The Journal of Language Teaching and Learning ™

Navigating E-Learning: EFL Teachers’ Insights and Attitudes toward ELT and CLT Principles: A Comparative Study

Communicative Language Teaching (CLT) has emerged as a prominent method in language education, emphasizing interaction and real-life communication to enhance language proficiency. With the rapid advancement of digital technologies, the application of CLT principles in e-learning environments has gained significant attention. This study explores the familiarity and perceptions of English as a Foreign Language (EFL) teachers regarding CLT principles, comparing their implementation in non-profit private schools and private language centers. Employing a mixed-methods approach, we gathered data through adapted questionnaires and recorded online teaching sessions and analyzed them using the Communicative Orientation of Language Teaching (COLT) Observation Scheme. The findings revealed that teachers in private language centers displayed more positive perceptions of CLT and more effectively integrated digital tools and interactive strategies into their online instruction, compared to their counterparts in non-profit private schools. However, it was found that there was no significant disparity in overall attitudes toward CLT between the two groups, suggesting that institutional conditions and individual teaching experiences may mediate these perceptions. The study underscores the need for targeted professional development, curricular reforms, and enhanced resource provision to enhance the implementation of CLT in EFL e-learning environments and to promote more communicative, learner-centered instruction.

Data-driven learning in vocabulary instruction for South Korean learners of English

Corpus-based tools and techniques not only facilitate the description of learners' language but can also be used in educational settings to design targeted classroom activities. This approach is known as data-driven learning (DDL). Access to corpus data enables learners to observe and analyze patterns in real language use, addressing their specific needs and fostering learning autonomy. While several studies have examined the effectiveness of DDL in teaching various language skills, few have investigated its impact highlighting the implications for specific cultural groups. Adopting a cumulative knowledge building perspective, this study systematically synthesizes and builds upon previous empirical research to advance our understanding of the effectiveness of DDL for South Korean learners of English. The purpose is paper to (1) survey different DDL activities piloted in vocabulary instruction across various English language teaching contexts in Korea; (2) determine the effectiveness of DDL for vocabulary instruction for this demographic; and (3) explore Korean learners' attitudes towards DDL. To do so, empirical studies were systematically identified using the Korea Citation Index with the keywords “data-driven learning,” “corpus-based,” “vocabulary,” “lexis,” “Korea,” and “Korean.” The results indicate that DDL is generally welcomed by and effective for students in this demographic. By building on cumulative findings, this study provides empirical foundation for curriculum development, classroom practices, and teacher training. Tailoring DDL activities to the Korean context can maximize their effectiveness addressing learners' unique linguistic challenges.

Content and Language Integration in Academic Reading: Fostering EFL Learners’ Comprehension and Critical Thinking

The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.

Reimagining Bilingual Education

This study explores the influence of Critical Pedagogy (CP) on pre-service English teachers' conceptualizations of bilingualism and pedagogical practices within a Bilingual Education course in Bogotá, Colombia. Traditionally, English Language Teaching (ELT) has been framed through instrumentalist and monoglossic approaches that emphasize language proficiency over critical thinking. Using a qualitative case study approach, data was collected through focus groups, field notes, digital portfolios, and a podcast series. Findings reveal a three-stage transformation: (1) a reconceptualization of bilingualism, (2) a reimagination of ELT practices, and (3) an actual implementation of CP-based methodologies in ELT classes. By fostering dialogic learning and problem-solving tasks, the course enabled pre-service teachers to challenge hegemonic ELT models and advocate for inclusive, equity-driven and culturally-based language education

The impact of the teacher in the development of modern differentiated instruction

The aim of this study is to investigate the role of teachers' experience and qualifications in the implementation of differentiated instruction. It is focused on teacher efficacy as a way to explain teacher willingness to differentiate instruction. Teachers often struggle to provide all students access to specific learning activities that work best for them - and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child's profile of strengths, interests, and styles. In their classroom, teachers around the world are confronted with a highly diverse student population that differs not only in performance and academic readiness, but also in their learning preferences, cultural backgrounds, language competence, learning styles, and motivation, as well as social, methodological, and self-regulatory competencies. Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students' diverse needs and learning preferences

The Journal of Language Teaching and Learning ™