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Review Open access Jun 2026

ELT policy in Indonesia’s national curriculum and educational inequality: A systematic literature review

This systematic literature review examines English language learning policy in Indonesia’s national curriculum and its relationship with inequality of access and educational quality at the secondary school level. Guided by questions on curriculum implementation, unequal access and quality, and the roles of teacher competence, technology integration, and Global Englishes, the review synthesized scholarship published between 2016 and 2026. A systematic search was conducted in January 2026 using Scopus, Web of Science, and ScienceDirect. From 1,162 initially identified records, duplicates were removed, titles and abstracts were screened, and full texts were assessed using predefined inclusion and exclusion criteria. The final corpus comprised 27 articles. Data were extracted using a structured form and analyzed thematically. The synthesis shows that inequality in English language learning is produced through the interaction of curriculum policy implementation, school resources, teacher competence and distribution, technology access, students’ socioeconomic backgrounds, and dominant language ideologies. Although national curriculum reforms promote communicative, contextual, and inclusive English learning, implementation remains uneven across regions and school contexts. Technology integration and Global Englishes may support more inclusive English learning, but they can also reproduce inequality when infrastructure, teacher digital competence, and locally responsive pedagogies are limited. The review concludes that improving English language learning quality requires equity-oriented policy implementation, sustained teacher professional development, inclusive digital integration, and recognition of Indonesia’s linguistic diversity.

Yasmika Baihaqi, Sofyan Hadiwijaya, Tata Regita Sherfaty Irawan et al. · 0 citations
Review Open access Jul 2026

FACTORS IMPACTING ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) TEACHING IN VICTORIAN SECONDARY SCHOOLS

This article discusses the major challenges in the implementation of English as an Additional Language (EAL) education in secondary schools across Victoria, Australia. The background of this study is based on the increasing cultural and linguistic diversity among students, which requires the education system to provide effective and inclusive language learning services. The focus of the study is directed toward various obstacles in the implementation of EAL programs, including students’ low English proficiency, limited resources, insufficient language pedagogy competence among non-specialist teachers, and inconsistencies in educational policies and funding. This study employs a literature review method by analysing various scientific sources, academic articles, and policy documents related to EAL education in Victorian secondary schools. The research stages include literature collection, selection of relevant sources, content analysis, and synthesis of findings to identify challenges and effective strategies in EAL learning. The findings indicate that the success of EAL programs is influenced by consistent policy support, improved teacher competence, inclusive curriculum access, and learning strategies that are responsive to student diversity. The conclusion of this study emphasizes that strengthening institutional support, enhancing teachers’ professional development, and providing adequate resources are essential to improving language proficiency and academic outcomes for EAL students in secondary schools. ABSTRAK Artikel ini membahas tantangan utama dalam penyelenggaraan pendidikan English as an Additional Language (EAL) di sekolah menengah wilayah Victoria, Australia. Latar belakang penelitian ini didasarkan pada meningkatnya keberagaman budaya dan bahasa siswa yang menuntut sistem pendidikan menyediakan layanan pembelajaran bahasa yang efektif dan inklusif. Fokus kajian diarahkan pada berbagai kendala dalam pelaksanaan program EAL, seperti rendahnya kemampuan bahasa Inggris siswa, keterbatasan sumber daya, kurangnya kompetensi pedagogi bahasa pada guru nonspesialis, serta ketidakkonsistenan kebijakan dan pendanaan pendidikan. Penelitian ini menggunakan metode kajian literatur (literature review) dengan menganalisis berbagai sumber ilmiah, artikel akademik, dan dokumen kebijakan terkait pendidikan EAL di sekolah menengah Victoria. Tahapan penelitian meliputi pengumpulan literatur, seleksi sumber yang relevan, analisis isi, serta sintesis temuan untuk mengidentifikasi tantangan dan strategi efektif dalam pembelajaran EAL. Hasil kajian menunjukkan bahwa keberhasilan program EAL dipengaruhi oleh dukungan kebijakan yang konsisten, peningkatan kompetensi guru, akses kurikulum yang inklusif, serta strategi pembelajaran yang responsif terhadap keberagaman siswa. Simpulan penelitian ini menegaskan bahwa penguatan dukungan institusi, pengembangan profesional guru, dan penyediaan sumber daya yang memadai sangat penting untuk meningkatkan kemampuan bahasa dan hasil akademik siswa EAL di sekolah menengah.

Eliaser Ulimpa · 0 citations
Review Open access Jun 2026

FROM TRADITIONAL PEDAGOGY TO STRATEGIC INTERVENTION: REFRAMING ENGLISH LANGUAGE LEARNING OUTCOMES IN MULTILINGUAL SCHOOL CONTEXTS

This study explores the shift from pedagogical to strategic instructional interventions and how they affect the learning outcomes of English in multilingual school settings. A mixed-methods research design with both descriptive and exploratory approach was used. The primary data were gathered from English language teachers of selected schools in Delhi through a structured questionnaire and secondary data were gathered from peer-reviewed journals, books and academic databases. Data collected were analysed descriptively, with ANOVA and regression method using SPSS 27 and MS Excel. The results show that the implementation of learner-centred pedagogy, strategic instructional interventions, teacher preparation and supportive learning environment has a significant effect on enhancing English language learning outcomes. The study also shows that successful English language learning needs a holistic approach that includes innovative teaching methods, learner autonomy and institutional support to overcome challenges in multilingual classrooms. The study is part of the ongoing discussion about multilingual education and strategic pedagogy. Future studies should be conducted with longitudinal and comparative designs in various educational settings to confirm and refine the results of this study.

Avinash Meena, Suresh Kumar · 0 citations
Review Open access Jul 2026

Character-Based English Language Education Model in the Era of Digital Transformation

This study aims to formulate and develop a conceptual model of character-based English language education in the era of digital transformation (CBELT-DT). A systematic and rigorous research approach was adopted through a Systematic Literature Review (SLR), adhering to the PRISMA 2020 protocol and SPAR-4-SLR framework, to ensure transparency and replicability in synthesizing the literature. The research was conducted using a Systematic Literature Review (SLR) approach on 25 articles published between 2020 and 2025, sourced from Google Scholar, Scopus, and DOAJ. The inclusion criteria focused on the integration of character education, digital literacy, and instructional innovation within English language teaching contexts. Thematic analysis identified five main themes: the integration of character values in English language learning, the reinforcement of digital literacy and ethics, media and instructional technology innovation, the development of intercultural competence, and the philosophical and cultural foundations of character education. The findings indicate that the CBELT-DT model emphasizes synergy between teacher readiness, technology-based instructional strategies, the internalization of character values, and reflective evaluation. This model is rooted in local values with a global orientation and is relevant for strengthening students’ academic competence, digital ethics, and identity. The study contributes to curriculum development, teacher capacity building, and the formulation of adaptive educational policies in response to the challenges of the digital era. Further research is recommended for empirical testing of the CBELT-DT model and the development of valid digital character assessment instruments. These findings underscore the urgency of integrating character education, digital literacy, and global competence into English language learning as a strategic response to the dynamics of 21st-century education.

R. Romdanih, Y. Yuliwati, Lutfi Hardiyanto · 0 citations
Review Open access Jul 2026

Beyond digital-native assumptions: A systematic integrative review of Generation Z teachers and learners in English language education

Generation Z is increasingly being discussed as both a teacher cohort and learner population in English-language education amid the expansion of digital platforms and generative artificial intelligence. However, evidence is distributed across teacher- and learner-focused studies, creating the risk that findings about learners may be attributed to teachers from the same cohort. This systematic integrative review examined teacher professionalism, pedagogy, technology use, learner experience, and implementation conditions, while maintaining a distinction between direct teacher evidence and contextual learner evidence. Searches completed on 19 May 2026 covered Dimensions, Google Scholar, ERIC, GARUDA, publisher websites, and DOI registries. Forty-one articles with resolvable DOIs were retained in the evidence maps. Directed qualitative content analysis and study-level methodological flags were applied to 40 full texts comprising 12 teacher-focused and 28 contextual studies. The evidence base was recent and geographically uneven: 35 articles were published between 2023 and 2026 and 13 were situated in Indonesia. In the core studies, Generation Z English teachers were represented as developing professionals negotiating identity, authority, resilience, and digital agency, rather than as uniformly competent digital natives. Technology and engagement frequently co-occurred in studies describing relevant, interactive, and learner-centred tasks, but this pattern did not establish effects on engagement or language learning. Reported uses of generative AI include material preparation, feedback, and personalisation, accompanied by concerns about accuracy, dependence, integrity, and human oversight. As 28 studies relied primarily on self-report or perception evidence, claims regarding effectiveness remain limited. The synthesis organises recurring implications into an equity-sensitive framework that connects professional identity and early career resilience, ELT-specific digital pedagogy, critical AI literacy with human oversight, and institutional support. Its originality lies in separating teachers from learner evidence, treating generation as a situated context rather than a causal explanation, and connecting ethical digital transformation with sustainable teacher capacity.

Erna Iftanti, Umniyati Ris’ah · 0 citations
Review Open access Jun 2026

Challenges in Teaching English as a Foreign Language in Ecuador: A PRISMA Systematic Review

This study aimed to identify the main challenges affecting the teaching of English as a foreign language (EFL) in Ecuador. A systematic literature review was conducted following the PRISMA methodology, analyzing 20 peer-reviewed studies published between 2020 and 2025 in databases such as Scopus, ERIC, Latindex 2.0, and SciELO. The findings revealed persistent difficulties, including inadequate teacher training, limited resources, limited technological integration, and low student motivation. Additional issues included minimal exposure to authentic English use, contradictions in national language policies, and disparities between rural and urban contexts. The review also found a lack of longitudinal and experimental research designs, which limits the applicability of existing findings. It was concluded that addressing these challenges requires stronger teacher development programs, improved infrastructure, context-sensitive policy reforms, and more rigorous research to enhance the quality and sustainability of EFL education in Ecuador.

Carlos Lenin Álvarez Llerena, Tatiana Gabriela Pineda Guzmán, Xavier Oswaldo Viteri Guevara · 0 citations