Jul 2026· Journal of language research· Vol 10, pp. 430-449· 0 citations· 44 references
Abstract
This study examines English as a Foreign Language (EFL) lecturers’ views on integrating global issues into language teaching in Turkish higher education. Using a sequential explanatory mixed-methods design, data were collected from 414 EFL lecturers across 12 universities via a questionnaire, followed by semi-structured interviews with 29 participants. Quantitative results indicate that EFL lecturers generally support the integration of global issues into EFL instruction. While gender, age, or overall teaching experience did not yield significant differences, prior experience specifically with global-issue-based instruction emerged as a significant factor. Among the themes, environmental issues were prioritized due to their perceived familiarity and pedagogical accessibility. In contrast, language imperialism was rated as the least important theme. Qualitative findings further clarify that this reluctance toward language imperialism stems from its ideological sensitivity, despite its relevance to culture and linguistic awareness. The study concludes with practical implications for language teachers, curriculum designers, and materials developers.
The present study analyzed students' perceptions of the challenges experienced in an undergraduate foreign language teacher education program delivered through distance learning at a Colombian higher education institution. An explanatory sequential mixed-methods design was adopted. In the quantitative phase, 50 student...
Flor Clara Álvarez Puentes, Yenny Rocío Puerto Guerrero· LATAM Revista Latinoamerican...· 0 citations
This study examines how lecturers in a Brazilian public university perceive English-medium instruction (EMI) and the development of intercultural competence (IC) within their teaching. It aims to understand the importance they assign to IC, the challenges they encounter and the types of institutional support they c...
Marcelo Kremer, Susana Pinto· Journal for Multicultural Ed...· 0 citations
This study examines EFL teachers’ expectations and recommendations for the intercultural dimension of Emancipated Curriculum, understood as the curriculum’s emphasis on linking English language learning with local culture, global communication, respect for diversity, student agency, differentiated learning, and project...
E. Junining, Zuliati Rohmah· Multidisciplinary Science Jo...· 0 citations
This study aimed to examine pre-service English language (ELT) teachers’ perceptions and experiences regarding the integration of literature in English language teaching, as well as to investigate the potential impact of a one-semester English Literature-II course on their views. Data were collected from 78 pre-service...
This study investigates the English language needs of engineering students and teachers at the National School of Applied Sciences (ENSA) Agadir in Morocco, with a focus on English for Specific Purposes (ESP) instruction. Using a mixed-methods research design, data were collected from 82 fifth-year engineering students...
Rachida Moussaoui· European Journal of Educatio...· 0 citations
Teachers’ perceptions of technology as an assessment tool in English as a Foreign Language (EFL) classroom are examined within the Indonesian educational framework, emphasizing the need for ongoing professional development to empower teachers in effectively utilizing technology for assessment.
Dedek Ajeng Okta Triyana, P. Purnawarman· JURNAL ILMIAH GLOBAL EDUCATI...· 0 citations
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