Jul 2026· Journal of Languages and Language Teaching· 0 citations
Abstract
English writing proficiency among EFL learners in Indonesia remains below regional benchmarks, and despite growing interest in learner-centered pedagogies, there is limited synthesis comparing the effects of inquiry-based learning (IBL) and contextual teaching and learning (CTL), particularly regarding their combined impact. This study addresses this gap through a PRISMA-guided systematic literature review of empirical studies published between 2015 and 2025. Searches were conducted across major databases, including Scopus, Web of Science, ScienceDirect, and Taylor & Francis, yielding 35 eligible studies for analysis. A narrative synthesis complemented by a quantitative summary of comparable studies indicates that both IBL and CTL produce significant positive effects on students’ English writing performance, with a pooled effect size of approximately d ≈ 0.81 (95% CI [0.65, 0.97]), suggesting a moderate-to-large overall impact. IBL consistently enhances cognitive dimensions of writing, such as idea generation, organization, and critical thinking, whereas CTL demonstrates strong effects on engagement, contextual understanding, and learner motivation. However, direct comparative and hybrid studies remain limited, although preliminary evidence suggests additive benefits when both approaches are integrated. These findings imply that EFL teachers and curriculum designers should consider combining inquiry cycles with context-based writing tasks to simultaneously develop cognitive and affective dimensions of writing. Future research should prioritize rigorous comparative and longitudinal designs to validate the effectiveness of integrated IBL–CTL models across diverse EFL contexts.
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
Indonesia's 71st ranking among 81 countries in the 2022 PISA assessment highlights persistent challenges in foundational literacy, particularly in writing, where elementary students struggle with organizing ideas coherently, constructing engaging narratives, and demonstrating creativity. Although writing proficiency is essential for academic success, no studies have systematically combined Guided Writing and Cooperative Integrated Reading and Composition (CIRC) to develop narrative writing skills and creativity among early elementary learners. This study aimed to investigate the effectiveness of integrating Guided Writing with CIRC compared to the Think Talk Write (TTW) model in enhancing narrative writing skills and creative attitudes among third-grade students. A quasi-experimental non-equivalent control group design was employed involving 52 third-grade students from two public elementary schools in Tegowanu, Grobogan Regency. The experimental group (n=35) received CIRC-based instruction, while the control group (n=17) used the TTW model. Data were collected using a narrative writing assessment rubric and a creative attitude scale, then analyzed through independent samples t-tests. Results demonstrated that the CIRC approach significantly outperformed TTW in both measures, with experimental students achieving higher narrative writing scores (M=84.71 vs. M=73.24, p<0.001) and creative attitude scores (M=81.00 vs. M=73.88, p<0.001). These findings confirm that integrating Guided Writing within CIRC's collaborative framework more effectively develops both technical writing proficiency and creative expression than TTW. Teachers of early elementary grades are encouraged to adopt this integrated approach as a structured pedagogical strategy for improving narrative writing outcomes.
Nia A'isyah Septiarini, Panca Dewi Purwati· Journal of Languages and Lan...· 0 citations
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.
Elias Muma, J. Mukuka· African Journal of Empirical...· 0 citations
Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.
Xuelian Wan, Megat Aman Zahiri bin Megat Zakaria· SN Social Sciences· 0 citations
Writing is a cornerstone of academic success, yet English language learners (ELL) in the United States must learn to write while also developing English proficiency. Although descriptive reviews suggest that writing instruction can benefit these learners, no prior meta-analysis has synthesized its effects quantitatively. This study addressed that gap by synthesizing 39 comparisons in 20 experimental and quasi-experimental investigations of writing interventions in K-12 classrooms with ELL students in the United States. From 122 effect sizes, the overall impact of writing instruction was statistically significant and positive (g = 0.33). Writing quality was the most frequently assessed outcome (in 33 comparisons across 16 studies) and showed an effect of 0.33. With regard to the most often implemented interventions, strategy instruction (g = 0.36) was statistically significant, while process writing (g = 0.51) yielded a meaningful but not statistically significant result. Moderator analyses found no significant variation by study quality indicators, participant characteristics, or intervention characteristics. Findings underscore the promise of writing interventions for English language learners in the United States and suggest directions for future research, including the importance of examining linguistic supports.
A. Aitken, Steve Graham, Yucheng Cao et al.· Educational Psychology Revie...· 0 citations
Differentiated Instruction (DI) has emerged as a critical pedagogical framework for addressing learner diversity in mathematics classrooms. However, empirical evidence regarding its effectiveness on quantitative outcomes remains fragmented. This study aimed to systematically review and synthesize the impact of DI on mathematics achievement and Higher-Order Thinking Skills (HOTS) among students. Following the PRISMA 2020 protocol, a systematic search was conducted across five major academic databases: Scopus, ERIC, ScienceDirect, SpringerLink, and Google Scholar, focusing on experimental and quasi-experimental studies published between 2020 and 2025. A total of 885 records were initially identified, with 7 studies meeting the stringent inclusion criteria for systematic synthesis, and 4 studies providing sufficient data for meta-analysis. Statistical analysis was performed using a random-effects model, with Hedges’ g calculated to account for variations in sample sizes. The meta-analysis results revealed a moderately large overall effect size of g = 1.55 for mathematics achievement, indicating that DI significantly outperforms traditional "one-size-fits-all" instruction. Conversely, the impact on HOTS was found to be negligible (g = 0.01), suggesting that differentiation primarily supports mastery of content rather than complex cognitive reasoning unless specifically paired with higher-order tasks. The findings also highlighted high heterogeneity among studies, with effect sizes ranging from -4.61 to 6.46, emphasizing the role of teacher readiness and contextual factors in successful implementation. This study provides critical insights for educators and policymakers, suggesting that while DI is highly effective for achievement, future professional development should focus on differentiating cognitive demand to foster deeper mathematical thinking. These results underscore the need for more rigorous experimental research on DI globally to strengthen the empirical foundation of inclusive mathematics education.
S. H. Zaini, Mohd Afifi Bin Bahurudin Setambah, N. Ghazali et al.· Multidisciplinary Reviews· 0 citations