Jul 2026· European Journal of Education· 0 citations· 39 references
Abstract
Mindset research has contributed to a growing body of literature in English language education, especially research on teachers' mindsets in recent years. Despite this, a comprehensive view to advance this line of research is lacking. This scoping review aims to map past research on teachers' mindsets in English language teaching contexts, identify gaps, and provide future research directions. Following PRISMA guidelines, a search query was applied to Scopus, WoS, ProQuest, and ERIC, yielding 1001 records published between 2006 and 2025. Following the inclusion and exclusion criteria, 41 eligible studies were selected for analysis. Data charting forms and extraction were jointly constructed and discussed by the reviewers. Results indicated an increase in studies from 2022 to 2025, and different approaches were used to study teachers' mindsets. Within Dweck's mindset conceptualization, the studies, however, varied in their domain focus. Several themes were identified, including the influence of teachers' mindsets on their practices, identities, emotions, professional development, and students' motivational outcomes, and their association with subjects and background factors. The review also identifies several significant research gaps and discusses prospects for future research.
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Esraa Abd Elnaser Mohamed Hassan, R. Mia, Md Shafiqul Islam· International journal of res...· 0 citations
This study systematically reviews 36 recent research articles (2020–2024) on the development of critical thinking in teacher education for English as a foreign language. Although critical thinking is widely recognized as a core competency, recent studies remain fragmented regarding how it is conceptualized, taught, and...
Nelson Rafael Toncel Herrera, Ángel Alfonso Jiménez Sierra· Frontiers in Education· 0 citations
Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.
Xuelian Wan, Megat Aman Zahiri bin Megat Zakaria· SN Social Sciences· 0 citations
This paper investigates how a Structured Academic Controversy (SAC) approach can support English learners (ELs) with below-grade-level English proficiency in meeting rigorous national social studies standards. In a case study, three high school ELs in a U.S. History class wrote protest letters to President Franklin D....
C. Brown, S. Waters, W. Russell· Research in Social Sciences...· 0 citations
This study provides a comprehensive overview and insight for foreign language teachers, educators, and school administrators concerning the influence of gamification on foreign language teaching (FLT) from pre-service teachers’ viewpoints.
Xiaoxia Chen, Qian-Ru Li· Social Science and Human Res...· 0 citations
Teaching English to Young Learners (TEYL) has become increasingly important in response to the growing demand for English proficiency in the era of globalization. This study aims to identify research trends, effective teaching strategies, major challenges, and instructional innovations in TEYL. A Systematic Literature...
