English Language Teaching Educational Journal

Teaching English in rural settings: A systematic review of challenges and strategies in non-technological classrooms

2025-07-26T04:54:59+00:00

The aim of this study is to understand what challenges encountered by English teachers and how they cope with the barriers, particularly in low-resource, non-technological settings. Using the PRISMA framework, this study conducted a systematic literature review to synthesize the twenty articles published between 2018 and 2024 from Scopus, Connected Papers and ERIC. This study identified eight major challenges which are: inadequate resources for learning, poor school infrastructure, lack of teaching media, overly teacher-centered pedagogy, heavy workload, insufficiency of prepared teachers, adaptation issues, and low levels of student motivation. To cope with these challenges, teachers applied six primary strategies which included development of teaching materials by hand, content simplification through local dialects, application of teacher-centered pedagogy, peer collaboration, curriculum improvisation to fit local context, and informal professional development activities. These results have noted the creativity and adaptability of teachers within constrained environments and underscore the necessity for situated educational policies. Moreover, the study contributes to a better understanding on the preservation of English instruction in rural settings and offers useful information to policy makers, educators, and other divisions which work towards resolving inequities in education.

Students’ reflections on integrating theory and practice in translation: A qualitative study of an academic–practitioner collaborative course

2025-07-22T08:16:26+00:00

This research examines students' reflections on the integration of theoretical knowledge and practical application within a translation curriculum that combines academic instruction with sessions led by industry practitioners. Sixteen students in their fifth semester from the English Education Department of Universitas Sarjanawiyata Tamansiswa participated in this investigation, having engaged in both theoretical lectures and practical workshops as components of the Principles in Translating and Interpreting course. Data were obtained through reflective journals and semi-structured interviews, subsequently undergoing thematic analysis. The results indicate that academic sessions provided crucial theoretical foundations, whereas practitioner-led activities facilitated students in applying, testing, and attaining a deeper comprehension of these theories within authentic translation environments. Systematic reflection enabled students to identify challenges, develop effective translation strategies, and enhance their confidence and professional mindset. Many participants reported shifting from seeing themselves solely as students to perceiving themselves as emerging professionals. Supported by recent research highlighting reflective practice as a catalyst for developing professional competence and learner autonomy, these findings underscore the value of designing translation curricula that integrate theory, real-world practice, and structured reflection. The study further suggests that such integration can strengthen students’ readiness for the demands of professional translation work and guide curriculum developers in creating more practice-oriented, reflective learning environments.

A critical EAP perspective on “Glory to Hong Kong”: Language, identity, and resistance

2025-07-30T08:22:03+00:00

This paper examines Hong Kong’s protest anthem “Glory to Hong Kong” as a site of linguistic and ideological resistance. It adopts a three-pronged approach: first, it uses Critical Discourse Analysis (CDA) to uncover how the lyrics construct themes of resistance, perseverance, struggle, and liberation; second, it situates this analysis within political discourse constructed by leading politicians from the People’s Republic of China and the United Kingdom; and third, it explores the pedagogical potential of applying a Critical English for Academic Purposes (CEAP) framework to the anthem. The paper argues that analysing protest discourse in this way offers possibilities for English language classrooms, particularly for exiled learners and migrant communities, equipping them to critically engage with language, power, and identity. By linking textual analysis to classroom practice, it positions the anthem not only as a cultural artifact but also as a resource with the potential to empower learners to interrogate dominant narratives. This study is particularly timely in the wake of China’s imposition of the National Security Law in Hong Kong and the global repression of exiled Hongkongers.

Enhancing English Teaching in Elementary Schools: A Sociocultural Perspectives of Non-English Major Teachers’ Experiences

2025-05-01T03:22:49+00:00

English language has been introduced and taught to Indonesian students from elementary to higher education. In the context of Indonesian elementary education, the teaching of English often falls to homeroom teachers who lack formal qualifications in the language. This study explores the challenges and strategies of non-English major teachers in teaching English in Indonesian elementary schools using Sociocultural Theory framework. Utilizing qualitative approach and descriptive qualitative research design, a qualitative research method was employed, involving semi-structured interviews with six homeroom teachers from a public elementary school in Yogyakarta who teach English without the language background. The findings reveal six primary challenges: (1) problems with pronunciation, (2) lack of vocabulary, (3) mother tongue interference, (4) inadequate teaching skills, (5) large class sizes, and (6) diverse student characteristics. To address these challenges, these teachers adopted various strategies, including (1) participating in professional development programs, (2) engaging in peer discussions, (3) carrying out independent learning, (4) utilizing learning applications, (5) using learning media, and (6) forming study groups. These findings highlight the need for targeted support and training for non-English major teachers to enhance the quality of English education in Indonesian elementary schools.

Designing AI-Based Interactive E-Books for English for Specific Purposes (ESP) in Health Science Education

2025-08-23T09:29:49+00:00

This research formulates and tests an AI-driven interactive e-book to increase English for Specific Purposes (ESP) learning by healthcare students in order to enhance speaking performance regarding fluency, pronunciation, vocabulary, grammar, and cohesion of content. Existing ESP materials in healthcare settings are non-interactive and too static to facilitate communicative practice in real time. Following a Research and Development (R&D) methodology, the research moved from needs analysis, prototyping of AI-based functionalities such as adaptive learning modules, NLP-based clinical dialogue simulation chatbots, and speech recognition to provide pronunciation feedback, to empirical testing. Thirty medical students completed pre- and post-tests, measured on a valid speaking rubric for the five performance areas and user perception surveys. Quantitative outcomes recorded considerable improvement across every area of speaking with maximum progress in fluency and vocabulary, while qualitative feedback indicated growing confidence and motivation for applying English for work purposes. The concluding AI-facilitated e-book, ISBN and copyrighted, provides a model for the scaling up of AI into domain language acquisition. The results have practical significance for ESP instructors and instructional designers who seek to integrate pedagogy and technology in ESP, particularly in healthcare training.

Keywords: ai-integrated e-book, English for specific purposes, healthcare communication, speaking performance, interactive learning.

A correspondence analysis of English proficiency and demographic factors among EFL students at Burapha University, Thailand

2025-07-30T08:25:25+00:00

The study aimed to determine the correspondence association between English proficiency (BUU-CET U Level) and demographic factors of EFL students at Burapha University, Thailand. The sample consisted of 385 non-English major students who took the BUU-CET U exam at Burapha University. Data on BUU-CET U score (level 1-4) and demographic factors were analyzed using descriptive statistics (frequency and percentage) and a correspondence analysis. The results showed that English proficiency, as indicated by the students’ BUU-CET U level, was not associated with gender. The proficiency level 4 tended to associate with the age group of more than 22 years, corresponded most with 5th-year and 6th-year students, and the Health Science faculty group, with a strong association. Students from high-income families tended to have high proficiency at level 4, and students from moderate-income families tended to have moderate proficiency at level 2. According to parents’ education, students whose fathers finished a master’s degree had the most correspondence with the level 4, and students whose mothers obtained a bachelor's degree had the most correspondence with the level 1 and level 3. For parents’ occupation, students whose fathers were freelancers tended to associate closely with level 2, and students whose mothers were housewives had the most correspondence with level 2 and level 4.

A framework for playful pedagogy: Nurturing child imagination in second language learning

2025-08-29T06:13:23+00:00

This conceptual article argues that although imagination is a highly important dynamic of the mind with strong potential to assist language development, imagination alone does not work by itself. Instead, a strategic framework is needed to support imagination by connecting it with playful teaching and amusing content. The article begins by pinpointing what playful pedagogy means and what role imagination plays in the learning process. Secondly, the discussion presents some challenges to such learning, delving particularly into some constraints on child imagination and other constraints on English learning among children. Thirdly, the discussion highlights the need for a playful pedagogy and amusing content to support it. This is followed by some insights into nurturing imagination for learning. Finally, the article unpacks the above-mentioned framework in ways that would assist task design in language education.