ELT in the Margins: A Competency-Based Inquiry into Blended English Instruction in Maluku's Outer Regions

This paper aims to apply the Student Teams-Achievement Divisions Cooperative Learning (STAD CL) approach in Chinese College English Language Teaching (ELT), hence to realize language learners’ Communicative Competence Acquisition. After introducing the status quo of ELT in China, the paper implements the questionnaires among college students about STAD CL approach in college ELT. Relevant findings will be listed according to the result of the questionnaires. The results show that the STAD CL approach in ELT is feasible and effective in language learners’ Communicative Competence Acquisition.

At present, blended learning (BL) is commonly used in majority of the institutions of higher learning since it appears to have a positive impact on student learning outcomes and brings a number of benefits for the whole educational process. This is also true for English language teaching (ELT). In ELT, the BL approach offers more opportunities for exposure, discovery, and use of target language. In addition, the BL approach is especially suitable for distant students, who due to their work commitment cannot be involved in full-time English language study. However, recently there has been a shift from the online courses used as counterparts to traditional instruction in the BL approach towards the use of mobile applications. The findings show that such a BL approach (i.e., a combination of mobile learning via mobile applications and traditional instruction) is particularly effective in vocabulary learning. However, such an approach demands even more rigorous teaching methods and strategies, as well as a more elaborate and meaningful context within which learning can take place. Therefore, future research should focus on the exploration of effectiveness of this new BL approach.

This research aims to explore the incorporation of the Quantum Learning Model into the Deep Learning Approach in English Language Teaching (ELT) at MTs Bustanul Ulum, Pujer, Bondowoso. The study employed a descriptive qualitative design to describe and interpret the integration process, the strategies used by the teacher, and the impacts on students’ engagement and understanding. The participants consisted of one English teacher and a group of eighth-grade students selected through purposive sampling. Data were collected through classroom observations, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model involving data reduction, data display, and conclusion drawing. The findings revealed that the incorporation of the Quantum Learning Model into the Deep Learning Approach created a dynamic, engaging, and meaningful learning atmosphere. The Quantum Learning principles, such as positive reinforcement, contextual learning, and multisensory experiences, effectively enhanced students’ motivation and participation. Meanwhile, the Deep Learning Approach encouraged students to think critically, reflect, and apply their knowledge in communicative and contextual ways. The teacher’s role shifted from being a transmitter of knowledge to a facilitator and motivator, guiding students through collaborative and inquiry-based activities. In conclusion, this study demonstrates that incorporating the Quantum Learning Model into the Deep Learning Approach can significantly improve the quality of English instruction by making learning more holistic, enjoyable, and meaningful. It suggests that English teachers adopt this integrated model as an innovative strategy to foster motivation, critical thinking, and lifelong learning attitudes among students.

This paper analyzes the implementation of the blended learning approach in English language teaching, comparing it with traditional educational methods. Blended learning, which combines online and traditional face-to-face instruction, offers flexibility, individualization, and the potential for greater student engagement compared to conventional methods. Traditional instruction relies on a frontal approach, where the teacher is the primary source of knowledge, and the student is a passive recipient of information. In contrast, blended learning promotes student autonomy, allowing learners to study at their own pace and utilize technology for personalized learning. Furthermore, the role of the teacher in a blended learning environment shifts from being a knowledge provider to a facilitator, supporting students in the use of digital resources and in developing independent skills. The flexibility of this model enables students to access authentic materials and enhance their language skills through interactive online activities, while face-to-face classes remain focused on more complex interactions and exercises. The conclusion emphasizes the advantages of blended learning in contemporary education, highlighting its potential to enhance the English language learning process through a dynamic and personalized approach.

This paper reports the outcomes of a ‘Community Service’ activity related to the implementation of the Deep Learning (DL) approach in English language teaching in Indonesia. The activity was conducted for junior high school English language teachers in Bogor regency, Indonesia. It outlines the design, implementation, and evaluation of a structured professional development program aimed at equipping teachers with the knowledge, skills, and reflective capacity needed to adopt Deep Learning within the framework of Indonesia’s Merdeka Belajar curriculum. Drawing on Michael Fullan’s 6Cs framework (i.e., character, citizenship, collaboration, communication, creativity, and critical thinking), the activity emphasized pedagogical transformation that moves beyond traditional content delivery toward student-centered, inquiry-based learning. The program adopted a four-stage model: observation, socialization, training and mentoring, and evaluation. These stages allowed facilitators to map the instructional realities of the participants, co-construct relevant training content, and evaluate the impact through both qualitative and quantitative measures. The results indicated a significant increase in teachers’ awareness of DL principles, improved pedagogical confidence, and willingness to implement more meaningful and contextualized English Language Teaching (EFL) practices. Key themes explored included the coherence between DL and the national Profil Pelajar Pancasila, strategies to overcome implementation challenges, and the integration of AI tools to enhance 21st-century competencies. The findings suggest that DL offers a transformative avenue for revitalizing ELT in Indonesia by aligning global educational innovations with local policy goals. This paper recommends sustained investment in teacher training, digital infrastructure, and curricular alignment to ensure scalable and equitable adoption of DL nationwide.

This study used library research research methods to investigate curriculum approaches in English language teaching in Indonesia. The purpose of this study is to identify curriculum approaches commonly used in English language teaching in Indonesia and to understand how these approaches shape teaching methods and strategies applied in language classrooms. In this study, the author conducted a comprehensive literature review of relevant literature, including textbooks, research journals, articles, and education policies related to English language teaching in Indonesia. The data collected were analyzed qualitatively to identify curriculum approaches commonly used in the context of English language teaching in Indonesia. The results of this study show that some curriculum approaches commonly used in English teaching in Indonesia include content-based approaches, communicative approaches, task-based approaches, and grammar-based approaches. The selection of this curriculum approach is based on the goals and objectives of the program, as well as the needs and interests of learners. In conclusion, in Indonesia, English teaching is influenced by various curriculum approaches, which shape the methods and strategies applied in language classes. The choice of curriculum approach in English language teaching depends on the goals and objectives of the program, as well as the needs and interests of learners. Different approaches can be used in combination to create a comprehensive and effective language learning experience so that language learners can easily master the language in a formal setting.

This paper delves into the effective pedagogical approaches employed in teaching the English language, as practiced by educators in Kazakhstan. It aims to provide a comprehensive analysis of various teaching methods that emphasize cultural responsiveness, student engagement, and linguistic proficiency. The study employs a qualitative methodology, including in-depth interviews with experienced English language teachers and classroom observations in various educational settings across Kazakhstan. Key findings highlight the importance of integrating local cultural contexts into language instruction, thereby enhancing the relevance and effectiveness of teaching methods. The paper also explores the use of student-centered approaches, such as collaborative learning and problem-solving activities, which have shown to significantly improve student motivation and participation. Furthermore, it discusses the challenges faced by teachers in adapting to diverse student needs and maintaining high standards of language proficiency. The role of continuous professional development in equipping teachers with the necessary skills and knowledge to implement these approaches effectively is also examined. This study contributes to the broader discourse on English language teaching in non-native contexts, offering valuable insights for educators and policymakers in Kazakhstan and similar settings.

Today classroom language learning and teaching is a more complex tack and a challenging job for language teachers. The may find ourselves in a position where all ICT technologies is create our disposal for example - computer, internet, video, etc. Though at some point, we may find ourselves in a place where even a blackboard is sufficient and effective tool for teaching, learning process of language. The present paper will focus on task-based approach in English language learning. At first, the papers will discuss the language teaching methods especially, the student / learner-centric methods in English language teaching. It attempts to state how task-based teaching lead to language learning It also tries to state how linguistic competence is developed and how it involves the process of understanding, thinking and stating com outcomes. The learners engaged in an effort to understand and express meaning in their target language. The learner. in a task-based classroom can get their meaning across by means of ungrammatical expressions with the use of task-based approach learners can achieve grammatical conformity in their use of Target language. In the present paper we will discuss the difference between various student/learner-centric methods. It will highlight the task-based approach in English Language Teaching + The paper will try to illustrate the Task-based Approach with the help of various tools used in the actual English language classroom. This particular method will be helpful for creating rule focused activities, form focused activities, meaningful activities and meaning focused activities. It helps to create more interactive groups of learners in the English language classroom. This approach tries to create interest and enthusiasm among the learners regarding the Target language. This paper intends to create resourceful language teachers in any kind of circumstances. It tries to bridge the gap between language study and language use. In short, the paper presents an effective learner-centric method for English language Teaching in real classroom situations.

The research article investigates the foundational influence of John Dewey’s experiential learning philosophy on the evolution of hands-on approaches in English Language Teaching (ELT). While David A. Kolb’s Experiential Learning Theory (ELT) provides a structured, cyclical model of learning, this article argues that Dewey’s principle of learning by doing implies learning through experience, which serves as the epistemological foundation for contemporary communicative and task-based pedagogies (Dewey, 1938; Kolb, 1984). Employing a qualitative methodology that integrates historical analysis and systematic literature synthesis of indexed sources, the study traces the theoretical and pedagogical continuity from Dewey to modern ELT approaches, such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), Project-Based Learning (PBL), Content and Language Integrated Learning (CLIL), and Gamification. The findings reveal that these approaches embody core experiential constructs such as experience, reflection, interaction, and application; thereby reinforcing learner-centred pedagogy. The study contributes a conceptual framework positioning Deweyan philosophy as the foundational driver of experiential practices in ELT and offers implications for curriculum design, teacher education, and future research.

This study examines collaborative learning approaches in English Language Teaching (ELT) classes and their impact on student motivation and academic achievement. A standardized questionnaire was administered to 60 graduate students in English Education, revealing a strong positive response to collaborative learning activities, with 92% of participants expressing enjoyment. The research emphasizes the alignment of these techniques with modern educational trends that emphasize active learning, as 61.66% of respondents strongly agree on their effectiveness in promoting engagement. Despite some neutral and opposing views, the majority supports the integration of collaborative methodologies in English Language Teaching courses, highlighting the importance of social interaction in improving learning environments. The study emphasizes the need to incorporate diverse group activities and digital technology to enhance collaboration, while also calling for further exploration of individual preferences. These findings are valuable for educators and policymakers aiming to enhance English language instruction through collaborative methods.

The 2013 Curriculum marks a significant shift toward a learner-centered approach in English language teaching, aiming to empower students through the use of innovative instructional strategies that foster critical thinking, creativity, and communication skills. It emphasizes active student involvement and the development of functional language skills beyond the classroom. However, its implementation presents challenges such as limited teacher training, classroom management difficulties, and resource constraints. This study explores how the 2013 Curriculum strategies are applied in English language teaching using a qualitative method, including interviews and classroom observations. The findings reveal that approaches like collaborative learning, task-based learning, project-based learning, and inquiry-based learning positively influence student engagement and language proficiency. While both students and teachers responded positively to the curriculum, the success of its implementation relies heavily on adequate professional development and institutional support. The study highlights the need to equip educators with sufficient knowledge, resources, and pedagogical skills to ensure effective application of the curriculum’s learner-centered strategies in EFL classrooms.

The research is aimed at investigating the teachers implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords:�English Language Teaching, Scientific Approach, the 2013 curriculum, teaching practice, lesson plan

The research is aimed at investigating the teachers� implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers� lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords: English language teaching, lesson plan, scientific approach, teaching practice, the 2013 curriculum

This paper demonstrates the results of the study on realization of regional approach in English language teaching at universities. The regional approach contributes to the formation of student’s personality as a worthy representative of any place. When it is included into teaching a foreign language it can also help students become familiar with the treasures of their own country’s culture, which is essential for the harmonious development of a modern personality. In addition, the realization of regional approach in the process of teaching English language allows students not only to better understand and assimilate individual linguistic phenomena and cultural realities but also to prepare students for future professional activities in their region. The aim of this research study is to examine students' regional awareness and assess the effectiveness of regional materials in teaching English. The experiment was conducted to determine whether awareness of regional materials in teaching English could enhance students' English language skills. The results of the experiment indicate that the majority of students understand the necessity of including regional content in the teaching process, and regional materials contribute to the development of students’ English language skills. The authors of the article believe that their recommendations will facilitate the realization of the regional approach in English teaching.

Teaching English has shifted from teaching literature to teaching language in cultural contexts. Teaching English in a cultural context improves intercultural competence but also needs to incorporate the local culture of the learners to enhance awareness and eliminate ethnocentricism. Intercultural approach tries to develop intercultural competence in the learners. Intercultural competence means following one's own culture and respecting others' cultural viewpoints. I have used phenomenological research design to find out perceptions of EFL teachers towards using intercultural approach in English language teaching. The finding indicates the need of practicing intercultural approach in English language teaching though the implementation is not quite easy. This research has also indicated that there is the hegemony of western culture in the course development and content selection. Still there are many problems in promoting local cultures and developing intercultural competence. To implement intercultural approach successfully, there should be radical changes in policy level, practice level, and pedagogical level, for the policy making, course development, content selection, classroom delivery and even in evaluation scheme.