Jul 2026· Journal Of Education, Teaching and Learning· Vol 3, pp. 205-224· 0 citations· 1 references
Abstract
This study addresses the growing need for effective strategies to improve students’ mastery of Arabic vocabulary (mufradat), particularly amid persistent reliance on conventional memorization practices. The study aimed to examine the nature of the singing method and synthesize empirical evidence regarding its effectiveness in enhancing Arabic vocabulary mastery. A systematic literature review (SLR) was employed to analyze recent studies published primarily between 2021 and 2026. Relevant literature was identified through structured searching, screened using predetermined inclusion and exclusion criteria, assessed for methodological quality, and synthesized through descriptive comparison and thematic analysis. The findings revealed a predominantly positive pattern across the reviewed studies. Singing-based instruction improved vocabulary achievement, memorization, recall, pronunciation, motivation, and learner engagement. Quantitative studies reported substantial gains in post-test scores, N-Gain values, and statistically significant differences, while qualitative studies emphasized improved participation and more enjoyable learning experiences. The synthesis further indicated that effectiveness was strongest when singing was integrated with repetition, appropriate vocabulary selection, movement, visual support, and opportunities for recall and application. The study concludes that singing represents a promising, adaptable, and learner-centered strategy for Arabic vocabulary instruction. The findings contribute theoretically by strengthening understanding of multimodal vocabulary learning and practically by informing teachers’ instructional design. Future research should use larger samples, standardized measures, longer interventions, and stronger comparative designs.
The implementation of gamification has been shown to have a positive effect on increasing motivation, student engagement, vocabulary mastery and self-confidence, however, several challenges were identified, including weak long-term vocabulary retention, technical constraints, variation in student ability, and excessive focus on the entertainment aspect.
Muhammad Ariff Shamsudin, Harun Baharudin· International journal of res...· 0 citations
The findings indicate that digital media used in Arabic listening instruction can be classified into four categories: audio-based media, audio visual media, Mobile-Assisted Language Learning (MALL), and Learning Management Systems (LMS).
The increasing global prominence of English has placed unprecedented demands on educational systems to equip learners with effective communicative competence, yet a persistent gap remains between theoretical recommendations and classroom realities in English Language Teaching (ELT). This systematic review synthesizes empirical evidence from 257 peer-reviewed studies published between 2010 and 2025 to identify effective strategies for teaching English in modern classrooms and to articulate evidence-based principles for pedagogical practice. Following PRISMA guidelines, a comprehensive search across ERIC, Scopus, Web of Science, Google Scholar, and ProQuest Dissertations & Theses was conducted, with data extracted and thematically synthesized to address four research questions concerning effective strategies, moderating contextual factors, synergistic integration of approaches, and evidence-based principles. The findings reveal that Communicative Language Teaching and Task-Based Language Teaching demonstrate robust positive effects on learners' fluency, pragmatic competence, and willingness to communicate, while technology-enhanced instruction offers significant affordances for personalized learning and engagement, though effectiveness is consistently moderated by learner proficiency, teacher cognition, institutional resources, and cultural contexts. Culturally responsive and translanguaging practices contribute meaningfully to learner engagement and identity affirmation, yet implementation remains constrained by institutional resistance and persistent native-speakerist ideologies. Based on these findings, the study proposes the Principled Eclecticism Framework, built on four interconnected principles: learner-centered adaptation, pedagogical coherence, contextual responsiveness, and ongoing professional development. This framework provides an orienting guide for teachers, teacher educators, and policymakers to navigate the complexity of contemporary ELT contexts. The review concludes that effective English teaching requires a dynamic interplay of strategies adapted to specific learner profiles, contextual affordances, and institutional constraints, moving beyond one-size-fits-all prescriptions toward principled, evidence-informed decision-making. Implications for practice, policy, and future research are discussed, with particular attention to the need for sustained professional development, supportive institutional environments, and policies that recognize linguistic and cultural diversity.
Anika Jabin· Journal of innovative resear...· 0 citations
Despite the widespread use of digital music platforms for vocabulary learning, limited research has examined how English songs on Spotify facilitate students’ vocabulary learning strategies and contribute to their lexical development. This study aims to discover university students' language learning strategies when learning vocabulary through English songs on Spotify and its benefit on their vocabulary mastery. An explanatory case study was used as a research method. The participants consisted of three undergraduate students majoring in English Education at a university in Tasikmalaya, West Java, Indonesia. The data were collected using semi-structured interviews and analyzed by thematic analysis, guided by language learning strategies framework. The results showed that students employed a combination of cognitive, affective, and metacognitive strategies including repeated listening to reinforce lexical retention, strategic use of platform features and online tools to clarify meaning and pronunciation and deliberate organization of activities. Participants mentioned that this practice increases word recognition and provided opportunities to apply newly acquired vocabulary in authentic digital environments. This study suggested that vocabulary learning through Spotify could facilitate self-regulated learning activity that promote the students’ lexical development.
One of the most important aspects of studying English is mastering vocabulary as it makes it possible for students to comprehend and communicate concepts clearly. However, due to boring classroom instruction and little exposure to relevant learning materials, many Indonesian EFL students still struggle to acquire an adequate vocabulary. The purpose of this study was to find out how much using English song lyrics improves students' vocabulary proficiency at MAN 2 Bulukumba. Based on the Kemmis and McTaggart model, the study used Classroom Action Research (CAR), which consists of two cycles: planning, action, observation, and reflection. Purposive sampling was used to identify 25 eleventh-grade students to participate. Speaking performance assessments with an emphasis on vocabulary mastering that were given throughout the diagnostic stage, Cycle I, and Cycle II were used to gather data. The results were additionally supported by reflective notes and observations made in the classroom. Descriptive statistics were used to compare the mean scores of the students and the proportion of students who met the Minimum Mastery Criterion (KKM). The results showed that after using English song lyrics, pupils' vocabulary proficiency significantly improved. During speaking exercises, students showed improved comprehension of word meanings, pronunciation, vocabulary use, and contextual application. The results imply that English song lyrics offer fun learning opportunities, recurrent word exposure, and meaningful language input that promotes vocabulary development. Thus, in EFL classes, English song lyrics may be regarded as a useful teaching tool for raising students' proficiency with English vocabulary.
A. Kurniati, Saiful Saiful, Radiah Hamid· International Journal of Sci...· 0 citations
This narrative literature review examined systemic and institutional barriers affecting pronunciation instruction in ESL/EFL contexts, the challenges experienced by teachers and learners, and instructional strategies that may improve pronunciation teaching. The review was conceptually anchored in pronunciation, suprasegmental features, first language interference, thematic analysis, and systemic barriers. It employed narrative analysis supported by Reflexive Thematic Analysis, using a deductive approach involving familiarization, coding, theme development, review, and interpretation. From 20 initially considered articles, 11 empirical studies published between 2019 and 2025 were retained as units of analysis based on predetermined selection criteria and analyzed using a thematic coding framework. The findings identified interconnected challenges involving limited teacher confidence and pedagogical preparation, learner anxiety and motivation, first language interference, inadequate curricular attention, insufficient instructional time and resources, and an imbalance between segmental and suprasegmental instruction. The review also found that short-term interventions may produce limited improvement, emphasizing the need for sustained pronunciation development. Promising strategies included contextualized and communicative activities, culturally responsive materials, explicit pronunciation instruction, technology-supported practice, and balanced attention to segmental and suprasegmental features. The study concluded that pronunciation difficulties are primarily systemic rather than solely attributable to teachers or learners and recommended stronger teacher preparation, curriculum integration, institutional support, resource allocation, and sustained communicative and technology-supported instruction. The study aligns with Sustainable Development Goal 4: Quality Education by supporting improvements in the quality and effectiveness of English language instruction. Its sustainability impact is primarily educational and institutional, while also supporting technological and sociocultural sustainability through teacher capacity development, appropriate use of technology, and recognition of linguistic and cultural diversity.
Hazel Joy R. Baldicañas, Jean A. Abanto, Michelle Ivy R. Palada et al.· International Journal of Sus...· 0 citations
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