Jul 2026· Gading Journal for the Social Sciences (e-ISSN 2600-7568)· 0 citations· 30 references
Abstract
The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.
The implementation of the Common European Framework of Reference for Languages (CEFR) in Malaysia has increased the need to evaluate English language textbooks that support communicative competence. This study evaluated the effectiveness of English Plus 1 Year 5 in developing listening and speaking skills among Malaysian primary ESL learners. A convergent parallel mixed-methods design was employed, combining an evaluation of the ELT-TEC textbook with survey responses from 30 English-language teachers in Malaysian government primary schools. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis using NVivo 15. The findings indicate that the textbook generally supports oral language development through structured listening and speaking activities. However, teachers identified limitations related to support for lower-proficiency learners, authentic communication, cultural relevance, and classroom implementation. The study recommends enhancing CEFR-aligned instructional materials by incorporating more authentic tasks, differentiated learning zactivities, culturally relevant content, and greater professional support for teachers.
Vidhyalakshmi Gopalakrishnan, Yu Jin Ng, Anealka Aziz et al.· International journal of res...· 0 citations
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.
In this review, the anxiety faced by students in primary vernacular Tamil schools in Malaysia when having to speak in the English language is the focus. The primary target for the study is students at the Tamil vernacular schools known as the Sekolah Jenis Kebangsaan Tamil (SJKT) in Malaysia. A decade-long window has been used to extract studies and draw conclusions from the results of the studies published between 2015 and 2025. The review analyses both quantitative and qualitative findings, allowing for a more comprehensive and detailed account of the language anxiety phenomenon. It is found that most studies have focused on the impact of language anxiety on the students’ willingness to communicate (WTC) in English. The review uncovered several factors that contribute to speaking anxiety, including psychological, social, and pedagogical factors, as well as fear of negative evaluation, peer judgement, and limited exposure to English outside the classroom. The review also examined strategies such as task-based learning, peer-assisted learning, and mindfulness techniques, which were found to be effective in reducing anxiety and increasing WTC. The review highlights the need for contextually grounded strategies that address the unique challenges faced by students, particularly those in vernacular schools. Several recommendations for future research emerged from the synthesis. These include the need for design-based studies in vernacular schools, longitudinal tracking of anxiety levels, and the validation of anxiety measurement tools for students in the Southeast Asian setting.
V. Subramaniam, G. Shanmugan, Wan Iman Wan Salim et al.· Pertanika Journal of Social...· 0 citations
Writing anxiety is a persistent affective barrier that undermines the writing performance and academic achievement of English as a Second Language (ESL) learners. While numerous studies have examined this phenomenon in the Philippine context, findings remain dispersed across educational levels and research settings. This scoping review sought to consolidate the existing literature on writing anxiety among Filipino ESL learners published between 2013 and 2025 by identifying the educational levels most frequently studied, the dominant dimensions of writing anxiety, methodological patterns, contributing and mitigating factors, and research gaps. Guided by the Arksey and O’Malley (2005) framework and reported in line with PRISMA-ScR guidelines, the review systematically searched Google Scholar, ERIC, ResearchGate, Philippine E-Journals, and other open-access databases. Of the 67 records identified, 10 empirical studies met the inclusion criteria and were analyzed. Results showed that research has concentrated on senior high school students (50%), followed by tertiary (30%) and junior high school learners (20%). Cognitive anxiety—marked by fear of failure, negative evaluation, and concern over writing performance—emerged as the most prevalent dimension, while somatic anxiety and avoidance behaviors appeared less frequently. Most studies employed quantitative descriptive-correlational designs and utilized Cheng’s Second Language Writing Anxiety Inventory (SLWAI) as the primary instrument. The review further highlighted linguistic challenges, fear of evaluation, classroom pressure, and socioeconomic status as major contributors to writing anxiety, whereas explicit writing instruction, supportive teacher communication, writing self-efficacy, and collaborative learning strategies were found to reduce anxiety. Despite the expanding body of literature, notable gaps persist, particularly the limited focus on junior high school learners, the scarcity of longitudinal and intervention-based studies, and the reliance on cross-sectional quantitative methods. These findings provide a comprehensive synthesis of current evidence and offer valuable implications for ESL pedagogy, curriculum development, language policy, and future research aimed at fostering supportive learning environments that alleviate writing anxiety and strengthen learners’ writing competence.
J. C. Ogana, L. J. B. Caluza· Indonesian Journal of Educat...· 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 Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 30 empirical studies published between 2019 and 2025 from Google Scholar, Publish or Perish, ERIC, Scopus, DOAJ, and SINTA-indexed journals. Bibliometric analysis using VOSviewer was employed to visualize keyword co-occurrence and thematic relationships. The findings indicate that TEYL research has grown significantly, with effective teaching strategies, teacher challenges, and technology-based innovations emerging as the dominant themes. Interactive approaches, including games, storytelling, songs, Total Physical Response (TPR), and multimodal learning, consistently improve learners’ motivation and language development. However, teacher competence, limited learning resources, institutional support, and learner diversity remain key challenges. The review concludes that successful TEYL implementation depends on the integration of pedagogical innovation, teacher competency, learner characteristics, digital readiness, and institutional support. These findings provide valuable insights for improving English language instruction for young learners and guiding future TEYL research.
This study investigated Assessment for Learning (AfL) strategies in promoting English language learning from the perspective of Chinese university English as a Foreign Language (EFL) students. The study had a sequential explanatory mixed methods design. A questionnaire was used to gather data from 1,601 EFL students. Semi-structured interviews were conducted with 34 participants. The results showed that Chinese university EFL students rarely saw their teachers performing AfL strategies in the classroom and that the AfL strategies were slightly important in promoting English language learning. There was a positive relationship between how students perceived their teachers to perform AfL strategies and what these students perceived to be essential in promoting English language learning. This shows that students did not observe these strategies in practice, which may explain why they undervalued their importance.
J. Quinto, Stephanie Jane Afan, Zhiwei Hu et al.· Issues in Language Studies· 0 citations