English Education Research Articles (Page 1)

This phenomenological study captures how literature and language learning have evolved in the post-pandemic landscape among Bachelor of Arts in English Language (BAEL) students and educators at St. Michael’s College, Iligan City. By drawing on the lived experiences of ten participants, it explores how platforms like Duolingo, Grammarly, and ChatGPT are reshaping both classroom instruction and independent study. These tools were found to personalize learning, increase student motivation, and provide timely feedback, creating more engaging and responsive learning environments. Yet, the study also highlights persistent challenges, such as unequal access to digital tools and the ongoing need for digital literacy. Grounded in Sociocultural Theory, Constructivist Learning Theory, and the TPACK framework, the research emphasizes that when thoughtfully integrated, technology can nurture meaningful collaboration and deeper learning. A key outcome of the study is a proposed program tailored to the specific literature and language needs of BAEL students, translating insights into actionable pedagogical strategies. Overall, the study offers a reflective narrative on how human experience, educational innovation, and emerging technologies converge to shape the future of digital language learning in higher education.

ABSTRACT This study extends our understanding of Chinese secondary school English teachers’ motivation and willingness to teach seniors English using Q methodology. Four distinct teacher profiles were identified, focusing on career attractiveness and social value, teaching significance and personal adaptability, social demand and professional value, and teaching practice and social significance. The findings indicate that teachers are motivated by career prospects, the universal value of teaching, social demand, and professional value. Drawing on the Theory of Planned Behavior (TPB), teachers’ attitudes, subjective norms, and perceived behavioral control collectively shape their willingness to teach. The results provide theoretical insights and practical recommendations for promoting English education for the older adults.

Strong verbal and written communication abilities are more valuable in today's globalized world because of the increased frequency and complexity of cross-border encounters. Professionals require a high degree of linguistic competency and flexibility because of the frequent international communication necessary to handle complex business scenarios, laws, and fluctuating market conditions. The study is driven by a desire to customize language instruction to suit the unique needs of professionals involved in cross-border trade. The goal is to ensure that the skills students learn are relevant to the complexities of this industry. This study tackles the challenge of improving Cross-Border Trade English Education by integrating big data and Artificial Intelligence (AI). The Artificial Intelligence-based Cross-Border Trade English Education (AI-CTEE) uses Long Short-Term Memory (LSTM) networks to create personalized learning experiences, adapt the curriculum dynamically, and provide real-time language support. The AI-CTEE model examines long-term dependencies in sequential data to determine how LSTM-powered language education affects linguistic competency in cross-border trade. The longitudinal study uses LSTM networks to track language proficiency. Academics, communication, and cross-cultural adaptability are assessed. This study investigates the effects of ongoing exposure to LSTM-powered language instruction on the maintenance of language acquisition and the effectiveness of its practitioners in foreign trade settings. Insights into the long-term effects of combining AI with big data in the AI-CTEE model are provided by the study's main conclusions and outcomes. This study highlights the necessity to strategically enhance language skills to survive in the ever-changing world of global trade, contributing to the continuing discourse regarding new language education methods. The proposed AI-CTEE model increases the retention rate by 98.5%, CPU utilization by 59%, memory consumption rate by 60%, response time analysis of 194 milliseconds, and interaction period by 78 minutes compared to other existing models.

Strong verbal and written communication abilities are more valuable in today’s globalized world because of the increased frequency and complexity of cross-border encounters. Professionals require a high degree of linguistic competency and flexibility because of the frequent international communication necessary to handle complex business scenarios, laws, and fluctuating market conditions. The study is driven by a desire to customize language instruction to suit the unique needs of professionals involved in cross-border trade. The goal is to ensure that the skills students learn are relevant to the complexities of this industry. This study tackles the challenge of improving Cross-Border Trade English Education by integrating big data and Artificial Intelligence (AI). The Artificial Intelligence-based Cross-Border Trade English Education (AI-CTEE) uses Long Short-Term Memory (LSTM) networks to create personalized learning experiences, adapt the curriculum dynamically, and provide real-time language support. The AI-CTEE model examines long-term dependencies in sequential data to determine how LSTM-powered language education affects linguistic competency in cross-border trade. The longitudinal study uses LSTM networks to track language proficiency. Academics, communication, and cross-cultural adaptability are assessed. This study investigates the effects of ongoing exposure to LSTM-powered language instruction on the maintenance of language acquisition and the effectiveness of its practitioners in foreign trade settings. Insights into the long-term effects of combining AI with big data in the AI-CTEE model are provided by the study’s main conclusions and outcomes. This study highlights the necessity to strategically enhance language skills to survive in the ever-changing world of global trade, contributing to the continuing discourse regarding new language education methods. The proposed AI-CTEE model increases the retention rate by 98.5%, CPU utilization by 59%, memory consumption rate by 60%, response time analysis of 194 milliseconds, and interaction period by 78 minutes compared to other existing models.

This paper investigates how Iranian learners invest in English language education amid various cultural and societal influences. Recently, Iranian authorities have expressed concern about the impact of English on society and culture. The first author interviewed eight adult learners in Iran to explore their perceptions of learners’ investment in English language learning, drawing on Darvin and Norton’s (2016) model. The findings reveal a complex interplay between local and global factors affecting language learning and identity formation. Despite government policies aimed at preserving traditional values, learners express personal and societal benefits from acquiring English. The research highlights that learners’ motivations stem more from this interplay of benefits, rather than just globalisation, which Iranian authorities often view as a threat. This underscores the resilience of Iranian learners as they navigate their linguistic and cultural identities, demonstrating that they see English not only as a foreign language but as a tool for personal and societal advancement. This study contributes to the understanding of how Iranian learners navigate and invest in English language education, shedding light on the cultural and societal factors that shape their perceptions and motivations.

This study examined the effectiveness of TED Talks as a learning tool to enhance listening comprehension among senior English Education majors in Indonesia. The objective was to identify whether TED Talks videos helped enhance the listening proficiency of this particular student group. A mixed-methods research study was employed in order to accomplish the aforementioned objective. Students of the English Education departments in semesters six and eight constituted the target population. A voluntary sample of 30 students was selected for participation. Data were gathered through interviews and questionnaires. Quantitative data from the questionnaire were calculated using IBM SPSS 25, and interview data were examined using thematic analysis. Quantitative data showed mean scores ranging from 2.34 to 3.67, categorized as ‘moderate.’ This indicated the general agreement among respondents that TED Talks videos contributed towards an improvement in listening skills. This represented a favorable perspective on the usefulness of the application; however, the ‘moderate’ categorization signaled a need for a deeper investigation into the practical application and optimization of TED Talks. Further, qualitative interview data provided a richer context, complementing the quantitative findings.

Vocabulary learning is a core component of English language education, yet many foundation students struggle with retention and application when relying on traditional teaching methods. This extended abstract presents VocabQuest, a gamified digital innovation designed to improve vocabulary acquisition through interactive, syllabus-based activities. Developed using the ADDIE model, which strengthens methodological rigor, the innovation integrates cost-effective and widely accessible platforms such as Kahoot, Quizizz, and Wordwall to create three main game modes: Word Hunter, Match & Win, and Survival Quiz. These activities are supported by a reward system of points, badges, and leaderboards to enhance motivation. A pilot study with 30 students revealed a 20% improvement in vocabulary test scores and strong positive feedback on engagement. The findings suggest that VocabQuest enhances not only vocabulary mastery but also fosters motivation, confidence, and essential 21st-century skills such as collaboration and digital literacy. The innovation’s novelty lies in its integration of gamification with syllabus-aligned content, ensuring pedagogical relevance while maintaining learner interest. Overall, VocabQuest demonstrates strong potential as a transformative, student-centered approach to language education. Scalable and cost-effective, VocabQuest has strong potential for wider adoption across Politeknik campuses and other educational institutions, demonstrating the transformative power of gamified learning in language education.

The present article explores the impact of social media applications on English language instruction in Pakistani universities. Employing a mixed-method approach within the Innovation Acceptance Model (IAT) framework, the study investigates the perspectives of ESL teachers and students. Interviews were conducted with six university-level teachers and six students to understand the influence of web-based entertainment on English language teaching and learning. The findings underscore the significant positive effects of social media apps on various aspects of education, offering insights for professionals, researchers, and policymakers in English language education. These platforms offer opportunities to enhance communication skills, both in written and spoken interactions, enabling users to practice and improve their language proficiency. Exposure to diverse forms of writing and speech on social media enhances reading and listening skills, helping users comprehend different writing styles and extract information from various sources. Social media apps also encourage innovative language features, fostering adaptability and creativity in language expression. Furthermore, they contribute to vocabulary and grammar improvement, exposing users to new words, phrases, and vocabulary associated with different themes thus providing a more intuitive understanding of grammar rules and usage. The study highlights the relevance of the Technology Acceptance Model (TAM) in understanding how ESL teachers and learners perceive social media app integration. Perceived usefulness and ease of use are key factors influencing attitudes and acceptance. Participants recognized benefits such as improved language skills, enhanced learning experiences, and increased motivation. The apps' usability allows for seamless integration into language classrooms, accommodating diverse student needs and learning styles. In conclusion, this research offers valuable insights into the impact of virtual entertainment applications on English language teaching and learning in Pakistan. It advocates for responsible integration to create engaging learning environments, supporting students' language development in the digital age, and informs best practices in language education.

The growing interest in critical English language education research within the Brazilian context highlights the need for a systematic review aimed at mapping the state of the art. I used Google Scholar to identify 143 articles which discussed the topic and met the inclusion criteria. The review shows that the growing prominence of critical English language education, linked to broader educational orientations and the rise of Critical Applied Linguistics in Brazil, emphasizes discussions on “critical themes”, particularly issues affecting minority groups. The review highlights a lack of research on the systematic teaching of language, though existing studies show notable progress. The findings can support educational policymakers in reimagining approaches to teaching language for social justice, grounded in a theme-based curriculum, moving away from the current model that emphasizes skills development.

This article is grounded in a pedagogical experience that developed over three English lessons in a Brazilian public school, where a student named Malu, a transgender and autistic girl, resisted the colonialities of being, knowledge, ability, and gender. Based on critical language education (Pennycook, 2021) and the praxiological framework of decoloniality, especially the coloniality of being (Maldonado-Torres, 2007), intersected with the colonialities of gender (Lugones, 2023), ability (Dirth & Adams, 2019), and knowledge (Mignolo, 2009), this critical/decolonial research analyzes how Malu redefined the lesson through her personal engagement with a poem. Drawing from classroom observations and Malu’s own productions, the study shows how her actions constituted a decolonial pedagogical biopraxis (Ortiz Ocaña et al., 2021), revealing possibilities for transforming the language classroom into a space of recognition and life affirmation.

ABSTRACT This paper re-examines the deep-rooted problems in how the English education system currently runs and the deep-seated tension points it creates for those involved. It draws on a sequence of research projects I conducted with colleagues during the Covid-19 pandemic that documented how primary schools responded to the immediate crisis unfolding around them in ways that contrasted with what policymakers saw and understood about the pandemic from within a rigid accountability frame. This paper explores the consequences of knowledge-making in these different ways. It considers how the knowledge architecture in English education might need to change, if it is to work in the best interests of teachers, pupils and their communities and the researcher’s role in making this happen.

The reform of College English education in chinese HVEsis urgently needed and it needs to align language instructions with students’ future jobs. Textbooks used in traditional education are designed mainly for general academic purposes. Textbooks used in traditional education can never be effective in motivating vocational students or equipping them with useful English to use at work. This paper fills this important vacuum with a thorough exposition about the systematic creation, usage, and evaluation of a multimodal digital textbook made from a specific kind of vocational text corpus. Two mutually supporting methodologies are adopted: the development, analysis, and mediating pedagogy of a specialized corpus embodying key vocational field’s (e.g., e-commerce, tourism, basic manufacturing, etc.) linguistic demand, and an intentional design for a multimodal digital textbook which integrates the corpus and interactive media based on cognitive learning theories. Furthermore, it studies the pedagogical adaptability of the textbook through a semesterlong mixed method case study of a large higher vocational college. It looks at effects to students participating, doing language tasks, thinking learning is worth it, and helping to change classrooms around. Findings show that use of the corpus based multimodal textbook can motivate student to learn and better outcomes are observed when students learn vocational English proficiency with relevant, authentic, scaffolded and interactive content. Integrate a model that gives a sustainable, data-driven, good solution for improving the college English teaching in higher vocational education area and make them as ready as possible to be a good employee for the industries.

The disposition of students to engage in critical thinking is an essential requirement for developing critical thinking skills and significantly impacts their competency in critical thinking. However, the practice of critical thinking is hardly included into educational institutions. Consequently, this study is conducted to determine the portrait of critical thinking disposition among English education freshmen at a state university in Banten, Indonesia. The findings of this study will serve as the foundation for developing teaching syllabus in all subjects in English department. This study utilized descriptive qualitative method to analyze the characteristics of critical thinking disposition among first-year English education students. The study sample comprised of first-semester students who were currently enrolled in the English Education Department comprising 110 first-year students. The California Critical Thinking Disposition Inventory (CCTDI) assessment, developed by Facione in 2011, was employed to gather data regarding students’ disposition towards critical thinking. The research findings indicate that, on the whole, English education freshmen possess a favorable disposition towards critical thinking, as 48.18% of the students fall into the positive category of essential thinking ability, followed by 44.52% exhibiting a strong CTD. Meanwhile, 7.3% of the student respondents show an ambivalent CTD. Further, while the top three CTD indicators among the freshmen are truth-seeking, open-mindedness, and analyticity, the bottom three indicators of their critical thinking disposition comprise inquisitiveness, maturity of judgement, and self-confidence. The results suggest that the students are familiar enough in solving problems or seeking truth from diverse points of views, but lack of desire and bravery for learning to process own reasoning and making decisions. Integrating the latest findings into the structure and implementation of the English education syllabus has the potential to enhance students' disposition towards critical thinking, thereby impacting their long-term ability to think critically.

This study aimed to find the underlying form of the prefixes in-, im-, il-, ir- and morphological processes occurring in the complex words containing those prefixes. The researchers focus on the negation, meaning only words with a prefix that changes the initial meaning of the root word into a negative meaning are qualified. Descriptive analysis was employed. Seventy qualified words from the Oxford English Dictionary were chosen to be analysed. The researchers formulated two research questions: (1) What is the underlying form of the prefixes in-, im-, il-, and ir-? and (2) What morphological processes occurred in the complex words containing prefixes in-, im-, il-, and ir-? The findings showed that the prefix in- is the underlying form of those prefixes seen from the lenses of morphology and phonology. Further, affixation is a morphological process that occurs in complex words containing those prefixes. This study contributes to shaping a better understanding of the prefix in- and its assimilated forms for English educators and language learners. Implications are discussed.

Pre-service teachers(PSTs) must pass the National Teacher Employment Exam(NTEE) or obtain a position at a private school in order to pursue their career as in-service teachers. Critical for this purpose is the competence in implementing English classes and passing NTEE. This study investigates how helpful the curriculum of Dept. of English Education is in implementing English classes and preparing for NTEE and explores implications for curriculum improvement. Surveys and semi-structured interviews with English PSTs were conducted in 2022 and 2025 respectively. 2022 PSTs, whose curriculum was significantly affected by online instruction, evaluated the perceived helpfulness of department’s curriculum in both the implementation of English classes and NTEE lower in the areas of English linguistics, English literature, and English education than did their 2025 counterparts. Both groups rated English education as the most helpful area, while English literature was rated the least helpful. 2022 PSTs identified English education as a major area for enhancement in the department while 2025 PSTs tended to be satisfied with the current curriculum. In addition, there were educational needs from PSTs for learning English pragmatics, for adjusting the semester of courses of English education, and for increasing opportunities of micro-teaching.

The purpose of this study was to analyze research trends in mindset studies within the field of English education by carrying out a systematic review of studies conducted in Korea and abroad. Specifically, this research aimed to propose directions and implications for future studies by examining research methodologies, topics, participants, and measurement instruments used in studies conducted in Korea and abroad on English education. A total of 40 mindset-related studies published between 2011 and 2024 were retrieved from ERIC, ScienceDirect, KISS, and RISS databases and reviewed. The analysis revealed several key findings. First, the majority of studies employed quantitative research methodologies. Second, studies conducted in Korea showed limited diversity in learning-related variables compared to those conducted abroad. Third, the frequency of studies conducted abroad increased as the school level became higher, whereas those conducted in Korea showed a balanced distribution among elementary, secondary, and university students. Fourth, while studies conducted abroad utilized a variety of domain-specific mindset measures such as language mindset scales and writing mindset scales, those conducted in Korea tended to rely predominantly on general mindset measures, implying a measurement bias. Finally, based on these findings, directions for future mindset research in English education were suggested.

This study aims to explore the development and applicability of a rubric that can effectively diagnose and foster key competencies—future-oriented thinking, collaboration, and creativity—within university-level English reading and writing courses in the rapidly changing global and glocal era. Traditional assessments in general English education have been largely focused on grammar and reading accuracy, thereby showing limitations in measuring learners’ comprehensive competencies. In this regard, the present study sought to develop a multidimensional assessment rubric based on the theory of Competency-Based Education (CBE). The development process involved literature analysis, consultation with external experts, and reliability analysis using Cronbach’s alpha. As a result, the designed rubric proved to be an effective tool not only for assessing learners’ self-directed writing abilities, but also for diagnosing their problem-solving ability, creative thinking, and collaborative communication skills. Therefore, this study holds significance in that it provides a foundation for promoting teacher-learner interaction as well as for functioning as an assessment tool that enhances learning motivation and improves achievement levels. Future research could further examine its long-term educational effects and the scalability of the rubric across diverse student populations and disciplinary writing contexts.

In a rapidly evolving world driven by technological advancement and knowledge creation, the ability to think critically and act creatively is no longer optional, it is essential. This article explores how fostering critical thinking and creativity can transform English language classrooms into spaces of inquiry, innovation and learner agency. It examines the concept of future-ready learners, outlines powerful classroom strategies for developing critical and creative capacities and highlights how the ‘Team Together Oman’ curriculum embeds these competencies systematically. The paper positions teachers as catalysts for pedagogical change and aligns these practices with international frameworks and Oman Vision 2040, emphasizing the strategic role of English language education in shaping globally competent, future-ready learners.

Listening is a fundamental skill in language acquisition; however, many EFL learners still face real challenges in understanding spoken English. Podcasts offer an innovative and accessible medium for self-directed learning, making them a potential solution for improving listening skills. This study examines the challenges and strategies students use to improve their English listening skills through podcasts. A qualitative descriptive design was used, involving 10 English Education students who engaged with podcasts as part of their learning. Data were collected through semi-structured interviews, conducted both on campus and via phone, and analyzed qualitatively by transcribing and organizing the data to identify students' challenges and strategies. The findings reveal that students face various obstacles such as speech speed, diverse accents, unfamiliar vocabulary, and idiomatic expressions, which can hinder comprehension. To overcome these challenges, students adopt strategies such as using subtitles, adjusting playback speed, re-listening to difficult segments, and taking detailed notes on new words and phrases. These approaches helped students increase their vocabulary, strengthen listening comprehension, and engage more deeply with the content. The findings highlight the effectiveness of combining tailored strategies with podcasts, emphasizing their potential as a valuable tool for language development. This study offers useful insights for educators and learners alike, underscoring the importance of flexible learning methods to address various difficulties in English listening comprehension.

In the digital age, the demand for accessible, flexible, and pedagogically sound teacher education has intensified, yet mobile-based solutions tailored specifically for teacher training remain limited. This study proposes a mobile application model for English language teacher education, developed through expert consensus using the Delphi method. Eleven ELT specialists participated in three iterative rounds, beginning with open-ended questions and followed by systematic evaluation of proposed features. The initial analysis yielded 65 potential features, which were refined to 28 essential components through expert agreement. These features were categorized into design-related and content-related elements, emphasizing core language skills (speaking, listening, reading, writing), adaptable content for diverse contexts, and the need for a user-friendly, technically robust interface). Findings offer a validated, pedagogically grounded foundation for developing mobile applications tailored to English language teacher training. Key words: mobile learning, teacher education, English Language Teaching, Delphi