Despite growing calls to humanize materials for English language teaching (ELT), the emotional dimension of materials design remains largely overlooked, limiting their potential to foster affective engagement and support emotionally rich learning experiences that contribute to learners’ holistic development. This article proposes an emotional design framework for ELT materials, which draws on Norman’s Emotional Design Theory and empirical findings of emotional design in multimedia learning, and is informed by research in ELT materials, language education and applied linguistics. The framework outlines three levels of emotional design: visceral, behavioral, and reflective, to guide the development of ELT materials that stimulate the senses, promote meaningful and interactive language learning, and encourage personal reflection. To support implementation, a triadic model of teacher–student–material interaction is introduced alongside three key dimensions for teacher practices: mastering emotional design principles for materials development, developing emotional intelligence for effective classroom implementation, and cultivating teacher–student partnerships for continuous materials improvement. The study offers theoretical insight and practical guidance for designing emotionally engaging materials that promote more humanistic and meaningful language learning experiences.

This study examines how English language education in Pakistan can integrate local cultural and Islamic values to support both linguistic development and moral awareness among learners. While English plays a central role in academic advancement and international communication, current textbooks and digital resources often emphasize foreign contexts and values that may not directly reflect learners’ daily experiences or ethical frameworks. Drawing on Schema Theory and Culturally Responsive Pedagogy, the study explores the potential of culturally and religiously grounded content to enhance learning by connecting with students’ prior knowledge and social values. The research includes qualitative analysis of Punjab Textbook Board English textbooks for Secondary and Higher Secondary levels, selected AI-supported educational content, and locally produced Urdu cartoons/ animations such as Kaneez Fatima and Ghulam Rasool. Interviews with English teachers reveal classroom experiences, learner engagement, and how media influence ethical understanding. The study shows that culturally familiar narratives, combined with AI-supported storytelling, can enhance language learning while reinforcing Islamic and societal values, offering a practical approach to designing English teaching materials that promote academic skills, cultural identity, and moral development.

The global spread of English has long been entangled with colonialism, imperialism, and unequal power relations. Although English is now spoken predominantly by multilingual users outside traditionally Anglophone nations, dominant norms continue to privilege so-called “native” speakers from the Global North. This study critically analyzes how English Language Teaching (ELT) materials on Instagram reproduce or resist colonial ideologies through digital discourse. Drawing on Critical Discourse Analysis (CDA) and a decolonial framework, the research examines the linguistic, visual, and ideological dimensions of ELT content produced by teachers, influencers, and language schools on Instagram. The analysis focuses on how English is represented, commodified, and associated with modernity, prestige, success, and global citizenship. Using Fairclough’s three-dimensional model (text, discursive practice, and social practice) and Kress and van Leeuwen’s multimodal discourse analysis, the study examines how colonial discourses position “native” English as the norm and Global South learners as aspirational subjects requiring linguistic correction despite Anglophone users no longer constituting the majority of English speakers. The study reveals Instagram as a site of digital colonialism where English operates as both symbolic capital and cultural commodity. Findings identified clear colonial echoes in ELT content, including the use of “bule” as a benchmark, the promotion of white accents and accent hierarchy, and the Westernization of “global.” These practices reinforce racial and cultural hierarchies by positioning Western identities, languages, and aesthetics as the standard for English proficiency and global modernity.

This research addresses the pedagogical vacuum created by ocularcentric English Language Teaching (ELT) materials for completely visually challenged students in the Moroccan context. In the absence of visual imagery, this study proposes a transformative "Sonic Scenography" model, utilizing binaural 3D soundscapes to scaffold lower-order linguistic skills. Employing a mixed-methods approach, the study examines an online cohort of 15 students with a complete visual challenge across various Moroccan cities. By integrating elements of theatrical sound design and cognitive psychology, the research explores how spatialized audio can serve as a functional surrogate for visual context. Quantitative data were analyzed using Statistical Package for the Social Sciences (SPSS) software. Findings reveal that 3D acoustic environments significantly enhance vocabulary retention and phonological awareness by providing a "spatial anchor" for new language data. The results indicate that shifting from "flat" audio to immersive 3D scenography reduces cognitive load and fosters academic autonomy for completely visually challenged students.

Textbooks play a pivotal role in fostering English as a foreign language (EFL) learners’ language proficiency. Among the various skills addressed in English language teaching (ELT) materials, reading comprehension is widely regarded as an essential component for improving learners’ linguistic knowledge. Typically, reading passages are followed by a series of activities designed both to assess students’ understanding and to enhance their ability to interpret, analyze, and engage more deeply with the text. Although a substantial body of literature has examined the cognitive demands of EFL instructional content, relatively little attention has been devoted to analyzing second language reading comprehension questions and task types. To fill this lacuna, this study examined the representation of post-reading comprehension questions and tasks using Freeman’s taxonomy across nine Iranian high school English language textbooks from three successive generations in the history of ELT in Iran. The post-reading comprehension questions and tasks in each textbook were analyzed and categorized using a descriptive content analysis approach. The findings indicated that the Content category was the most prevalent across all three generations, followed by the Language and Affect categories. In addition, Generation 2 textbooks contained the highest overall frequency of post-reading comprehension question types, except for the Form question type, which occurred most frequently in Generation 1 textbooks. Across all nine textbooks analyzed, the Explicit question type emerged as the most commonly used, whereas the Evaluation question type was the least represented. The results of the chi-square tests also revealed significant differences among the three generations in terms of the frequency of different question types. The findings have several practical implications for policy makers, material writers, and English teachers.

ABSTRACT This study examines the impact of culturally responsive English language teaching (ELT) materials on student engagement, motivation, language identity, and intercultural awareness in Thailand's Deep South (TDS). TDS, a multilingual and predominantly Muslim subregion, remains marginalized in national education policy and practice. The study focuses on the PAKTANI English textbook, a locally developed resource that integrates regional culture, religious traditions, and learners’ experiences. Qualitative data were collected through focus group discussions, classroom observations, and reflective journals with 30 secondary students and 30 English language teachers in 30 private Islamic schools. The data were analyzed using qualitative content analysis. Findings suggest substantial benefits from incorporating local cultural symbols, religious values, and everyday experiences into ELT content. Students reported stronger emotional connections, greater motivation, and a sense of pride, viewing English as a language that reflected their lives rather than an external imposition. Engagement with culturally familiar content encouraged reflections on cultural commonalities and differences, contributing to intercultural awareness and fostering more humanized, inclusive learning spaces. These outcomes further emphasize the role of cross‐cultural awareness in supporting marginalized learners. The study stresses the need for institutional support to advance culturally responsive ELT resources, especially in pluralistic and historically marginalized contexts.

This study aimed to evaluate the perceptions of students regarding the effectiveness and usability of these materials in terms of content and structure, identify challenges faced by students in using the current materials, and provide recommendations for enhancing the quality and relevance of English teaching materials. The participants were 419 students studying Fundamental English 1-6, grades 10-12 and obtained Science-mathematics major, Mathematics-English major, English Chinese major, and English Japanese major at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University in academic year 2025. The Google form questionnaire, surveying participants’ demographics, the effectiveness of the teaching materials, and the recommendation for enhancing the quality and relevance of teaching materials, was applied to explore the views, experiences, and beliefs in English teaching materials. The results revealed that: 1. Grade 10 has the highest number of students with 146, while Grade 11 has the fewest with 134. Grade 12, with 139 students. 2. Higher-level English skill development and preparation for university examinations were rated as "Excellent," with mean scores of 4.52 and 4.55, respectively, highlighting the materials' strong alignment with advanced learning goals. 3. The most mentioned benefit is that good materials cater to different learning styles (8 mentions).

This article explores the challenges and pedagogical implications of teaching English to indigenous learners in India, who comprise approximately 8.25 percent of the nation's population. Situated within socio-linguistic and cultural diversity, the study argues that English instruction for these communities is best understood through an English as a Foreign Language (EFL) framework rather than as English as a Second Language (ESL). Emphasising the role of English as a vehicle for social mobility and economic opportunity, the paper highlights the necessity of inclusive English Language Teaching (ELT) policies that account for learners' linguistic and cultural contexts. It critiques prevailing assumptions about Mother Tongue Interference and advocates for the integration of indigenous lexical and syntactic features within English teaching materials. The article proposes pedagogical strategies and text-based interventions aimed at bridging linguistic gaps while acknowledging the learners' native languages as valuable educational resources. These proposed pedagogical strategies aim to contribute to more equitable ELT practices that empower marginalized indigenous learners to use English eff ectively as a means of communication and participation in broader societal domains.

This study explores the integration of Lamin Dayak Kenyah architecture as a cultural medium in English language instruction. The research aims to promote contextual and culture-based learning by linking English teaching materials with local wisdom embedded in the traditional Lamin house. A qualitative descriptive method was employed in this study, involving 30 university students and five English lecturers from East Kalimantan. Data were collected through observations, interviews, and document analysis conducted with local cultural experts and English educators. The data were analyzed thematically using NVivo software. The findings reveal that Lamin architecture, rich with symbolic meanings, social values, and traditional narratives, provides authentic contexts for developing students’ linguistic and intercultural competence. Incorporating cultural artifacts such as Lamin into English instruction not only enhances students’ engagement and comprehension but also fosters awareness of cultural identity and appreciation for indigenous heritage.

Most English teaching materials used in Islamic boarding schools still rely on Western-oriented texts that are culturally distant from students’ social and religious contexts. As a result, students often struggle to comprehend reading passages and show low reading motivation. Empirical research exploring students’ perceptions and cultural appreciation toward local wisdom-based English reading materials in Islamic boarding schools remains very limited, especially in the context of South Kalimantan. This study aims to describe students’ perceptions and levels of cultural appreciation toward English reading materials integrated with local wisdom values at Al-Islam Islamic Boarding School, Tabalong. The research employed a descriptive qualitative approach, with data collected through perception questionnaires, semi-structured interviews, and documentation. The participants consisted of 30 tenth-grade students and 3 English teachers. The findings revealed that 85% of the students expressed positive perceptions toward English reading materials that contained elements of local wisdom, such as folktales, regional traditions, and Islamic moral values. Students perceived these texts as easier to understand, more relevant to their daily life, and more engaging. Furthermore, students’ cultural appreciation was enhanced, as the readings helped them strengthen both their Islamic and Indonesian cultural identity. The novelty of this study lies in its discovery that local wisdom-based reading materials not only improve linguistic comprehension but also foster cultural awareness and religious character formation among students. This highlights the potential of culturally responsive pedagogy in English language teaching within Islamic educational institutions. The findings imply the importance of developing contextual English teaching materials rooted in local culture and providing teacher training to effectively integrate local values into language learning.

Guided by the research questions, this study is designed to achieve three main objectives. To design and develop a prototype of English vocabulary teaching materials based on Cooperative Learning principles for Grade VII students at SMP Langkat Binjai. To validate the developed materials through expert evaluation and pilot implementation. To assess the effectiveness of the materials in enhancing students’ vocabulary acquisition and active learning participation. This research employs a Research and Development (R&D) approach with the ADDIE model as its instructional design framework. R&D is appropriate for studies that aim to produce educational products—such as teaching materials-and systematically test their quality and effectiveness in real-world contexts. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was selected due to its structured yet flexible nature and its wide acceptance in educational material development. The conclusions of this research can be categorized into five major areas corresponding to the ADDIE model: Development of Materials, Validation of Materials, Implementation of Materials, Effectiveness of Materials, Practicality and Pedagogical Implications

ABSTRACT This study investigates how academic writing practices at university are represented and introduced through instructional models in Swedish and English teaching materials. The scaffolding power of such models is often assumed without scrutinizing how these models can provide entrance points to writing practices for students dealing with specific writing tasks. Grounded in an interest in learning, the study analyses selected models in frequently-used teaching materials for academic writing in Sweden. Findings are: the same model is used to present writing as a matter of language or as academic work; the introduction of the models positions students as responders to assignment tasks in the Swedish materials or as actors on the global research market in the English materials. How writing can become relevant for learning by connecting students’ prior knowledge – gained from writing in different contexts and in different languages – with engaging in current writing tasks remains tacit.

This study aims to explore the integration of local cultures in the English language learning process at the high school level. In the context of globalization and the dominance of foreign cultures in English teaching materials, it is important to preserve local identity and enrich students' learning experiences through contextual and meaningful approaches. Using a qualitative approach, this study involved 42 respondents consisting of teachers and students from various regions in Cirebon. Data was collected through the Goggle Form open questionnaire. To understand the perception of experience, as well as teaching practices that involve elements of local culture. The results of this study show that the integration of local cultures can increase students' motivation to learn, strengthen their sense of cultural identity, and encourage the use of English in contexts relevant to their lives. Cultural elements such as folklore, traditional dances, special foods, local festivals are used creatively in teaching and learning activities. However, challenges also arise, such as a lack of resources, difficulties in designing culturally-based materials, and the need for in-depth teacher training. This study recommends the development of education policies that support the systematic inclusion of local culture in foreign language teaching, as well as strengthening the capacity of teachers in implementing culture-based approaches.

This study investigates the use of politeness strategies in the Bahasa Inggris textbook for Indonesian twelfth-grade students. It aims to identify statements explicitly expressing politeness within the textbook’s conversation exercises. Considering the cultural significance of politeness in Indonesian society, particularly within educational settings, the study highlights the importance of integrating culturally appropriate communication practices into English language teaching (ELT) materials. Employing a descriptive qualitative method, six chapters (Chapters 1, 2, 3, 4, 9, and 14) were analyzed, resulting in 128 instances of politeness strategies. Among these, positive politeness emerged as the most dominant (50%), followed by negative politeness (25%), off-record strategies (11.7%), bald-on-record strategies (7.8%), and “Don’t do the FTA” (5.5%). The findings reveal that the conversational texts reflect Indonesian cultural norms by emphasizing respect, indirectness, and sensitivity to social hierarchy. This research evaluates ELT materials by promoting the integration of linguistically and culturally appropriate politeness strategies. It also encourages educators and textbook developers to prioritize politeness in instructional materials, enhancing students’ pragmatic competence in English communication.

The integration of culture in English Language Teaching (ELT) has become increasingly important as language is recognized as a social and cultural practice. In many EFL contexts, ELT materials are predominantly oriented toward Western cultures, which may create a cultural gap between learning content and learners’ lived experiences. This study aims to examine the integration of local culture in ELT materials and explore its pedagogical significance for EFL classrooms. Employing a qualitative descriptive research design, this study analyzed selected English teaching materials through document analysis, focusing on textual, visual, and task-based representations of local culture. The data were examined to identify forms of cultural representation, pedagogical functions, and the extent to which local culture supports meaningful language learning. The findings reveal that local culture is integrated through familiar themes such as traditions, daily social practices, and local values, which enhance learners’ comprehension, engagement, and confidence in using English. However, the integration remains limited and often superficial compared to the dominance of Western cultural content. The study concludes that local culture plays a crucial role in creating culturally responsive and contextually grounded ELT materials. A more systematic and balanced incorporation of local culture is therefore recommended to support effective language learning and intercultural competence in EFL contexts.

This study investigates the quality of training experience by Malaysian preservice English language teachers during their training in the digital puppetry module, which is designed to equip them with the skills to create multimodal English language teaching (ELT) materials. The module was developed via the ADDIE framework, with a focus on fostering the preservice teachers' ability to create contextually relevant, locally tailored teaching resources through digital puppetry. This study is situated within the context of Malaysia's ongoing efforts to improve English language teaching (ELT) by adopting the teaching English as an international language (TEIL) paradigm, which promotes localised content over the use of globalised, Western-centric ELT materials. The researchers examined the satisfaction, challenges, and perceived professional gains of the preservice teachers. The purposive sampling method was employed to select the 64 preservice teachers enrolled in the "Drama in Action" course at a public university in Selangor. Through post module interviews, post module individual reflections, and video recordings of final oral group presentations, it was found that the trainees appreciated the module for being original, scaffolded, and practical. However, while challenges were reported, the preservice teachers acknowledged the professional value of the module in training them to create innovative ELT materials. They also believed that the module was a professional development platform that developed their professional knowledge, motivation, confidence, creativity, and collaboration. This research has significant implications for English language teacher training, ELT materials, and further research. This studies also implies that pre-service teachers’ digital knowledge gap in creating engaging ELT needs to be tackled accordingly in order to prepare them for their future modern classrooms.

English language learning in high schools in Indonesia still focuses on theory, namely memorizing tenses, practicing grammar, and sentence structure, while communicative skills such as spontaneous speaking and real-life interactions receive very little attention. Previous research shows that students feel low on confidence and limited facilities and practice time. Psychological aspects such as self-confidence, student learning styles, technology integration, and authentic assessment are still rarely an integral part of teaching material design. This study aims to map best practices and weaknesses in the development of constructivist-based English teaching materials in high schools, with an integrative focus on the use of technology, variations in student learning styles, and authentic assessment, so that students' communication skills and confidence are improved. The method used is a literature review from 2018-2024 from national and international journals, proceedings, and research reports. This study uses thematic analysis techniques and framework analysis. The main findings indicate that approaches such as PjBL and CTL that involve projects, simulations, discussions, and real-life interactions can increase student engagement, creativity, critical thinking, and self-confidence. The integration of technology as a learning medium is indeed appealing, but its implementation has not been optimal in supporting authentic communication. Diversity in learning styles strengthens the effectiveness of teaching materials, and authentic assessments help measure students' actual abilities. This study fills a gap in the local literature by combining aspects of technology, learning styles, and authentic assessment within a single framework.

Indonesian language skills for sixth-grade students of SDN 04 Rantau Utara Labuhanbatu by developing their Indonesian language speaking skills, but in reality, the ability to speak Indonesian is very low, especially at SDN 04 Rantau Utara, even though they have been studying for years. The researcher attempted to provide a solution by using Islamic-themed English teaching materials using teaching materials based on the spiritual Project-based Learning approach so that students are motivated and more confident in communicating using Indonesian, because the teaching materials presented are in accordance with the environment and conditions of the school, which is an Islamic environment, so that the interest of students in learning Indonesian increases and Indonesian language communication is created and what is expected by the author is achieved

The development of contextualized English teaching materials is very important for PGSD students, especially in the distance learning system at the Open University. This research aims to apply an arts integrated approach to the development of English language materials to improve students' learning engagement and understanding. This approach incorporates elements of visual art, creative expression and aesthetic values into language learning content. The method used was R&D with the ADDIE model. Data were obtained from observation, questionnaires, and interviews, then analysed descriptively qualitatively. The results showed that more than 85% of students felt the material was easier to understand because of the visual elements. Students also became more active, completed tasks more quickly, and retained vocabulary for longer periods. Final products such as visual journals, picture vocabulary cards, and mini storybooks reflected improved language comprehension as well as pedagogical creativity. These findings support the arts-integrated approach as an effective learning strategy in developing English teaching materials within a distance education context.

The rapid digital transformation in education has fundamentally altered the development of English Teaching Materials (ETM), especially in professional domains like tourism, healthcare, and hospitality, where context-specific language skills are crucial for effective global communication. This study aims to analyze principal trends in ETM development over the last two decades, identify challenges encountered by researchers worldwide, examine the impact of technology and digitalization on ETM evolution, and assess the contribution of global ETM research to enhancing the quality of English language teaching in professional and specialized contexts. A bibliometric study was conducted utilizing VOSviewer software to examine 204 publications from the Scopus database from 2000 to 2025, adhering to an adapted PRISMA methodology for bibliometric studies. The data analysis encompassed co-occurrence terminology analysis, overlay visualization, and network mapping to discern thematic clusters, collaboration patterns, and temporal evolution dynamics. The findings identify eight essential thematic clusters that reflect various research orientations: curricular architecture and education (notably in medical education), autonomous learning strategies, technology implementation, fundamental dimensions of English Language Teaching (ELT), English for Specific Purposes (ESP), holistic linguistic competence, research publication and quantitative investigation, and core thematic nexus. The research reveals a significant publication increase, particularly intensifying around 2020, a geographic concentration with the Russian Federation as the dominant contributor, likely reflecting national investment in English for professional purposes, such as medical and tourism education and Tatarinova as the most prolific author, exemplifying institutional specialization and leadership in context-specific ETM research. The temporal evolution indicates a distinct shift from curriculum-centric research (2016–2019) to technology-enhanced methodologies (2021–2024), likely accelerated by the COVID-19 pandemic and the global push toward digital transformation in education. The study offers an extensive mapping of the ETM research landscape, focusing on professional applications, and gives strategic direction for creating successful, context-sensitive teaching materials that meet both global standardized requirements and local cultural contexts