Military English language education: a scoping review of 30 years of research

Abstract

ABSTRACT Purpose This scoping review investigates research on Military English (ME) language and teaching over the past three decades. Despite the growing need for English proficiency among military personnel due to increases in international joint operations [Niculescu, B.-O., G. Obilişteanu, and I. A. Dragomir. 2019. “Contribution of Foreign Languages to Building the Professional Career of the Land Forces Academy Cadets.” Land Forces Academy Review 24 (3): 213–219], ME as a field of study lacks comprehensive research. The features and patterns of ME and effective approaches towards ME language instruction remain insufficiently explored. Methodology The study employs a scoping review approach [Arksey, H., and L. O’Malley. 2005. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8 (1): 19–32] to map the current state of ME research, including language features, themes, and pedagogical approaches. The study initially identified 1778 articles across major databases. This initial data set was then examined and narrowed down to 34 articles based on the inclusion criteria. Findings and Originality The findings indicate a diverse range of research themes and learner background within ME education, including motivation, needs analysis, and the description of Military English itself. The research also highlights the distinct domain of ME and the necessity of efficient, relevant, and tailored language instruction to meet the practical ME needs of learners. It also points out the limited number of studies that adequately evaluate the effectiveness of various teaching approaches. The study emphasizes the importance of alignment among the various stakeholders and calls for more rigorous research in the field.