The COVID-19 pandemic has brought significant challenges for educators, particularly English language teachers, whose professional and personal wellbeing have been affected in various ways. This review paper synthesizes empirical studies published between 2020 and 2022 to examine English language teachers’ wellbeing during the pandemic. For this, I have employed the Preferred Reporting Items for Systematic Review and Meta- Analysis (PRISMA) framework for critically analyzing the studies (n=30). I identified some key areas of professional challenges that include(a) increased workload, (b) lack of technological preparedness, (c) diminished social interactions; (d) lack of opportunities, for enhanced digital literacy and the development of innovative teaching methods; and (e) absence of effective coping strategies, including peer support, self-care routines, and institutional interventions. These findings can contribute to the broader conversation on teacher resilience by highlighting actionable insights for improving well-being through coping even in the crisis contexts like the pandemic. The existing literature has contributed as an evidence-based interventions by providing a deeper understanding of the unique challenges faced by English teachers. It is also highlighting the opportunities experienced by English teachers during the pandemic. The support and lesson learned can be an instrumental to build teacher resilience, ensuring their sustained effectiveness in navigating future challenges for their better personal and professional wellbeing.
This study aimed at examining the role of English teachers in supporting inclusive education for visually impaired (VI) learners in English Language Teaching (ELT). It adopted narrative inquiry as a research method and Lev Vygotsky’s social constructivist theory (1978) to investigate how teachers modify lesson plans, materials, and classroom settings to address the cognitive and affective needs of year (class) VI learners. Three themes emerged from the data obtained from the interviews, reflective journals, and classroom observations, namely, assistive technologies, emotional well-being and working with peers, and instruction of adaptive techniques. The findings suggest that faculty development, resource availability, and policies support creating inclusive classrooms for visually impaired students for their academic and emotional growth.
In recent years, an increasing number of English as a Foreign Language (EFL) textbooks centered on the Sustainable Development Goals (SDGs) have been developed. However, many emphasize global issues, leading to ―SDGs burnout as students struggle to relate to the content meaningfully. This study investigates the effectiveness of integrating domestic and international human rights topics into SDGs-related materials to increase student engagement and shape perceptions of their country‘s role in addressing SDGs-related issues. Over a fifteen-week semester, 58 lower-intermediate EFL students in Japan designed and taught lessons using SDGs-related articles featuring local and global human rights themes. Pre- and poststudy questionnaires measured changes in students‘ attitudes toward Japan‘s role in addressing domestic and international SDGs-related issues, as well as their interest and connection to the materials. Results showed a statistically significant increase in interest and relatability when domestic issues were included. While perspectives on Japan‘s domestic role remained largely unchanged, possibly due to a ceiling eff ect, views on its international role increased slightly, although not significantly. Qualitative responses identified empathy, awareness, and exposure to diverse perspectives as key factors contributing to interest and relatability. These findings suggest integrating local and global content may sustain student engagement and mitigate SDGs burnout.
In the context of the prevalent gender disparity in Nepal, the empowerment of employed women remains crucial, as only a limited number of women hold senior roles. Despite the influential impact of English on global employability and career advancement, its role in shaping women’s workplace experiences in Nepal has remained underexplored. This study explored how employed women describe their navigation of the workplace experience and how English proficiency influences their professional advancement. As narrative research, I conducted two rounds of informal interviews with four purposively sampled senior-level women from diverse fi elds. I then analyzed their responses, categorizing them into relevant themes and sub-themes, and examined them through Sen’s Capability Approach. The findings indicate that while women appreciate their roles, they face certain Barriers to excelling/ excellence, such as workplace biases and societal expectations. Additionally, English proficiency as a capability of employed women serves as a catalyst for their professionalism, both enabling opportunities and presenting obstacles, with limited proficiency resulting in inequalities. The study recommends the need for equitable workplace practices, assessing workplace dynamics, and acknowledging the role of English language proficiency for women’s well-being, thereby fostering inclusivity and gender equity in professional settings.
Digital citizenship has emerged as an important aspect of English language teaching (ELT) in the 21st century. This study investigates the digital citizenship skills of EFL students at private universities in Bangladesh as well as the strategies teachers use to help them develop their skills. In this study, a mixed-methods approach was followed. The quantitative data were collected from 123 under graduate EFL students from the department of English of three private universities in Dhaka, Bangladesh, through a Likert-scale survey evaluating their proficiency in information and data literacy, communication, content creation, digital safety, and problem-solving. Qualitative data were collected from 13 EFL teachers from four private universities in Bangladesh through an online qualitative survey using a Google Form, focusing on pedagogical strategies for promoting digital citizenship. The findings indicate that the students demonstrate moderate competency, with the highest scores in digital safety (3.73/5) and the lowest in digital content creation (3.37/5). Besides, no significant differences were found between male and female participants in total scores and in subscale scores in the digital competence scale. The findings also show that the teachers’ instructions include critical source evaluation of information and digital content, use of collaborative digital tools, practice of online responsibilities and digital etiquette, development and management of digital identity, ethical use of information and digital content, and protection of personal information and student well-being, all aligned with the Dig Comp 2.2: The Digital Competence Framework for Citizens. However, gaps remain in terms of content creation, improved collaboration tools, and methodological guidance on institutional digital literacy policies. This study emphasizes the need for structural integration of digital citizenship in EFL curricula, faculty training, and institutional support to better prepare students for academic and professional digital environments.
