The purpose of this study was to analyze null curriculum in English language teaching as practiced in lieu of English curriculum from the perspective of English language teachers. In other words, the study aimed at evaluating null curriculum from the perspective of English language teachers. This study employed basic qualitative research model to reveal the experiences and opinions of English language teachers on null curriculum. The interviewees were twenty English language teachers who teach in secondary schools. A semi-structured interview form was used to collect the data, and content analysis method was employed to analyze the results. Three themes—achievement, content, and testing were used to contextualize the findings. Speaking skills were found to be the most neglected curriculum component, followed by writing and listening skills, as a consequence of the analysis of the research findings. According to the research results, the neglect of teaching these skills was caused by insufficient lesson hours, students' readiness levels, overcrowded classrooms, and central exams factors. In addition, it was concluded that there were adaptation problems in the new assessment system that aimed to assess four language skills in an applied way in English lessons, which was put into practice in the 2023-2024 academic year. In this case, attention was drawn to the contradiction between the High School Entrance Exam, which includes multiple-choice questions based on reading skills, and the new applied assessment system, which aimed to assess four language skills. It was suggested that the curriculum should be simplified and organized, and that measures should be taken, and regulations should be introduced to eliminate the inconsistency between the education provided, evaluation methods and the education desired.

Creating effective content for English language lessons presents numerous pedagogical, linguistic, and technological challenges. Teachers must balance language accuracy, communicative competence, cultural relevance, and learner engagement while adapting materials to diverse proficiency levels. Additionally, rapid digitalization requires educators to integrate multimedia tools without compromising instructional quality. This article examines the primary difficulties in designing English language content, including vocabulary selection, skills integration, assessment alignment, and authenticity of materials. It also proposes practical solutions such as differentiated instruction, corpus-informed materials, task-based learning, and technology-enhanced strategies to improve content effectiveness and learner outcomes in modern classrooms.

The integration of Smart technologies into the educational process has become an essential factor in improving the quality of English language teaching in secondary schools. This study examines effective ways of developing school learners’ English language competencies through the use of Smart technologies, focusing on the experience of secondary schools in the Chimbay region. The paper analyzes the role of digital tools, interactive platforms, and Smart devices in enhancing learners’ communicative, linguistic, and digital competencies. Practical examples demonstrate how Smart technologies increase learners’ motivation, autonomy, and engagement in English lessons. The results indicate that the systematic use of Smart technologies contributes to improved learning outcomes and more student-centered instruction.

ABSTRACT This article reflects on a year-long English reading and writing project with 32 secondary students in an alternative learning centre in Malaysia. Working with refugee, stateless, and undocumented learners, many of whom had experienced disrupted schooling and, in some cases, had little or no prior literacy, I explore what happened when English lessons centred on shared reading, review writing, dialogue, and story making. Over time, students moved from hesitant responses to more confident acts of authorship, culminating in the creation of illustrated storybooks in English. Drawing on classroom texts and my reflections as a teacher- researcher, I consider how sustained engagement with narrative enabled students to position themselves as meaning makers rather than passive learners. The article suggests that long-term, narrative- based English projects can create spaces for voice, identity affirmation, and imagination in contexts where young people are routinely excluded from formal education.

ABSTRACT This study examined whether certain dimensions of teaching quality differ between English and Chinese lessons taught by the same teacher, challenging the common assumption that teachers’ teaching is consistent regardless of the subject they teach. Using a mixed-methods approach, the study analysed 72 video-recorded classroom observations of 12 elementary school teachers in the subjects of Chinese and English. The quantitative data showed that teachers’ teaching quality varied significantly in the themes of Clear Instruction, Activating Teaching and Teaching Strategies across subjects, with higher ratings for Chinese than for English. The qualitative data described how teachers applied different criteria to these themes across the subjects of Chinese and English. The study also discusses the implications of these findings for teacher assessment and professional development.

There is a growing number of large-scale digitalisation programmes in health and care, each aiming to coordinate digital technologies across systems and organisations. This paper draws on findings from three independent evaluations of national initiatives within the English National Health Service, examining implementation, reception, and lessons for future efforts. We evaluated three national programmes collectively valued at £13 billion. We conducted 1079 interviews with implementers, frontline staff, patients, decision-makers, and vendors. We also observed 819 clinical encounters and meetings, and reviewed 2219 documents, including plans, minutes, business cases, and lessons-learned reports. Data gathered over 15 years enabled detailed analysis of temporal and contextual variation. Although programme goals differed, common themes emerged. Integrating new technologies with existing legacy systems constrained progress and demanded long-term systemic change, particularly in larger programmes involving multiple technological systems. The most significant challenges were sociotechnical. Expectations were inflated, timelines politically driven, and governance unstable, with objectives drifting over time. Conflicting priorities undermined coordination, and valuable learning was not consistently retained. National support and system-level coordination are essential for large-scale digital transformation. We propose a three-stage model: invest in infrastructure, enable shared learning, and build on these foundations to drive advanced innovation.

Given the growing interest in AI technology, its potential to provide interactive language environments for young EFL learners has gained increasing attention. This study investigates the effects of using AI chatbots on English achievement, self-directed learning readiness, and willingness to communicate among primary school students in Korea. 49 fifth-grade students participated, divided into an experimental group (<i>n</i> = 25) and a control group (<i>n</i> = 24). The experimental group engaged in English lessons incorporating interactive and communicative activities utilizing two types of AI chatbots—Replika and ChatGPT—for 14 sessions over one semester, while the control group participated in traditional classroom activities. The data were analyzed using ANCOVA to examine the differences between the groups. The results revealed that while there was no statistically significant difference in English achievement, the experimental group showed significant improvements in self-directed learning readiness and willingness to communicate compared to the control group. Qualitative findings further indicated that the students perceived chatbots as non-judgmental conversation partners, which helped reduce anxiety and encouraged voluntary learning interactions. Despite some technical challenges reported, the findings suggest that AI chatbots have significant potential as educational tools to enhance the affective domain and self-directed learning autonomy of young EFL learners.

This study examined the effectiveness of Suggestopedia as a language teaching technique in enhancing English language learning in secondary schools, with a case study of GS Kamabare in Bugesera District, Rwanda, as a case study. The study aimed to investigate the application of Suggestopedia in English instruction, its impact on students’ speaking and writing skills, and its influence on learner engagement and comprehension. A descriptive research design was applied, targeting a population of 300 school administrators, teachers, and students. Using purposive and simple random sampling techniques, a sample of 74 participants was selected. Data were collected using questionnaires, structured interviews, and analysed through descriptive statistics. The findings indicated that Suggestopedia was implemented through positive suggestion, motivation, drama, and role play, which contributed to a relaxed and supportive classroom environment. The results further revealed that the use of Suggestopedia positively influenced students’ English performance, particularly in speaking and writing skills, while also improving listening abilities and overall classroom engagement. Both teachers and students reported increased enjoyment and reduced anxiety during English lessons. The study concluded that Suggestopedia is an effective teaching technique for improving English language learning outcomes in secondary schools. It recommended professional development programs, including workshops and seminars, to enhance teachers’ competence in applying Suggestopedia and to promote learner-centered method and motivating classroom environments

Motivation is the path that leads students to success. Motivating students is very important to achieve the intended learning outcomes. In order to increase their learning success, it is important to form and maintain motivation at all stages of the lesson. In the conducted study, the importance of motivating students is analyzed in various ways. The article examines the importance of various means of motivating students in English lessons and characteristics of the factors that affect them. Principles of forming motivation in English teaching are analyzed in the article. This article examines the theoretical facts about the methods of forming motivation, its stages, and compares the research of various scientists on this subject. It also examines the issues of teachers having different qualities to motivate students.

Visualization of language material in primary school English lessons within a blended learning context

ABSTRACT In European bi- and trilingual education, content-based language teaching is often used to promote minority and/or additional language use. Within this context, there is growing interest in translanguaging practices. However, little is known about how these languages are used in bi- and trilingual education and how these practices relate to students’ language development. This case study explores teachers’ and students’ language use inside the trilingual classroom at the end of Frisian trilingual primary school. Quantitative data were collected by event sampling observations of 42 content-based lessons in Dutch, Frisian, and English (six schools, 148 students). Taking a dynamic systems perspective, relationships between teachers’ and students’ language use and students’ vocabulary and reading comprehension in the three target languages were tested. Data analyses show different teacher and student language use patterns between classes and target language lessons. Analyses of covariance demonstrate that higher Dutch Vocabulary Development scores were related to both exclusive teacher target language use, and students’ home language use in peer interaction. Similarly, higher Reading Comprehension Development scores were related to home language use in student-student interaction. These findings address the importance of developing teacher awareness of language use, and also future research and policy making in multilingual education.

Developing oral communication remains one of the most persistent challenges for A2-level EFL learners in Ecuadorian public schools, particularly in socioeconomically vulnerable contexts where exposure to authentic language use is limited and teacher-centered practices dominate classroom instruction. This study examined the effectiveness of Project-Based Learning (PBL) as a communicative and experiential pedagogical framework for enhancing speaking competence among secondary students in Monte Sinaí, Guayaquil. Drawing on the principles of Communicative Language Teaching, the research employed a mixed-methods, quasi-experimental design that integrated a standardized oral proficiency assessment, a perception survey, systematic classroom observations, and semi-structured teacher interviews. Eighty first-year high school students participated in a six-week intervention in which collaborative projects were embedded into regular English lessons. The findings revealed consistent improvement in students’ overall speaking proficiency, accompanied by noticeable gains in confidence, engagement, and interactional behavior during communicative tasks. Students demonstrated greater autonomy, increased use of English for meaningful exchanges, and more active participation in project-related discussions. Qualitative evidence further showed that PBL fostered an environment conducive to sustained peer collaboration, authentic language use, and reduced anxiety during oral activities. Teachers highlighted the positive shift in learners’ willingness to speak and their capacity to negotiate meaning in real-time interactions. Overall, the study provides empirical support for the pedagogical value of PBL in resource-constrained EFL settings and underscores its potential to operationalize communicative principles through purposeful, student-centered tasks. The findings suggest that integrating PBL into Ecuadorian EFL programs can strengthen oral communication skills while promoting learner agency, motivation, and meaningful engagement with the target language.

This study investigated the application of the Presentation, Practice, and Production (PPP) method in enriching students’ English vocabulary at the pre-secondary level. This research uses qualitative methodology with interview approach with semi-structured interview technique to one English teacher and 4 students in EBC São José Baguia, Baucau, Timor-Leste. This research used thematic analysis techniques to analyse and organize the data according to themes. The findings reveal that the PPP method provides a structured and meaningful learning process that supports students’ vocabulary development. During the presentation stage, the use of contextual explanations, translation into local languages, and real-life examples helped students understand new vocabulary. The practice stage enhanced accuracy through controlled activities such as pair and group work, while the production stage encouraged students to use vocabulary independently, increasing their confidence and willingness to communicate in English. Although some students continued to experience vocabulary limitations, the overall results indicate that the PPP method effectively enriches students’ vocabulary by promoting active participation, contextual learning, and student-centred instruction. The study concludes that the PPP method is a suitable and effective approach for teaching English vocabulary in the Timor-Leste context and recommends its continued use and integration into English lesson planning.

ABSTRACT Turkiye hosts over 3.4 million refugees, yet monolingual educational policies systematically marginalise non-Turkish speakers through institutional practices and peer interactions that delegitimise minoritised languages. This study examines multimodal translanguaging pedagogy as a transformative approach addressing these exclusionary structures. Through a five-week qualitative case study with 21 third-grade students (17 Turkish monolinguals, 4 multilingual refugees), we analysed how multimodal translanguaging – integrating visual, embodied, and multilingual meaning-making – challenged linguistic hierarchies while expanding learning possibilities. Findings reveal three patterns structuring exclusion: differential treatment of academic performance based on student background, peer and institutional monitoring of language use, and hierarchical valuations privileging European over minoritised languages. Multimodal translanguaging functioned as epistemological expansion – fundamentally broadening what counts as legitimate knowledge production – through validating diverse epistemologies, redistributing authority, and developing metalinguistic awareness. Outcomes included 75% reduction in refugee students’ absenteeism, significant increases in participation, and shifts in Turkish students’ language attitudes. However, transformations remained limited to English lessons, revealing tensions between individual teacher innovation and broader institutional structures. This study contributes to translanguaging scholarship by demonstrating how multimodal affordances create alternative participation pathways, examining mechanisms of linguistic exclusion in refugee education, and analysing relationships between classroom-level change and institutional constraints.

This paper reviewed the theoretical framework of the L2 Motivational Self-System (L2MSS), as developed by Dornyei, that students in higher secondary schools are motivated to learn the English language in the Bannu district by the theoretical framework; which consisted of the Ideal L2 Self, the Ought-to L2 Self, and the L2 Learning Experience. A quantitative research design is used in this study, where a structured questionnaire based on Taguchi et al. (2009), specifically tailored for this study, which was meant to be used to determine the motivational dispositions of learners on the three L2MSS components, was used to collect the data. The population of the study was made up of 250 students of higher secondary schools in the Bannu district chosen using simple random sampling among both the public and the private schools in the district. The responses have been noted using a five-point Likert scale, with ‘strongly agree, and ‘strongly disagree’ being the ends of the scale. The data obtained were processed in the Statistical Package of the Social Sciences (SPSS), and the descriptive statistical methods, including frequencies, percentages, means, standard deviations, and variances, were used to explain the motivational pattern of the learners. The results showed there is a positive learning orientation of the students towards learning English. The most powerful of the three motivational elements was the Ideal L2 Self whose mean scores are greater, as the learner believes that they are highly influenced by a set of visions that they have of themselves as competent English speakers in their future studies, work, and social life. The desire of the students to communicate fluently in English, attain greater education, acquire superior career roles and international interrelations played important roles in motivating them throughout. The Ought-to L2 Self showed a moderate effect on the motivation of the learners and expressed the contribution of parental expectations, social norms, peer pressure, and perceived responsibilities related to being proficient in the English language. Although students admitted the necessity to live up to the external expectations, they were not the driving force compared to their own expectations and future self-images. In a similar vein, L2 Learning Experience demonstrated a significant (although moderate) effect on motivation, including engagement in the classroom, enjoyment and interest in English lessons, and attitudes towards the learning environment. The classroom positive atmosphere, teacher assistance, and intrinsic pleasure in learning English were observed to support the motivation, yet inconsistencies in the responses suggested that the pedagogical enhancement was possible. In general, the paper validates the suitability and applicability of L2 Motivational Self-System developed by Dornyei to the Pakistani higher secondary settings and points to the Ideal L2 Self as the most prominent predictor of motivation to learn English as a language. The research findings indicate the significance of educational activities that promote the development of future-oriented self-concepts in learners and at the same time allow improving classroom experiences and offering positive social contexts that facilitate sustained motivation and successful English language acquisition.

Climate change represents a significant challenge worldwide, and a growing body of research underscores the need for a multidisciplinary approach to climate change education for youth. This article seeks to enhance the curricular understanding and implementation of climate change education within the context of English language teaching. By utilizing a learner-centered and participatory pedagogical approach, we aimed to raise awareness and empower learners to take action for a sustainable future through English language lessons that incorporate climate literacy. This approach entailed a discussion of pedagogical strategies aimed at engaging students in conversations about climate change issues, facilitating their multimodal engagement in understanding these issues, and fostering the development of dispositions related to climate change. The analysis of interviews, field notes, and learning artefacts revealed that a student-driven experience, which included identifying local climate change challenges, creating action plans, and campaigning for a sustainable environment, facilitated the development of awareness and knowledge about climate change. Additionally, it provided opportunities for students to enhance their critical reading and creative writing skills. The integration of climate change education with elements of English literacy demonstrates the feasibility of incorporating climate change education into EFL classrooms as an interdisciplinary approach to climate change mitigation. The results of this study inform the EFL curriculum by integrating climate change education, ensuring its relevance for students as global citizens concerned about the future of the planet.

Self-repair is regarded as evidence of the development of spoken language, and this forms an important component of an individual’s interactional competence (Gass & Selinker, 2008; Wong & Waring, 2020). However, most previous research in the Thai context has focused on students’ use of form-focused correction and corrective feedback from teachers, leading to insufficient insights into student self-repair in meaningful interactions. The present study thus investigates same-turn self-initiated self-repair (SISR) in a group decision-making task undertaken in an English language lesson involving 15 Thai undergraduate students. This employs Schegloff’s (2013) ten repair operations framework within a sequential microanalysis of conversation analysis (CA) methodology suggested by Wong and Waring (2020). The dataset comprises three hours of video of a classroom discussion task carried out by five groups of students. Overall, 129 instances of same-turn SISR were seen. These were used as an interactional resource to maintain progressivity, reasoning and task alignment. Additionally, the study shows how replacing is used to improve lexical accuracy and conceptual clarity, searching is used as a marker of lexical awareness and turn-holding, and recycling is a strategy for emphasis and fluency. Sparingly but strategically adopted, inserting is used to add precision and expand arguments, while aborting is deployed as a strategy for reformulation and group alignment. The findings offer insights into the relationship between linguistic and social dynamics within a specific decision-making discussion task, and this has implications for English as a foreign language (EFL) instruction in Thailand. Pedagogically, this study underscores the importance of teaching same-turn self-repair strategies to students for use in self-monitoring in high-stakes conversations. The research also compliments prior CA literature on same-turn SISR in a specific task, as well as literature applying Schegloff’s framework to Thai students’ use of repair strategies.

The integration of authentic videos and AI-supported functions into English lessons offers great potential for personalised, motivating and inclusive learning. With this in mind, the digital language learning platform TONY was developed at the Lucerne University of Teacher Education and empirically tested as part of a research project. The aim of the platform is to enrich English lessons for young people through differentiated, multimodal learning resources and to support teachers in designing heterogeneous classes. In phase I, TONY was implemented with interactive, authentic YouTube videos and H5P-based surveys and evaluated in real secondary school classes. The results showed that differentiation increases learners' motivation and engagement. Building on these findings, TONY was expanded in November 2022 to include an AI-supported chatbot function based on ChatGPT to promote individualised language interactions. The analysis led to three key findings: (1) Authentic materials promote learning motivation, (2) multimedia and multimodal adaptation functions facilitate differentiation and strengthen learner autonomy, and (3) AI-driven functions have the potential to shift language teaching from differentiation to personalisation. The study provides practical impetus for the further development of digital learning environments and emphasises the need for further research.

This study investigates the practicality and instructional value of the Hybrid-Flexible (HyFlex) learning model in secondary English as a Foreign Language (EFL) education. Over a three-month period, 512 students from Grades 8 and 9 participated in English lessons delivered through either face-to-face or synchronous online formats based on individual preference. Using a mixed-methods research design, data were collected through speaking performance assessments and a speaking anxiety questionnaire administered before and after the intervention. The results reveal a notable improvement in oral fluency, with an average increase of 18%, alongside a statistically significant decrease in speaking anxiety. These findings suggest that HyFlex instruction supports communicative competence development by promoting learner autonomy and reducing affective barriers. The study concludes that HyFlex represents a viable and sustainable instructional model for secondary EFL contexts.

Environmental sustainability is now a central concern in education, and English Language Teaching (ELT) can play a vital role in promoting ecological awareness. This study explores how English teachers in Aceh integrate environmental perspectives and local wisdom into their teaching practice, aligning with the idea of Eco-ELT. Using a quantitative descriptive approach, data were collected through a structured questionnaire distributed to 35 English teachers from various junior and senior high schools across Aceh Province. The questionnaire focused on teachers’ understanding of Eco-ELT, attitudes, the implementation in classroom activities. The results show that teachers demonstrate very strong ecological awareness, reflected in an overall Eco-ELT perception mean of 4.42. Their appreciation of local wisdom as a pedagogical resource is likewise high, with an overall mean score of 4.51, indicating that teachers strongly value the integration of cultural knowledge into English lessons. In terms of classroom practice, teachers reported moderate-to-high implementation of eco-cultural activities, with an average practice score of 3.86, showing that many already incorporate elements such as local stories, folklore, and ecological themes into their lessons, although not yet consistently across all instructional activities. The study concludes that English teachers in Aceh already embody sustainable education values through their cultural context, even without formal policy frameworks. Strengthening teacher training and curriculum development in Eco-ELT can further integrate green-and-local perspectives, nurturing environmentally conscious learners rooted in their own cultural identity.