Abstract
The fact that English as a second language is perceived to be failed has been a source of criticism for stagnating research in English Language Teaching (ELT). One explanation is that the essence of human learning language has not been taken into account. Furthermore, the tendency that single model of theory applications narrow the subject of research in ELT, using linguistic theories to develop language capacity. Brain study, such as neuroscience, seems to be neglected for considerations that it is irrelevant with language learning. This article identifies possibilities of using a new approach for developing the area of TEFL. As this is literature review, the report is to argue that critical literature review may be useful for initial stage studies, crossing the boundaries of what is called a relevant or irrelevant field, and to identify possible steps in doing critical literature review.
Highlights
Introduction Methodology Result Discussion ConclusionThematic analysis was undertaken in the research
Critics to the stagnation of research in the area of teaching and learning English as a second language has emerged from time to time, criticizing that ESL has worked towards the learning of language abilities as learning the language and forget to include how the thinking as the primary language use
The research approach normally focuses on qualitative, quantitative, or mixed-research, Critical Literature Review, Nashruddin and Mustaqimah | 80 without acknowledging what is new from research, that the novelty of the research is crucial in determining the development of knowledge, making research incompatible with the 21st-century spirit of developing new knowledge
Summary
Introduction Methodology Result Discussion ConclusionThematic analysis was undertaken in the research. The researcher identified several principles with a brief description These form the basis of the reporting structure in the finding and discussion section. The current study shows that, in the area of ELT, research culture and practices of pedagogy in ELTE programs did not contribute much to the building of a 21st century model of ELTE programs in Indonesia (Nashruddin, 2019). This leads to "boring" research practices, doing research on the same theoretical basis again and again
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