life language use. This study aimed to analyze the speaking needs of tenth-grade EFL students at Senior High School 1 Petarukan, Indonesia, as a basis for developing communicative speaking materials. The research employed a descriptive design, combining quantitative and qualitative approaches. Hutchinson & Waters’ (1987) needs analysis framework served as the foundation of the study. Data were collected through questionnaires administered to 66 students and semi-structured interviews with their English teacher. The findings indicate that students prefer speaking materials that are communicative, contextual, and closely connected to their real-life experiences while also supporting their academic goals. They highlighted the importance of vocabulary enrichment, pronunciation practice, and opportunities to participate in authentic communicative activities. These findings provide valuable insights into learners’ speaking needs and offer a foundation for designing communicative speaking materials aligned with students’ proficiency levels, preferences, and classroom realities.
Aulia Hafisa· Journal of English Language...· 0 citations
English language proficiency in Indonesia remains low, particularly in Eastern Indonesia compared to other regions of the country. This study examines the English language learning strategies (LLSs) used by college students in Eastern Indonesia, focusing on speaking, listening, reading, and writing skills. A mixed-methods research design was adopted, employing adapted versions of Oxford’s Strategy Inventory for Language Learning (SILL) and Setiyadi’s Language Learning Strategy Questionnaire (LLSQ). Quantitative data were collected through Likert-scale items, while qualitative insights were obtained from open-ended questionnaire responses. The participants comprised 38 English majors (GPA 3.7–4.0) from eight universities in Eastern Indonesia. Descriptive statistical analysis indicated that cognitive strategies were the most frequently employed (M = 68.7%), followed by metacognitive strategies (M = 47.9%) and social-affective strategies (M = 31.2%). Repetition, translation, and contextual guessing dominated learners’ approaches, while peer correction and collaboration were least practiced. The qualitative findings demonstrate a strong preference for autonomous, technology-mediated English learning, particularly through online videos, podcasts, and AI-assisted tools. Learners blended formal instruction with informal, media-based practices, reflecting a self-regulated and accuracy-focused orientation. The study recommends pedagogical practices that encourage greater use of metacognitive and social strategies to enhance communicative fluency and reflective learning.
S. Pertiwi, Juvrianto Chrissunday Jakob, Dian Agustina Purwanto Wakerkwa et al.· Edulite: Journal of English...· 0 citations
The present study investigates the effectiveness of the Content and Language Integrated
Learning (CLIL) approach in improving the methodology for developing linguistic and
communicative competence among future English language teachers. Responding to the growing
demand for language educators who possess not only advanced linguistic proficiency but also the
ability to communicate effectively across academic and professional contexts, the study explores the
pedagogical potential of CLIL in teacher education. A mixed-methods quasi-experimental research
design was employed involving 72 undergraduate students enrolled in English language teacher
education programmes. Quantitative data were collected through pre- and post-tests and structured
questionnaires, while qualitative evidence was obtained from classroom observations, semistructured interviews, and students’ reflective journals. The findings revealed that CLIL-based
instruction produced statistically significant improvements in linguistic accuracy, vocabulary
development, communicative fluency, interactional confidence, critical thinking, and
interdisciplinary communication skills compared with conventional language instruction. The
analysis further identified collaborative learning, authentic communicative tasks, reflective practice,
project-based activities, and the integration of digital educational technologies as the principal
factors facilitating competence development. The study argues that CLIL promotes meaningful
language use by integrating subject content with language learning, thereby enhancing both
academic achievement and professional readiness. It concludes that the CLIL approach represents
an effective pedagogical framework for modern English language teacher education and offers
valuable implications for curriculum design, teacher training, and educational innovation in
multilingual learning environments.
The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.
Nurul Jannah Ahmad Ghulamuddin, Mohamad Iqbal Afham Mohamad Afandi, Nurhazwani Abd Halim· Gading Journal for the Socia...· 0 citations
This study explores the effectiveness of English language learning among elementary school students at State Elementary School 20 Bireuen, Aceh, Indonesia. Effective English instruction at the elementary level is essential because it provides a strong foundation for students’ future language development and communication skills. This study aims to identify students’ learning experiences, teaching practices, and the factors influencing the effectiveness of English language learning. A qualitative descriptive approach was employed. Data were collected through classroom observations, questionnaires, and documentation involving 100 fifth- and sixth-grade students. The findings indicate that English language learning is generally effective, as reflected in students’ positive attitudes, active participation, and satisfactory understanding of the learning materials. Approximately 75% of students expressed a high interest in learning English, while 68% reported that they understood the lessons delivered by the teacher. Interactive teaching methods, including games, group discussions, and the use of visual media, were found to enhance students’ engagement and motivation. However, some students continued to experience difficulties, particularly in grammar and vocabulary, indicating the need for more individualized instructional support. In addition, teacher creativity, student motivation, and support from the home environment emerged as important factors influencing learning effectiveness. The findings suggest that implementing interactive teaching strategies and strengthening collaboration between schools and families can improve the quality of English language learning at the elementary school level.
Ika Rahmani, Nabila Aura Yusra, Anisa Amelia et al.· Journal Of Education And Tea...· 0 citations
English language education has been a central focus of educational reform in Japan as the country seeks to strengthen students’ communicative competence in a globalized world. Despite these reforms, many Japanese learners continue to face challenges in developing effective English communication skills. This qualitative study examines the difficulties encountered in English language teaching (ELT) in secondary schools in Kobe, Japan, and explores the implications of these challenges for future Assistant Language Teachers (ALTs). The study employed a qualitative research design using semi-structured interviews with twenty English teachers from three public secondary schools in Kobe. Data were analyzed using thematic analysis to identify recurring patterns and key instructional challenges. To strengthen the analysis, frequency counts and participant quotations were incorporated. The findings reveal that examination-oriented teaching practices continue to shape classroom instruction, with teachers prioritizing grammar and reading skills. Other challenges include limited class time, large class sizes, and varying levels of teacher confidence in conducting communicative lessons. Despite these constraints, collaboration with Assistant Language Teachers and the use of interactive strategies were identified as potential solutions. The study concludes that strengthening teacher training, integrating communicative approaches, and providing institutional support are essential to improving English language learning outcomes.
Aileen N. Caballes· International journal of res...· 0 citations