In the field of English language education, there have been salient changes as a result of cognitive-computational approaches and transdisciplinary systems. This study focuses on a comprehensive analysis of 6,815 articles published in the Web of Science database in top-tier 14 journals with highest SJR scores through bibliometric analysis. The findings suggest an increasing emphasis on social dimensions of language education, with research attention gradually expanding from teaching methods toward identity-related topics as well as concepts such as intercultural interaction, and social justice. After the pandemic, research attention increasingly turned to AI and well-being. The corpus also indicates increasing methodological diversity, particularly through the growing use of Mixed Methods Research. Asian research centers have gained momentum in the latest studies. (c) Association of Applied Linguistics. All rights reserved.
Translanguaging provides a multilingual and inclusive language learning environment that emphasizes the equal value of various languages by strategically and consciously using two or more languages. This state-of-the-art review study aims to examine Translanguaging pedagogy from the perspective of English language learners, prospective English language teachers, and English language teachers. As part of the literature review for this study, 30 empirical studies relevant to the field were included and analyzed using the PRISMA method. As a result of the analysis, the studies examined were divided into three categories. The findings were synthesized thematically. Based on the results of the study, it was deduced that this pedagogy could boost students' language learning efficiency by reducing language learning anxiety, and prospective English language teachers and English language teachers have a positive awareness of Translanguaging pedagogy, which offers a more flexible and personalized learning environment than the traditional monolingual language learning approach. Furthermore, this research comprehensively addresses the needs of three stakeholders and provides valuable recommendations for educational stakeholders, promising findings, and identifies important research areas for future studies.
Professional development (PD) has long been examined through a technical and instrumental lens, with emphasis placed primarily on enhancing teachers' pedagogical competencies. However, the role of PD in constructing, negotiating, and repositioning teacher identity across different career stages and institutional contexts remains insufficiently explored. Drawing on ecological systems theory and sociocultural conceptions of identity as its theoretical framework, this study investigates how and in what ways participation in professional development activities affords opportunities for identity construction among novice and experienced EFL instructors working at the university level. Data were collected through semi-structured interviews and analysed using inductive thematic analysis. The findings suggest that the construction and negotiation of teacher identity is shaped not solely by participation in PD, but also by engagement with ecological systems operating at macro, meso, and micro levels. Whereas novice instructors tend to perceive PD as a structure that shapes, regulates, and legitimizes their professional identities, experienced instructors approach it as a more strategic, selective, and at times distanced experience. Institutional expectations and policy-driven discourses emerge as powerful mechanisms that determine how PD is perceived and internalized at the individual level. Taken together, the findings indicate that PD should be understood not merely as a pedagogical learning activity, but as an act of identity work embedded within and mediated by ecological contexts.
In the Algerian higher education context, English for Specific Purposes (ESP) courses for business students often emphasize grammatical accuracy and domain-specific vocabulary at the expense of practical communicative competence. This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in fostering communicative competence among Algerian university students enrolled in Business English ESP programmes through a quasi-experimental design involving 54 second-year preparatory business students at the Higher School of Management and Digital Economy. Data triangulation was employed through pre-and post-intervention speaking assessments, a structured student perception questionnaire, and systematic instructor field notes. Participants in the experimental group received instruction via TBLT, while the control group followed traditional lecture-based methods. Results indicate that TBLT significantly enhanced learners' communicative competence, particularly in fluency (d = 1.26), interactional strategies (d = 1.41), and pragmatic appropriateness (d = 1.22). Moreover, students in the experimental group reported increased motivation (92.5% agreement), confidence (96.3% agreement), and perceived relevance of English instruction to their future professional lives. The study suggests that TBLT constitutes a contextually appropriate and pedagogically effective approach for addressing the communicative needs of Algerian ESP Business English learners, and recommends its integration into curriculum planning and teacher training initiatives. (c) Association of Applied Linguistics. All rights reserved.
This study examines the alignment of undergraduate Language Testing and Assessment (LTA) course in Turkish English Language Teaching (ELT) programs with international Language Assessment Literacy (LAL) standards. Using qualitative document analysis, publicly available course syllabi from 64 state universities were analyzed based on the CEFR, ALTE, ILTA frameworks, and LAL models. A deductive–inductive coding scheme was employed to identify the presence and distribution of core assessment competencies. The findings indicate a strong emphasis on foundational and technical aspects of language testing, such as item writing, reliability, and exam preparation and underrepresentation of ethical practice, fairness, feedback literacy, score interpretation, and digital assessment. These results suggest a partial and uneven alignment between current LTA curricula and international LAL standards. The study highlights the need for systematic curricular revision to ensure that future language teachers are equipped with a broader, practice-oriented assessment literacy responsive to contemporary educational and technological demands.
