The growing ecological crisis has increased the urgency of integrating sustainability into education, including English language teaching (ELT). Although ecological English language teaching (Eco-ELT) has received increasing scholarly attention, existing studies remain conceptually fragmented and pedagogically uneven. This study aims to systematically map the development of Eco-ELT research published between 2015 and 2025 by identifying dominant pedagogical models, theoretical orientations, and reported learning outcomes. Employing a Systematic Literature Review guided by PRISMA, bibliographic data were retrieved from the Scopus database. A total of 37 empirical studies were selected from an initial dataset of 185 publications. The study combined bibliometric mapping using VOSviewer with qualitative thematic analysis. The findings reveal four dominant pedagogical clusters in Eco-ELT research: environmental content-based ELT, critical eco-literacy tasks, eco-critical literature and multimodal texts, and place-based community projects. The review further shows that sustainability integration in ELT is predominantly mediated through teacher agency, instructional design, and curriculum practices, while deeper ecological epistemologies and long-term behavioral transformation remain underexplored. This study contributes an integrative conceptual framework that links pedagogical approaches, theoretical orientations, and sustainability objectives within Eco-ELT research.
Authentic news is increasingly recommended in English for Specific Purposes (ESP), yet little is known about how news-based Problem-Based Learning (PBL) supports policy reasoning and academic writing in English for Political Science. This study aimed to examine how students demonstrated engagement and response quality, comparative policy reasoning and climate-policy vocabulary, and writing challenges during a four-week news-based PBL intervention. This qualitative case study, supplemented by descriptive frequency counts, analyzed written policy reflections from 19 second-year undergraduates using flood-related news from Southern Thailand and Malaysia. Directed qualitative content analysis examined response quality, comparative reasoning, climate-policy vocabulary, and writing clarity. Results showed strong topical relevance and connections to regional events, although engagement was inferred from written content rather than directly observed. Most responses remained descriptive or moderately analytical, with limited evaluative comparison, uneven use of specialized vocabulary, and recurring problems in coherence, sentence structure, verb tense, and transitions. The findings indicate that authentic news-based PBL can create meaningful ESP learning opportunities but requires explicit cognitive and linguistic scaffolding to support analytical policy writing. The study identifies where staged support is needed and informs the application of Vygotskian scaffolding concepts to policy-oriented ESP.
Despite growing concern regarding English language achievement in Lao higher education, empirical evidence on factors associated with students’ academic achievement remains limited. This study examined the relationships between six factors—student, family, teacher, school, social, and accommodation factors—and the academic achievement (CGPA) of Lao EFL students at a public university in Vientiane, Laos. Using a quantitative cross-sectional correlational design, data were collected from 272 randomly selected English-major students through a validated Likert-scale questionnaire (α = .855). Pearson correlation analysis revealed that the Student Factor was the only variable significantly associated with CGPA (r = .140, p < .05), although the relationship was weak. No significant associations were found for the other factors. However, one-way ANOVA and post-hoc comparisons showed significant differences in family factors across achievement groups, F(2, 269) = 4.22, p = .016, with high-achieving students reporting stronger family support than moderate- and low-achieving students. The findings suggest that learner-related characteristics are more closely associated with academic achievement than external factors. The study highlights the importance of fostering learner autonomy and strengthening family support to enhance academic achievement among Lao EFL university students.
Previous research has examined project-based learning (PBL), video-based tasks, and environmental education in EFL contexts. However, research on how a single video-based project can assist students in enhancing speaking skills while simultaneously fostering environmental awareness remains underexplored. This descriptive qualitative study aims to investigate students' perceptions of the project, determine the most enhanced speaking components, and assess the project's impact on their environmental awareness and dedication. During a two-week study on local environmental concerns, forty-one EFL students from the second semester at a university in Sumatera Utara took part in this study. Data were gathered using a ten-item open-ended questionnaire completed after the study and examined thematically to discover recurring trends in students' perspectives. The results demonstrate that students found the project intriguing since it was collaborative, innovative, and real-world in nature. The enormous improvements in speaking elements such as fluency, vocabulary, pronunciation, and confidence have resulted in less focus on grammar. It also increases students' environmental consciousness and sense of responsibility by teaching them about local ecological challenges and the need for environmental protection. This study implies that video-based PBL has the potential to increase both speaking skills and environmental awareness, making it a meaningful and socially relevant method for language learning.
Legal English is often challenging for EFL learners due to its specialised terminology and distinct linguistic features (Nhac, 2021). While translanguaging is increasingly discussed as a pedagogical resource in EFL contexts, little is known about how learners engage with it in legal English vocabulary learning in Vietnam. Addressing this gap, this study investigates students’ perceptions and reported classroom practices in learning legal English vocabulary. Adopting a qualitative case study design, data were collected through in-depth semi-structured interviews with ten purposively selected Legal English students at a Vietnamese university. The interviews were conducted in Vietnamese and analysed thematically. Results indicated that participants generally viewed translanguaging as a useful scaffold for enhancing conceptual understanding and supporting vocabulary retention. However, some expressed concerns about potential over-reliance on the first language. In practice, students reported using translanguaging strategically for collaborative meaning-making, clarifying complex legal concepts, and checking lexical accuracy before producing English output. Overall, the study highlights translanguaging as a facilitating but cautiously negotiated resource in legal English vocabulary learning. The findings contribute to ESP and translanguaging research by offering insights into learner agency and classroom language practices in a specialized Vietnamese context, with implications for more flexible multilingual pedagogy.
Digital media use in English as a foreign language (EFL) classes has grown in Indonesia. In Islamic schools, however, the focus is often on technical skills, with less emphasis on character education. This study aims to develop the integration of Islamic values-based e-portfolio into technology-enhanced English learning (TELL) for students’ engagement and skill development to foster their character development and reflection. Using a design-based research (DBR) approach, the study applied three stages: needs analysis, instructional design and development, and classroom implementation. Data were garnered through open-ended questionnaires, classroom observations, and interviews with EFL teachers and students at the secondary schools in South Kalimantan, Indonesia. The collected data were analyzed using thematic analysis. The results demonstrate that e-portfolios enhanced EFL students’ engagement, participation, and reflective learning. The students found the materials more meaningful and relevant due to the integration of Islamic values such as amanah (trustworthy), sidq (truthfulness), and muhasabah (self-reflection). Reflective activities supported self-regulated learning, and teachers improved instructional efficiency and a greater ability to incorporate values such as sabr (patience) and ihtiram (respect) into language tasks. The study implies a practical model for TELL in EFL instruction in faith-based educational settings to integrate Islamic values using the e-portfolio model.
The integration of artificial intelligence (AI) into the education sector is becoming increasingly unavoidable; however, the ability of AI systems, such as ChatGPT, to generate critically argumentative texts remains insufficiently examined. This study explored whether argumentative essays authored by humans exhibit greater critical depth than those generated by ChatGPT. This study employed a sequential explanatory mixed-methods design. Ten Indonesian university students voluntarily composed two argumentative essays—on the topics of “city dumps” and “slum neighborhoods”—following an experiential learning model, resulting in 20 human-produced texts. ChatGPT was tasked with generating 20 essays on the same topics. The data were analyzed using the Holistic Critical Thinking Scoring Rubric (HCTSR) developed by Facione (2020), as follows: three blind raters assessed all 40 essays for critical thinking using standardized rubrics. Quantitative analysis (t-tests) and qualitative content inspection revealed that human essays consistently achieved higher scores for experiential breadth, perspective diversity, counterargument integration, and emotional resonance. These findings indicate that despite advancements in natural language generation, AI-produced argumentative writing still lacks the critical sophistication that human authors demonstrate. This study indicates that future AI development must move beyond surface-level fluency to better emulate the nuanced socio-contextual sophistication of human reasoning.
Although problem-based learning (PBL) and translanguaging are recognized as effective pedagogical strategies, their synergistic integration remains underexplored. This study seeks to investigate the integration of translanguaging into PBL to foster students' critical speaking skills. This explanatory mixed-methods research involved the sixty-two students of the 12th grade of the Islamic senior high school at an Islamic boarding school in Gresik, Indonesia. The quantitative data were obtained from a quasi-experimental research design divided into an experimental group (PBL with translanguaging) and a control group (regular instruction) through pre- and post-speaking tests and questionnaires. Meanwhile, the qualitative data were obtained from reflective journals and semi-structured interviews. The quantitative data were subsequently analyzed using SPSS 26, and the qualitative data were analyzed using a thematic pattern. The results showed a significant improvement in the experimental group (p < 0.001); the students demonstrated significant gains in fluency and coherence based on IELTS criteria, alongside increased confidence. The translanguaging reduced anxiety and enabled students to express critical ideas in their native language during the planning phase. The study implies incorporating translanguaging into student-centered pedagogy as it is crucial for affirming multilingual identities and ensuring equitable participation, and for offering a scalable framework for bridging trilingual repertoires with critical English discourse.
While reading anxiety considerably hinders English as a foreign language (EFL) students’ English proficiency, research precisely exploring the causes of reading anxiety and coping strategies in the Indonesian EFL context remains limited. This qualitative case study investigated the experiences of ten purposively selected female undergraduate students at a public university in Jambi, Indonesia. Data were gathered through a semi-structured interview and a reading stimulus task during the interviews, then analyzed using thematic analysis and validated through member-checking to ensure trustworthiness. Results reveal that participants’ anxiety stems from three primary themes: personal factors, material-related features, and procedural factors. Specific triggers include the fear of making pronunciation mistakes, embarrassment over accents, unfamiliar vocabulary, and pressure from timed reading tasks. To mitigate these challenges, students employ self-relaxation techniques, such as positive self-affirmation and physical relaxation, and self-preparation strategies, including reviewing materials and utilizing digital learning tools. These findings suggest that reading anxiety is a multidimensional issue shaped by both personal insecurities and classroom dynamics. Consequently, educators must play a pivotal role by fostering supportive environments and selecting culturally accessible materials to minimize anxiety triggers, ultimately helping students achieve their learning goals.
While there is considerable research on the motivation to learn and speak English among students and teachers, there is little research on the motivation to speak English among religious women living in another country. This study aimed to investigate the lived experiences of four Timorese Canossian Sisters, three of whom are currently living in the Philippines, and one lived there years ago. A phenomenological design was employed to capture the lived experiences of the participants and to understand how they navigated their new environment relating to language, culture, and mission. Data were collected through self-reflective narratives and focus group discussions, and were analysed thematically. The findings show that participants’ motivation to speak English evolved from obligation and compliance to intrinsic and integrative motivation, which in turn helped them overcome personal insecurities such as language anxiety and shyness. Community encouragement, cultural adaptation, religious missions, self-belief, and peer support contributed to this change. This research implies creating an environment that supports religious communities, identifies sensitive practices, and mediates social learning to increase learners’ speaking motivation in various cultural and faith-based contexts. It contributes to the literature on second language motivation in relation to religious life and transnationalism.
Although films and task-based language teaching (TBLT) have been widely applied in EFL listening instruction, their combined use to examine speech delivery rates (SDRs) outcomes, particularly in Pesantren-based educational settings, remains underexplored. This study seeks to investigate the effectiveness of Marvel movie scenes in enhancing SDRs in listening among EFL students in a Pesantren context. A quasi-experimental quantitative study involved two groups of 74 students from a private Islamic boarding school in East Java, Indonesia. Both groups were exposed to the same Marvel movie. The experimental group was taught using TBLT with communicative tasks, while the control group received conventional instruction. An independent samples t-test was applied to determine differences between the groups, and a paired samples t-test examined retention after a two-week interval. Results showed that the TBLT group outperformed the non-TBLT group by 8.35 points, with Sig. value 0.001 in both comprehension and retention. The TBLT group indicated stronger retention of SDR features. Retention scores differed significantly between the TBLT and non-TBLT groups, t = 3.48, p < .001, SE = 7.11. These findings imply that EFL teachers can adopt TBLT-supported authentic film media to enhance SDR-focused listening, significantly improving listening skills and long-term memory retention among Pesantren students in practice.
EFL teachers’ knowledge, perceptions, and practices regarding integrating critical thinking (CT) in English language teaching are essential. However, research on this area shows conflicting results, particularly in Asian contexts. This study investigated EFL teachers’ perceptions and practices on integrating CT in their classrooms. Three EFL teachers of junior high schools in Banjarmasin, South Kalimantan, Indonesia, participated in the study. They were selected purposely based on teaching experience, professional teachers’ certification status, and participation in CT workshops. A qualitative phenomenological design was adopted through the use of semi-structured interviews and documentation on teachers’ lesson plans. A thematic analysis was used in the data analysis. Results showed that the teachers had a good understanding of CT and perceived its integration in EFL lessons positively. They incorporated CT through analyzing texts, evaluating characters, separating facts from opinions, drawing conclusions, making presentations, discussions, and writing paragraphs, which aligned with their lesson plans. The study also revealed that students’ English proficiency affected their ability to express ideas and explain reasons during CT activities. This study highlights the need for further research incorporating students’ views and utilizing classroom observations to verify the suitability between teachers’ perceptions and their teaching practices.
Digital tools are increasingly available in higher education, yet meaningful integration depends on educators' acceptance and professional competencies. EFL teachers' lived experiences with technology integration remain underexplored in the literature. This case study investigates how Saudi EFL teachers integrate technology in English language teaching. Twelve EFL teachers at a Saudi university were purposively selected as participants. Data were collected through semi-structured interviews and were analyzed thematically. Results reveal that teachers used technology strategically to strengthen relationships and enhance traditional instruction, treating it as an engagement tool rather than a driver of fundamental pedagogical change. Their positive attitudes were constrained by interconnected barriers, including limited institutional access, inadequate training, and concerns about relevance and student capability. Technology integration thus emerges as a balancing act between teaching goals and real-world limitations. These findings suggest that effective technology integration requires holistic institutional support addressing both infrastructure and human development. Policymakers and academic leaders should prioritize targeted professional development programs and context-sensitive support systems to better equip EFL teachers in similar settings.
While previous research has demonstrated positive short-term effects of such courses, few studies have examined changes sustained over an extended period, particularly in urban contexts facing ecological challenges. This study seeks to explore the long-term impact of integrating environmental topics into essay writing courses on EFL university students’ environmental literacy in Malang, Indonesia. Using a qualitative case study design, semi-structured interviews were conducted with ten students two years after they participated in the course. Thematic analysis revealed significant transformations across cognitive, affective, and behavioral dimensions. Students developed a deeper understanding of environmental issues, formed emotional connections to ecological concerns, and adopted sustainable practices in daily life. They also showed increased motivation to share environmental knowledge with their communities. These findings suggest that essay writing courses that incorporate environmental themes can foster meaningful, long-lasting changes in students’ attitudes and behaviors. This research contributes to the broader discourse on environmental education in EFL settings and highlights the potential of writing courses as a platform for cultivating environmental awareness and action.
Despite the growing trend in international student mobility, research on the emotional journeys of Indonesian students in this context remains limited. This phenomenological case study seeks to explore the emotional experiences of Indonesian students participating in the International Credit Transfer Program (ICT) under the Merdeka Belajar Kampus Merdeka (MBKM) program at the university in the Philippines. It analyzes how these students cope with emotional challenges and cultural adjustment during their five-month exchange. Data were collected through semi-structured interviews with six participants of the students of the ICT program purposively selected and then analyzed using thematic analysis. The interviews were transcribed verbatim in Indonesian and systematically coded to identify recurring emotional themes. Findings revealed various emotional transitions, ranging from initial excitement and anxiety to feelings of cultural enrichment and emotional growth by the end of the program. This study highlights the importance of emotional support and cultural integration in enhancing the experience of international students. It is recommended that host institutions implement structured support systems to promote student well-being. Further research is recommended to explore long-term emotional impacts and cross-cultural comparisons.
Research on speaking anxiety among ESL/EFL students has been documented. However, research on speaking anxiety, particularly in the context of public speaking or oral performance at the higher education level, remains underexplored. This research aims to assess the anxiety levels and prevalence of Indonesian EFL university students in public speaking classes. The study involved undergraduate students enrolled in a public speaking class in the fourth semester of the English department at a university in Kediri, Indonesia. A sample (n=51) completed the distributed speaking anxiety survey questionnaire of the Foreign Language Classroom Anxiety Scale (FLCAS) adapted from Horwitz et al. (1986). The collected data were then statistically analyzed using SPSS. The results show that the EFL university students exhibited varying degrees of anxiety from the lowest to the highest levels: anxious, very relaxed, mildly anxious, and relaxed. The most prevalent anxiety among the EFL university students in public speaking was at a relaxed level. Several factors that affect how much speaking anxiety students feel in English classes include not being interested in the subject, their age, not getting enough practice, and their gender. Findings highlight the need for special support in public speaking classes to assist EFL students in dealing with their anxiety.
Pre-service teachers’ (PSTs) reflective teaching practice has been seen as early professional growth. However, it has not delved yet into how Pattani PSTs as international students construct their professional identity through self-reflection. The study aims to investigate the Pattani PSTs constructing their professional identity through self-reflection, the role of self-reflection in shaping their professional identity, and the process of self-reflection impacting their identity as future teachers during the teaching practice program in Indonesia. This qualitative case study involved three PSTs from Pattani in Southern Thailand as research participants. The data were garnered from reflective journals, dialogic reflection, and teaching practice artefacts. The data from self-reflections were cross-checked and validated using interviews with three teacher mentors and one teacher educator, as well as their lesson plans. Data from reflective journals and interviews were analyzed thematically, while dialogic reflections were examined using appraisal analysis. The findings revealed three emerging themes: (1) retrospection and collaboration; (2) inner, outer, and interactive contemplations; and (3) envisioning teacher as a future career. The study suggests that for international PSTs, targeted pre-practicum training in intercultural communicative competence and local pedagogical knowledge is crucial to facilitate positive self-reflection and professional identity construction.
Second language acquisition (SLA) research often prioritizes adult and tertiary-level learners, leaving adolescent learners in secondary schools underrepresented. This study investigates how teacher–learner interactions shape SLA in Indonesian junior high school classrooms, focusing on instructional strategies and contextual challenges. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews with four teachers and thirty-two students. Thematic analysis revealed that scaffolding, modified input, peer collaboration, and implicit feedback were key strategies that fostered engagement, comprehension, and learner confidence. Teachers employed stepwise guidance, slowed speech, visual supports, and role-plays to encourage active participation, while rephrased feedback helped reduce anxiety during error correction. However, persistent challenges emerged, including student anxiety, wide proficiency gaps, limited teaching resources, and overcrowded classrooms, which constrained interaction patterns. The findings highlight the importance of differentiated instruction, low-anxiety learning environments, and resource support to optimize SLA in adolescent EFL contexts. This study contributes to SLA literature by emphasizing the critical role of interactive strategies in promoting effective language acquisition among younger learners in non-western settings.
Textbooks play a crucial role in EFL learning as a bridge between curriculum objectives and classroom practices. However, a growing body of research indicates that many EFL textbooks remain insufficient in facilitating the learning process, particularly in fostering learner autonomy (LA). This qualitative case study aimed to investigate what LA-supportive features are represented in the instructional content of the textbook When English Rings A Bell (WERAB) and explored teachers' and students’ perspectives on the textbook role in promoting LA. The study involved two English teachers and two Grade VII students from a public junior high school in Indonesia. Data were collected through document analysis and semi-structured interviews, and analyzed using content analysis and cyclical coding. The results indicate that textbook WERAB instructions predominantly aligned with lower levels of LA, namely awareness and involvement, while rarely fostering higher-order autonomy such as creation or transcendence. Moreover, teachers and students perceived the textbook instructions as monotonous, lacking scaffolding, overly directive, and offering limited multimodal texts. Students’ language barriers also led teachers to overuse L1, reinforcing their reliance on translation. This study underscores the need for improved instructional design that incorporates autonomy-supportive principles and stronger pedagogical frameworks for more effective future classroom practices.
Diminished academic performance and an uptick in bullying necessitate heightened attention to fostering positive student interactions and skills. To address these issues, educators can effectively employ cooperative learning (CL) methods within their classes. This gap in the research underscores the need for a deeper investigation into the teachers’ implementations and weaknesses in CL practices. This research delved into the teachers’ understanding, implementations, and problems with CL in implementing Kurikulum Merdeka or Emancipated Curriculum (EC). It also examines how a professional development program influences teachers’ ability to integrate CL effectively. The twelve participants were English teachers from different places in Indonesia with diverse teaching career stages. A mixed-method approach was employed, involving questionnaires with statistical analysis using SPSS 30 and interviews through thematic analysis. Quantitative findings show that teachers’ activities align with the CL framework, while qualitative data reveal inconsistencies in actual practice. This contrast suggests a gap between perception and implementation, highlighting the need for targeted support to ensure meaningful CL application in classrooms.
