Aug 2026· International Journal of Sustainable and Integrated Studies· Vol 1, pp. 326-335· 0 citations· 37 references
Abstract
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.
The expansion of English Medium Instruction (EMI) across Asian higher education has intensified post-pandemic, yet a comprehensive understanding of its implementation landscape remains limited. Following PRISMA 2020 guidelines, this systematic review synthesizes 15 empirical studies (2015–2025) from four academic databases to explore implementation trends, stakeholder challenges, and adaptation strategies in Asian EFL contexts. Frequency analysis revealed that linguistic difficulties were a primary barrier in 87% of the studies, pedagogical inconsistency in 60%, and language anxiety affected 53% of the combined participants. Thematic synthesis identified three core dimensions: top-down policies generating macro-micro gaps and institutional stratification; multidimensional linguistic and psychological barriers impacting engagement; and emergent adaptive strategies, including translanguaging, bilingual professional learning communities, and learner metacognition. These findings highlight that EMI is a complex educational ecosystem rather than a mere linguistic shift. This review offers a structured, geographically scoped framework for policymakers, institutions, and future researchers to improve EMI quality and equity in the region.
A. Saifulloh, Muhammad Arif Al Hakim· IJEE (Indonesian Journal of...· 0 citations
This qualitative action research study focused on identifying the pronunciation difficulties experienced by Doteli-speaking students in grades 8-10 in Doti, as well as examining how collaborative multimodal instructional strategies can help improve their English pronunciation. We used purposive sampling methods for data collection, with primary data including classroom observations, student work samples, and reflections, while secondary data consisted of relevant literature concerning second language acquisition. The qualitative thematic analysis identified three barriers to improving English pronunciation for the participating students: First language interference, limited resources available within the classroom, and lack of motivation due to limited exposure to English outside of the classroom. After the implementation of collaborative activities such as pronunciation modelling techniques, vocabulary puzzles, and phonetic reinforcement, there was an increase in correct pronunciation, fluency, and confidence level. The results of this study indicate that collaborative multimodal strategies and supportive learning environments help reduce pronunciation errors among non-native speakers of English, thereby providing practical instructional approaches for educators working in low-resource contexts.
Nar Bahadur Bist, Nirajan Bohara· International Research Journ...· 0 citations
In today’s globalized world, foreign language proficiency is regarded as an essential competence from personal, social, academic, and professional perspectives. Despite long-term exposure to foreign language instruction, extending from primary education to undergraduate studies, many learners report that they are unable to achieve sufficient communicative competence. This persistent gap between years of instruction and actual language proficiency highlights the need to investigate the underlying obstacles that hinder effective language skill development. The present study aims to identify the primary challenges faced by students enrolled in foreign language teacher training departments in developing their language skills and to propose practical strategies to overcome these challenges. Adopting a qualitative research design, the study utilizes semi-structured interviews and open-ended questionnaires to collect data from participants. The data were analyzed through coding-based content analysis in order to categorize recurring themes and patterns. The findings indicate that the most significant obstacles are concentrated in listening comprehension, speaking fluency and pronunciation, vocabulary acquisition, reading comprehension, and academic writing skills. Psychological factors such as anxiety, fear of making mistakes, lack of self-confidence, and insufficient exposure to authentic language input were also identified as major barriers. Additionally, participants emphasized methodological limitations, inadequate practice opportunities, and limited integration of communicative and technology-supported learning environments as contributing factors. Based on these findings, the study suggests that overcoming these obstacles requires the implementation of communicative and task-based approaches, increased exposure to authentic materials, systematic vocabulary instruction, constructive feedback mechanisms, and the effective integration of digital technologies into language instruction. Creating supportive and learner-centered classroom environments that reduce anxiety and encourage active participation is also essential. The results of this research contribute to a better understanding of the complex factors affecting language skill development and provide pedagogical implications for improving the quality of foreign language teacher education programs.
Unknown authors· Communication and Linguistic...· 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.
Despite the critical role of pronunciation in promoting intelligible communication in English as a Foreign Language (EFL) contexts, research offering a comprehensive account of the multidimensional pronunciation challenges experienced by non-native speakers remains limited. This study aimed to analyze these challenges, identify the linguistic, psychological, and instructional factors contributing to them, and examine the strategies learners employ to improve their pronunciation. Adopting a qualitative descriptive design, the study involved 10 ninth-semester students enrolled in an English Education Study Program who were selected through purposive sampling. Data were collected through semi-structured interviews, questionnaires administered via Google Forms, and documentation, and were analyzed thematically with data triangulation used to enhance credibility. The findings revealed interconnected difficulties involving English vowel distinctions, consonant articulation, word stress, rhythm, intonation, speech rate, and accent variation. These difficulties were primarily associated with first-language interference, limited exposure to authentic English, insufficient speaking practice, the learning environment, and psychological factors, particularly low confidence and fear of making mistakes. To address these challenges, participants engaged in authentic listening, imitation practice, pronunciation applications, International Phonetic Alphabet learning, self-recording, and communicative speaking activities. The study concludes that pronunciation development is a multidimensional process requiring the integration of phonological competence, authentic language exposure, instructional support, and sustained communicative practice. These findings reinforce the importance of intelligibility-oriented pronunciation pedagogy, extend the literature on pronunciation learning in EFL contexts, and provide practical guidance for lecturers and curriculum developers. Future research should employ larger samples, mixed-methods designs, and objective pronunciation assessments.
Content and Language Integrated Learning (CLIL) has become an important approach for simultaneously developing language proficiency and subject knowledge. Yet, research specifically addressing its application in primary English education remains dispersed across pedagogical, linguistic, and multilingual perspectives. This study aimed to map contemporary CLIL scholarship and synthesize empirical evidence concerning its pedagogical practices, learner outcomes, and implementation challenges in primary English education. A Bibliometric-Systematic Literature Review (B-SLR) was conducted using the Scopus database. Bibliographic coupling analysis was performed on 249 open-access English-language articles published between 2021 and 2025, and systematic screening, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedures, identified 22 empirical primary-level studies for thematic synthesis. Four intellectual clusters emerged, reflecting multilingual pedagogical innovation, language and curriculum integration, learner engagement, and teacher professional development. The systematic synthesis further identified six interconnected themes involving multimodal and technology-enhanced learning, collaborative practices, language and content development, learner motivation, inclusive practices, and implementation sustainability. Overall, CLIL was associated with positive language, content, and engagement outcomes, although teacher preparedness, learner diversity, access, and sustainability remain important concerns. By connecting broader CLIL research trends with primary-level evidence, this review clarifies the field’s movement towards multilingual and learner-centered pedagogy. Future research should prioritize longitudinal, inclusive, and context-sensitive investigations to strengthen sustainable CLIL implementation.
Unknown authors· Arab World English Journal· 0 citations
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