In the age of globalization, English has emerged as the global language of international communication, higher education, business, and technology. As multinational organizations expand and remote work and international education opportunities increase, English proficiency has become a key factor influencing employability in both national and global labor markets. This study examines the relationship between English language proficiency and employability among non-native English speakers using a Systematic Literature Review (SLR) approach. Drawing on existing academic literature, the study explores both the challenges and opportunities associated with English use in professional contexts. The findings indicate that non-native English speakers face barriers such as communication difficulties, low confidence, limited access to quality language education, and workplace bias. At the same time, English proficiency enhances access to global job markets, career mobility, higher earning potential, and professional networking opportunities. The study also highlights the growing influence of digital transformation and artificial intelligence tools, which are reshaping the role of English in workplace communication. Overall, the study concludes that English proficiency remains a significant determinant of employability and professional success, while its function continues to evolve in response to global and technological changes.
Abstract Global Englishes, and within that the field of English as a lingua franca, is a huge and expanding area of research and pedagogy. This paper provides a sample of our beliefs about productive areas of research. The nine tasks presented suggest the importance of research in the areas of intercultural and digital communication, especially through the adoption of trans theories such as translanguaging, transmodality, and transcultural communication. Furthermore, concepts such as communicative competence will need rethinking to match the multilingual, multimodal, and multicultural resources that appear in such communication. The implications for pedagogy are extensive, including a re-evaluation of models and aims such as the (ir)relevance of the native speaker, global citizenship education, translanguaging, and decolonial perspectives, and approaches to both oral and written communication. Accompanying any changes in pedagogic practices must be changes in how we think about teacher education as well as assessment. Pedagogic research is crucial as there is a need to address the persistent gap between “real-world” translingual, transmodal, and transcultural uses of English and monolingual, Anglophone-orientated English language teaching models and approaches.
Abstract In a world of increasing human movement and displacement, language learning is an educational concern with significant implications for social inclusion in contexts of migration. This review of recent research analyses 40 empirical studies which explore various aspects of language education with adult migrants, investigating what they reveal regarding pedagogical approaches and the impact of policy on language learning, teaching, and assessment. It identifies issues in relation to diversity among adult migrant learners, the value of multilingual practices and the recognition of multiliteracies, as well as the potential of digital learning and affective approaches to language teaching. In addition, this review shows how migration and integration policies can influence language instruction, considering programme design, testing requirements, the learning of minoritised languages, and the role of educators in this field. It outlines directions for further research in areas including critical multilingual approaches to language teaching, equitable forms of assessment, trauma-informed pedagogy, the development of inclusive policies, and teacher education. This paper can thus inform educators, researchers, and policymakers by providing insights which may guide language-related educational support for adult migrants.
Abstract This paper reviews a purposive sample of doctoral dissertations in second-language education, completed between 2019 and 2023 at universities in Germany. Among the 79 relevant dissertations found from this period, 18 thematic strands were identified, of which 7 were chosen as being particularly relevant for a more in-depth review: (1) evaluation of specific teaching approaches, (2) (partial) language skills, (3) individual variables, (4) special learner groups, (5) multilingualism pedagogies, (6) digital media, and (7) literature and film pedagogy. We identify relevant topics and relate these to trends in research methodology (qualitative/quantitative/mixed methods). We also discuss the depth and breadth of these dissertations and situate their scholarly contributions within German and international research on additional language education. A comparison with the three previous review articles reveals methodological developments and thematic shifts, highlighting both progress and persistent challenges in German-language doctoral research across nearly two decades of scholarship.
Abstract This study explores how secondary school English teachers in Portugal and Spain perceive extramural English (EE) and integrate it into English Language Teaching (ELT). EE involves any exposure to English outside the classroom, through watching videos, listening to music, or playing games – these being the activities identified by teachers in both countries as the most common among their students. The study analyzes teachers’ perspectives on the frequency of students’ exposure to EE activities, the impact of these activities on different language areas, and, more broadly, the relationship between EE and ELT. A total of 244 participants took part in the study. A survey was used as the research instrument. Data were analyzed by means of mixed ANOVA and an exploratory factor analysis. Findings showed that Portuguese teachers reported higher frequencies of student engagement in all EE activities compared to their Spanish counterparts. However, teachers from both countries shared similar perceptions of the impact of EE on language learning, and identified listening skills, informal language use, and the development of vocabulary as the areas most positively influenced by EE. Finally, teachers from both territories supported the integration of EE into ELT.
Abstract Foreign language anxiety (FLA) has been widely studied over the past four decades, yet the effectiveness of anxiety-reduction strategies remains insufficiently understood. This article offers a critical review of research on FLA-reduction interventions, synthesizing the findings from experimental studies across four major categories: emotion regulation, cognitive restructuring, skill building, and classroom environment enhancement. While many strategies show promise, the field lacks a coherent, psychologically grounded framework for supporting anxious learners. Drawing on psychological theories including cognitive-behavioral, acceptance-based, and analytical frameworks and emerging Daoism-inspired psychological perspectives, this article argues for a conceptual shift in FLA research: from viewing anxiety as a surface-level symptom to be eliminated toward understanding it as a meaningful psychological signal that may reflect deeper learner-internal processes. The article proposes an interdisciplinary approach that integrates pedagogical practice with psychological insight, positioning anxiety as a potential catalyst for self-awareness and growth. Implications for language teaching and future directions for FLA research are discussed.
Abstract In English pronunciation teaching, the Nativeness Principle has been influential in the curriculum standards, instructional materials, and teachers’ beliefs in China. Even though subtle shifts toward the Intelligibility Principle have been seen since the 2010s, some unresolved questions and challenges about applying the Intelligibility Principle to classroom teaching still need to be answered and addressed, which is the main purpose of this article. Under the 5W1H framework (Who, Why, What, When, Where, and How), the study argues that intelligibility-focused teaching is more realistic and beneficial for Chinese students across age groups. It also explores key phonetic features and accommodation strategies for mutual understanding in pronunciation. It further suggests a phased approach to intelligibility instruction, starting with broad phonetic teaching in early grades and focusing on targeted features in later years, and recommends the use of artificial intelligence (AI) tools for real-time feedback, while acknowledging that AI feedback can be biased on accents. Finally, the study points out the necessity for guiding teachers and for reliable intelligibility assessments, observing the influence of native-language familiarity on judgments. It calls for further research on explicit training in accommodation strategies, identification of prioritized pronunciation features, biases in AI tools, and context-specific intelligibility benchmarks.
This paper reviews research from the field of language teaching into post observation feedback i.e. the discussion that takes place after an observer has watched a pre-service or in-service teacher’s lesson. Post observation feedback is discussed with reference to four main themes: (1) perceptions of feedback; (2) reflection; (3) relationships (with two sub-themes of identity and facework); and (4) observer training. This review indicates that while the fields of language teaching and applied linguistics are leading research into post observation feedback, there remains important and interesting avenues for future research, which are discussed in this paper.
This study conducted an approximate replication of Teravainen-Goff (2023) to validate the Intensity and Perceived Quality of Engagement Scale for university students in the Japanese EFL context. Teravainen-Goff (2023) developed this scale based on an action-oriented definition of engagement and proposed a novel approach to measuring engagement among secondary school language learners in the UK. The study identified an 18-item, five-factor structure from a pool of 36 items through exploratory factor analysis (EFA). In this replication, we examined the validity and reliability of Teravainen-Goff’s scale in a different context, focusing on the replicability of the EFA results. We undertook this replication because engagement is context-dependent and EFA results can vary across samples. We compared the factorial structure with that of the initial study while modifying the target language and participant demographic. Results revealed a 22-item, six-factor structure with good fit. Although the same underlying factors emerged, several notable differences were observed. This approximate replication provided stronger evidence for the psychometric properties of the scale in a new context. Transparent documentation of modifications to the initial study and systematic comparison offered a promising approach to building robust evidence for engagement research and improving the rigour of questionnaire-based research overall.
The purpose of the seminar was to bring together scholars from within linguistics and disciplines such as psychology to explore what short-form social media is, how we might practically and ethically collect and analyse short-form social media data, and what analytic possibilities are on offer for a linguist interested in examining this type of data. The seminar, held at the University of Nottingham on 11th September 2024, was well-attended, with around twenty people joining in-person or online. It ran for a single day and was split into a morning of plenaries and lightning talks about personal research interests, and an afternoon of interactive sessions which sought synergies between those research interests.
This paper examines replication research in pragmatics. The paper has three goals: to understand how replication has been used in pragmatics, to explore how replication research can enrich research in pragmatics and language learning, and to offer some suggestions for replication projects in L2 pragmatics. The paper examines sets of original and replicated studies in both L1 and L2 pragmatics to understand the range of research that has been conducted. It then considers the status of item replications (repeated scenarios) that characterize L2 pragmatics research. And it concludes by considering specific issues in L2 pragmatics research that can be insightfully investigated via replication.
This talk examines how corpus linguistics and artificial intelligence treasure the potential to reshape contemporary language learning ecologies. It argues that the rapid normalisation of generative AI has intensified the need for pedagogical models that combine low-friction access to language support with transparent methods grounded in attested usage. Drawing on ecological perspectives and recent empirical research, the talk shows how AI-driven environments expand opportunities for language learning while creating risks related to opacity and over-reliance. Corpus linguistics, data-driven learning and corpus literacy offer a complementary foundation by providing traceable evidence, reproducible analyses, and practices that foster learners’ critical judgement. Two convergence scenarios are proposed: AI as an extension of DDL, and corpus literacy as the operational core of critical AI literacy. Together, these scenarios illustrate how open-box pedagogies can reconcile responsiveness and accountability, ensuring that AI-mediated learning remains anchored in transparent processes and empirically grounded language knowledge.
Research syntheses have demonstrated that pronunciation instruction works, which means that whether instruction is effective is no longer an open question. Instead, contemporary intervention research has shifted to investigating how instruction can be further optimized, asking targeted questions about the instructional features that catalyze learning. In this paper, I examine the concept of instructional optimization, focusing on anticipated effect sizes (gains). I outline a four-pronged empirical approach to provide robust data for designing optimal pronunciation interventions. First, I describe the need for replication studies, which provide insight into the precision and stability of effects across distinct research samples and contexts. Second, I advocate for a systematic approach to study design. In such an approach, which is closely tied to the principles of replication, one or two variables are manipulated at a time, leading to a set of maximally comparable studies that lend insight into the impact of specific variables. Third, I explain the need to situate instruction within a longitudinal perspective to examine how robust and durable instructional gains are. Finally, I turn to adaptive approaches, where the surface format that instruction takes is highly variable and responsive to learner needs while the adaptive decision tree that generates the form is fixed and replicable.
Task-based language teaching (TBLT), an instructional approach for promoting real world communicative language use, has gained substantial attention among researchers and educators of additional languages, traditionally referred to as second languages (L2) and foreign languages (FL). Existing research on TBLT and tasks, predominantly conducted with adult learners, has primarily examined how meaning-focused tasks enhance (or do not enhance) learners’ communicative abilities in the target language and how different task implementations yield different outcomes (Ellis, 2017).
Abstract Generative artificial intelligence (GenAI) is a powerful technology that has vast potential to support various aspects of second language acquisition (SLA). Given GenAI’s capabilities, it is particularly relevant for the teaching and learning of second language (L2) writing. Despite its potential, there are also clear hazards and a range of potentially negative side effects, many of which have yet to be explored. Building on existing research, in this piece, I propose a series of six future research tasks that may prove useful for further understanding the affordances and limitations of GenAI for L2 writing. These six research tasks are organized into three interrelated themes, which cover 1) learning processes and outcomes, 2) student use and interactions, and 3) teaching. For each theme, two research tasks are proposed. Each task includes a discussion of what research is needed, why it is needed, along with how scholars might investigate that research task by adopting quantitative, qualitative, or mixed methods. The goal of this piece is to provide potential research ideas for graduate students and faculty and, ultimately, to foster research–pedagogy connections involving GenAI, L2 writing, and SLA.
