English Language Teaching Research Research Articles

Foundations and Frameworks of ELT and Applied Linguistics Research: Principles, Processes and Practices

This article offers a comprehensive analysis of the core principles, processes, and practices that characterize research in English Language Teaching (ELT) and Applied Linguistics. The article highlights the key distinctions between scholarship, aimed at personal knowledge acquisition, and research, which generates socially useful knowledge. Research in applied linguistics is problem-oriented, focused on addressing practical language-related challenges such as language acquisition, teaching methodologies, and multilingual communication. The paper emphasizes the interdisciplinary nature of applied linguistics, integrating insights from fields like psychology, sociology, and computer science to provide comprehensive solutions. Methodological diversity is a hallmark of this research, encompassing both qualitative and quantitative approaches, including case studies, surveys, and experimental studies. The research cycle, from identifying a problem to collecting and analyzing data, is systematically outlined. Key areas of ELT research-such as second language acquisition, curriculum development, and language assessment-are discussed, underscoring the field's contributions to both theory and practice. The article concludes by emphasizing the importance of applying research findings to improve language education, develop policies, and enhance communication across diverse linguistic contexts Int. J. Soc. Sc. Manage. Vol. 11, Issue-4: 126-135.

Exploring Self-Determination Theory in ELT: A Content Analysis of Research Trends between 2020 and 2024

This study aims to seek recent research trends in the applicability of Self-Determination Theory (SDT) to English language teaching (ELT) by reviewing the literature on this new approach to studying learner motivation, which plays a crucial role in language acquisition. The subject of the study is a series of related articles collected between 2020 and 2024, and the data is gathered from fifty selected articles during this period. The method employed for data analysis is content analysis approach, which helps identify themes and common trends throughout the articles’ contents. The findings reveal various trends in applying SDT to foster learner motivation in ELT, including trends in research topics, methods, and noteworthy new themes in the applicability of SDT and its six sub-theories to ELT. These provide insights into the great potential of SDT in ELT research. The paper also has implications for new research ideas of learner motivation with STD.

Reconceptualising ELT research pedagogy in the Iranian higher education context

ABSTRACT One of the significant drawbacks of the English Language Teaching (ELT) Ph.D. programme in the Iranian ELT setting is the insufficiency of the research courses offered in the current curriculum, which do not adequately address the Ph.D. candidates needs, and this issue was not tackled in the field. Therefore, adopting a qualitative approach, this research aimed to investigate the possibilities and challenges of reconceptualising ELT higher education research pedagogy from a content-oriented into a learning-oriented approach from ELT Ph.D. candidates’ and instructors’ perspectives. To do so, 20 ELT Ph.D. candidates and eight ELT university instructors of both genders were selected from different Iranian universities based on convenience sampling as the participants. The context under investigation is that of Ph.D. candidates researching into ELT. This study employed an individual semi-structured interview as the instrument for gathering data. The data were analysed using the descriptive qualitative content analysis method, and the results showed that increasing the research methodology courses, changing the research instructors’ conceptions, decreasing the instructors’ workload, and specifying funds for escalating instructors’ motivation are the possibilities of tackling the current challenges from the ELT instructors’ views. In addition, the results indicated that from the ELT Ph.D. candidates’ views, adding a fieldwork course to the ELT curriculum, designing and implementing criteria for instructors’ performance evaluation, decreasing the number of Ph.D. candidates, and holding the extracurricular activities are the possibilities of tackling the current challenges. The findings may hold some implications for policymakers, curriculum designers, ELT instructors, and ELT graduate students.

A Comprehensive Bibliometric Analysis Content Mapping of English Language Teaching as the Second Language in Arab Countries

This bibliometric analysis maps patterns in the literature on English language teaching (ELT) in Arab countries from 2000 to 2024. and provides a quantitative mapping of the research status, trends, and developmental trajectories in this domain. A total of 512 journal articles were analyzed using scientometric techniques. Data across social science, arts, and humanities publications were retrieved from Scopus. The results establish the genesis and growth patterns, collaborative networks, influential contributors, conceptual themes, and knowledge gaps that characterize ELT research in the Arab region. Key findings show: (1) Publications grew by 24% annually, accelerating across three stages: the initial, developmental, and rapid expansion. Research has concentrated on the education and linguistics fields. (2) Saudi Arabia led to productivity, while Lebanon, Yemen, and Morocco achieved the highest citation impact. Cross-country collaboration remains limited, although it has increased in China. The most prolific authors were ELYAS and AL-AHDAL. Core journals included System and Language Learning; (3) Foundational keywords like “English language teaching” persisted prominently, while terms like “Saudi EFL learners” and “EFL writing” gained prominence, signaling rising localization. However, the integration of sociocultural dimensions is limited. This study provides empirical guidance for future research policies and strategies. This study aims to advance impactful ELT scholarship tailored to the Arab context.

The Rhetorical Structure of Method Section of Research Articles in Reputable International Journal of ELT Published in Indonesia

This study investigated the rhetorical structure of method section in English language teaching articles. A corpus consisting of 80 research articles in reputable international journal of English language teaching published in Indonesia was systematically sampled to serve as data input for analysis. The results showed that the method section of English language teaching articles were characterized by structural complexity and rich, nuanced descriptions. English language teaching researchers generally used three rhetorical moves to realize the overall communication goal of the methods section: 1) Describing the research design, 2) Describing the data collection procedures, and 3) Describing the data analysis procedures. While Move-1 was a Conventional move and did not have constituent steps, the second and third Move have a series of constituent steps, with Move-2 was an Obligatory move and the Move-3 was a Conventional. The most hypothetical model of method section in the results of this research were Describing research design (M1), Describing the Data Collection Procedure (M2): Describing the Samples (Move 2- Step B), Describing Research Instruments (Move 2- Step C), Elaborating on Data Collection Procedure (Move 2-Step D), and Describing the Data Analysis Procedure (Move 3): Relating (or recounting) data analysis procedure/s (Move 3- Step A). These Moves and Steps provide very detailed information on various aspects of the methodology. Pedagogically, the results can provide input for lecturers and students in writing research method section of English education field.Keywords: Academic writing, Rhetorical structure, Research method, Reputable international journal

Advancing English Language Teaching through Survey Research: Methodologies, Impacts and Applications

Background: A survey is a tool used to gather data that describes one or more attributes of a particular group. This tool, as a research design concentrates on examining the attitudes, opinions, and characteristics of a particular group. Survey research design in English Language Teaching (ELT) involves using questionnaires or interviews to collect data from a sample of participants to generalize findings about larger populations. Methods: This article comprehensively explores the use and methodologies of survey research within various academic fields, particularly emphasizing its impact on English Language Teaching (ELT). The paper explores the methodical process of gathering and analyzing data, emphasizing how surveys are used to record a wide range of viewpoints on teaching methods, learner opinions, and educational results. Results: This design is commonly used in ELT and applied linguistics research to gather information on language learning strategies, teacher attitudes, student satisfaction, or the effectiveness of teaching methods. This data assists educators and administrators in making well-informed choices about the development of curriculum, training of teachers, and allocation of resources. Conclusion: The paper describes the primary methods, techniques, and tools used in survey research design. Moreover, the paper provides an outline for survey research that English teachers can utilize in the classroom. Novelty: Survey research in ELT captures diverse data on teaching methods, learner achievements, and educational contexts. It facilitates large-scale data collection, enabling generalization of findings, and investigates correlations between teaching practices and student outcomes.

Transnational research in English language teaching: critical practices and identities. Rashi Jain, Bedrettin Yazan, Suresh Canagarajah (2022). UK: Bristol, Multilingual Matters, 264 Pages, ISBN: 9781788927468

The globalization of English and shifts demanded by the 21st century have modified the landscape of English language teaching (ELT) in the past decades (Blitvich, 2018). The members of such a globalized village now engage in diverse practices and identity formation processes (Kumaravadivelu, 2008; Silva, 2016). However, many studies on ELT globalization and transnationalism are dominated by specific communities of practice (e.g., US). Additionally, a global and inclusive picture of transnational research on ELT praxis and identity is missing. To fill these gaps, the present volume entitled “transnational research in English language teaching: critical practices and identities” aims to showcase the complex global ELT landscape across contexts and practitioners in order to deepen our understanding of the transnational research and practice. Jain, Yazan, and Canagarajah unified a range of inquiries on this topic drawing on language teachers, educators, and researchers from different backgrounds. The volume considers personal, professional, and theoretical foundations of transnational identities and pedagogical practices, which are shaped by communities of practice. Since this volume rests on trajectories and lived experiences of ELT professionals across the globe, it decenters and decolonizes research in the field and provides a geographically wide insight. Therefore, the book is beneficial for ELT students, teachers, researchers, and teacher educators in that their disciplinary vision could be expanded to a more just and inclusive landscape.

Multidimensional Analysis of Differences in Lexico-Grammatical Patterns in Saudi and British Linguistics and English Language Teaching Research Articles

This study explores linguistic variation in research papers published by Saudi and British researchers in Linguistics and English language teaching (ELT). The main aim is to identify and compare interdisciplinary lexico-grammatical patterns between and within the sub-disciplines of these research articles, exploring the extent to which Saudi research articles align with or diverge from their British counterparts. Utilizing Biber’s (1988) multidimensional model, this research developed a specialized corpus of academic research articles, which was analyzed using multivariate statistical techniques to investigate linguistic variation. The corpus included tagging of 67 linguistic features, and factor analysis was employed to identify patterns of linguistic co-occurrence. Significant findings indicate that Saudi research papers distinctly differ from British papers in their preference for informational, explicit, non-argumentative, and abstract discourse. Notably, while most sections of the research papers showed variations in non-argumentative discourse, the ELT conclusion sections from both regions demonstrated a tendency towards mixed-purpose discourse. The significance of the study lies in its detailed analysis of how regional differences affect lexico-grammatical choices within academic writing, offering a deeper understanding of linguistic strategies in scholarly communication. The study concludes with recommendations for further research to explore underlying factors contributing to these differences and suggests the development of targeted academic writing aids to support researchers in achieving greater international coherence in their discourse. This could potentially enhance the clarity and impact of scholarly communication across diverse linguistic and cultural backgrounds.

Culture in Indonesian English Language Teaching (ELT): A Critical Literature Review

This article aims to analyze the current situation of Indonesian ELT concerning the recommendation to integrate more cultural elements in ELT practices. To achieve the objective, some studies were critically reviewed to gain insights into Indonesian ELT researchers' latest trends and perspectives. The writer collected some articles related to the topic written in the last ten years and reviewed them using some steps of critical literature review. The results show that many efforts have been made to integrate Indonesian cultures into Indonesian ELT practices, especially in learning materials. However, there is a discrepancy between the growing concerns regarding the negative impacts of Western values through ELT classrooms and the preference among Indonesian students towards target and international cultures of English. More studies are needed to gain better perspectives.

A bibliometric and content analysis of student engagement research in English language teaching

Student engagement research in the field of English language teaching (ELT) has substantially increased in recent years. However, there is a research gap concerning the up-to-date analysis of the current state of student engagement research in ELT. This study aims to provide a comprehensive overview of the historical evolution of trends in published articles, the most influential journals, leading researchers, contributing countries and institutions, impactful articles, emerging themes and methodological characteristics of student engagement research in ELT through bibliometric and content analysis. Data for the study were gathered from 175 research articles retrieved from Web of Science and Scopus databases. The findings indicate a growing interest in student engagement research in ELT, with a particular focus on learner psychology and writing skills, while reading, listening, and speaking received considerably less attention. The findings from the study offer resources, research ideas, avenues for publication, professional development, and collaboration. (in Turkish) Öz İngiliz Dili Eğitimi (English Language Teaching - ELT) alanında etkin öğrenci katılımı (student engagement) üzerine yapılan araştırmalar son yıllarda önemli ölçüde artmıştır. Buna karşın, İngiliz Dili Eğitimi alanında etkin katılım araştırmalarının güncel durumunun analizine ilişkin alanyazında bir boşluk bulunmaktadır. Bu çalışma, bibliyometrik ve içerik analizi yoluyla, konuya ilişkin yayınlanan makalelerdeki eğilimlerin tarihsel gelişimi, en etkili dergiler, önde gelen araştırmacılar, katkıda bulunan ülkeler ve kurumlar, etkili makaleler, ortaya çıkan temalar ve ELT’de etkin öğrenci katılımı araştırmalarının metodolojik özellikleri hakkında kapsamlı bir bakış sunmayı amaçlamaktadır. Çalışma için veriler, Web of Science ve Scopus veri tabanlarından seçilen 175 araştırma makalesinden toplanmıştır. Bulgular, ELT’de etkin öğrenci katılımı araştırmalarına artan bir ilgi olduğunu, özellikle öğrenci psikolojisi ve yazma becerilerine odaklanıldığını, okuma, dinleme ve konuşmanın ise çok daha az ilgi gördüğünü göstermektedir. Çalışmadan elde edilen bulgular, akademik dergiler, araştırma fikirleri, yayın, mesleki gelişim ve iş birliğine yönelik öneriler sunmaktadır.

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Cronbach’s alpha is a reliability coefficient commonly reported in second language (L2) and English language teaching (ELT) studies. The alpha coefficient provides information on the internal consistency of a measuring instrument. The reported alpha coefficients are obtained from, and apply only to, the research sample. However, the estimation of the alpha coefficient for the population has not received the attention of L2 and ELT researchers. This study aims to provide an overview of the alpha coefficient estimation procedure of a measuring instrument for a population with the reliability generalization method, commonly known as alpha coefficient meta-analysis. An example alpha coefficient meta-analysis study—using empirical data of the 29-item English Language Teaching Reflection Inventory (ELTRI) from 27 independent study samples—was conducted to provide an overview of the procedure for applying the method and the information that needs to be reported from the results of the analysis. The results of the study using a random-effect model show that the population alpha of ELTRI was 0.872, indicating excellent reliability; this is followed by application of a mixed-effect model that shows that article type and means of teaching experience significantly impacted ELTRI reliability. Implications for future research are discussed.

“Online group discussion was challenging but we enjoyed it!” an exploratory practice in extensive reading

PurposeWhile many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.Design/methodology/approachThe exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.FindingsThe findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.Research limitations/implicationsThe present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.Practical implicationsThis study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.Originality/valueThe present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.

Implementing project-based learning in Moroccan classrooms

English language teaching (ELT) underwent significant changes during the 1970s and 1980s. New educational approaches and practices emerged, shifting the focus from teaching to learning. Among these methods is project-based learning (PBL), which has gradually gained popularity in many ELT settings. The incorporation of the PBL approach in the educational system has revealed its positive effect on boosting learners’ skills and learning outcomes. Nevertheless, discussions with ELT practitioners and researchers in Morocco have revealed three key facts regarding PBL in the Moroccan context. First, it is noticed that such a method has not been adequately used in Moroccan classrooms, especially at the university level. Second, the implementation of PBL in Morocco has often been based on misconceptions regarding the fundamental nature of project-based learning. Third, the research exploring PBL in relation to language skills has been rather limited in comparison with studies that have investigated the role of PBL in promoting soft skills and 21st century skills. The rationale behind the present paper is therefore to promote the effective implementation of PBL in Moroccan EFL classrooms. It aims to achieve this by highlighting the essential elements for successful implementation, addressing misconceptions, and exploring the impact of PBL on learners' language skills. Moreover, this paper also discusses potential challenges that may impede the successful implementation of PBL and suggests strategies to overcome them. By clarifying misconceptions and providing guidance, this paper seeks to foster a favorable learning environment in Moroccan EFL classrooms.

The Trend of Mixed Methods Research Employed in the Journal of NELTA (2009-2022)

This research trend analysis aims to understand the prevalence of Mixed Methods Research (MMR) in English language teaching (ELT) research within the Journal of NELTA from 2009 to 2021, identifying the extent to which MMR is employed in the ELT field and assessing adherence to the International Journal of Mixed Methods Research (IJMMR, 2018) guidelines. A two-stage screening process was conducted, initially involving the manual screening of 176 articles and subsequently assessing 20 shortlisted articles against the checklist of IJMMR. The analysis confirms a limited utilization of MMR in ELT research, with only 20 (approximately 11%) of the 176 reviewed articles incorporating MMR, while qualitative and quantitative methodologies take precedence. Adherence to the International Community of Practice guidelines, as established by IJMMR, is lacking in most articles, emphasizing the need for better alignment with established guidelines to enhance MMR quality in ELT research. This study highlights a substantial gap in the adoption of MMR in ELT research, possibly due to methodological conservatism and a lack of awareness and training within the ELT community, presenting an opportunity for scholars to explore MMR’s potential to bridge gaps in traditional ELT research and enhance the understanding of language teaching and learning processes.

A Corpus-based Study: A Comparison between China and Abroad in Current Hot Topics of English Language Teaching within Abstracts of TESOL Conventions

The purpose of this study was to explore the current hot topics of English language teaching (ELT) between China and abroad using a corpus-based approach, with the research data taken from key words of 2775 abstracts within the 2021-2022 program books of International TESOL conferences and TESOL China assembly as four corpora, two of China and abroad in 2021 as well as two in 2022. It attempted to give significant proposals for future ELT research in China. A mixed methodology of (Quantitative +qualitative) was employed, one of which was AntConc software, for quantitative analysis on the data of high-frequency key words coded from each corpus. A qualitative analysis was subsequently conducted to analyze the potential reasons of major differences lie in Chinese and foreign hot topics of ELT. The study found major differences in terms of four aspects of hot topics of ELT between China and abroad: 1). Chinese academics mostly employed presentation as the primary teaching method, whereas foreign countries used a different variety of teaching methods, including online teaching tools, amount of teaching activities; 2). China stressed students’ summary writing and public speaking skills when it came to the aspect of student cultivation. On the other hand, foreign nations helped students improve their academic and reflective writing skills; 3). In China, test and peer assessment were the crucial methods of teaching evaluation, while formative assessment was used as the pivotal role in foreign countries; 4). China focused on the construction of teachers' professional identities and strategy training in teacher development. Yet, foreign countries concentrated on teachers' professional development. Pedagogical implications are that future ELT research in China needs to draw on overseas experience for drilling in four aspects: teaching methods, student cultivation, teaching evaluation and teacher development.

The Place of Storytelling Research in English Language Teaching: The State of the Art

Storytelling techniques serve as dynamic tools for enhancing language skills, encompassing both receptive (listening, reading) and productive (speaking, writing) proficiencies. In contrast to their non-narrative counterparts, these techniques offer a more potent array of teaching methodologies. This study aims to elucidate the current landscape of research concerning the efficacy of storytelling techniques. Initially, the investigation delves into the cognitive processing of narratives. Stories engage language processing centers, invigorate the visual cortex, evoke emotive responses, and facilitate comprehension of intricate information. Subsequently, the study explores linguistic processing theory and embodied cognition theory. Through an exhaustive literature review, this research applies a rigorous evidence synthesis method to assess selected studies, culminating in the amalgamation of findings when comparability permits. The study unveils that storytelling techniques foster reading and listening comprehension, bolster speaking and writing skills, and kindle creativity and imagination. Moreover, enhancements span vocabulary, grammar, and syntax. Nonetheless, while generally efficacious, the uniformity of effectiveness across diverse learners remains a nuanced aspect.

Painting the ELT Research Landscape during the Pandemic: A Bibliometric Study

The COVID-19 pandemic considerably altered the English Language Teaching (ELT) milieu . Hence, this bibliometric study was conducted to sketch a broad description of the ELT research during the outbreak and reveal the conceptual, intellectual, and social structure of the field. The Scopus database was consulted to find journal articles published in English on ELT between 2020 and 2021. A total of 2,273 documents were analyzed by running Bibliometrix R-Tool. The findings on research productivity and impact under general description indicated the growing prominence of Asian countries in ELT research. The conceptual and intellectual structure analyses suggest that topics on technology and psycholinguistics have gained increasing interest. However, the social structure analysis result called for more collaboration among institutions in the ELT field. The result of this study may serve as a valuable guide for novice ELT writers on contemporary topics, prominent ELT scholars, and leading journals for reference and publication venue. For future research, ELT researchers interested in bibliometrics can carry out similar research using different databases or perform this same study after two years to paint the post-pandemic ELT research landscape.

Eco-ELT for environmental research and praxis in ELT

Global environmental catastrophes affecting present planetary ecosystems necessitate immediate and coordinated actions from all sectors and disciplines, including English language teaching (ELT). ELT shares the responsibilities with other disciplines to address ecological crises like climate change and biodiversity loss. However, environmental research and praxis in ELT lack of movement due to lack of unifying concept. An existing related concept, Eco-ELT, focuses solely on ecocriticism approach in ELT, limiting its scope. In fact, environmental research and praxis in ELT can take many forms, approaches, and models. For that reason, this conceptual article extends the Eco-ELT by elaborating on its philosophical standpoints: ontology, epistemology, and axiology. It also presents the Eco-ELT principle and framework of practice for English teachers, curriculum designers, and policymakers to implement the Eco-ELT intervention in English education. Finally, it elucidates the Eco-ELT research principle and area. These complete elaborations of the Eco-ELT aim to enhance and organize the structure of environmental movement in ELT and advance the contributions of ELT in decolonizing the Earth.

Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically

Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The article offers an ample, argumentative, narrative literature review of the main realizations of femininity, as theorized in recent years, such as emphasized femininity or entitled femininity, as well as some other concepts like ambivalent sexism and postfeminism. It is written as the second item within a series of papers that aims to theoretically support the assumption of Feminist Critical Discourse Analysis as a suitable method to discover how all these social phenomena interact in ELT contexts, helping to shape its (gender’s) hidden curriculum. The paper concludes the necessity of integrating the issue of femininities in teacher training programs and in social research in ELT, for the sake of making this field more a liberating practice and less a means of (re)production of (gender) inequalities. To do so, it offers areas of interest for critical researchers and ELT practitioners to carry out such empirical investigation, which is the upcoming stage in this sequence of publications.

The Postgraduate Theses in ELT between 2019 and 2021: A Methodological Comparison

The Covid-19 pandemic has affected the scientific research in educational sciences as almost all aspects of life since it broke out in China in late 2019. Research in English Language Teaching (ELT) has run across several problems, much like other science domains. Researchers may have encountered difficulties while trying to reach volunteers in their studies due to psychological or physiological complications. On the other hand, distance, or flexible face-to-face education in all the educational cycles may have led some researchers to spend more time conducting their studies. Considering these possible effects of the pandemic, the main purpose of this study is to explore ELT researchers’ methodological tendencies in their master’s theses and doctoral dissertations published pre (2019) and while (2020, 2021) pandemic in Türkiye. The sample consisted of 806 master’s theses and 128 doctoral dissertations. By using a grid and checklist, data was collected qualitatively by implementing the qualitative document analysis method. The collected data was analyzed quantitatively by using descriptive statistics. Although the number of theses and dissertations decreased during the pandemic, the findings indicated that researchers conducted more in-depth analyses. The study has significance for further researchers in that the findings have shown that they may need to do their research planning in a more adaptable way and have alternative plans in case of similar unusual situations on a large or small scale, like the pandemic.