Influence of Gamification on Foreign Language Teaching: A Bibliometric Analysis and Systematic Review Based on Pre-service Teachers’ Experiences From 2015 to 2025

English teachers' views on gamification in the upper secondary school English language curriculum (grades 9-12): an analysis

This study aims to determine the perceptions and practices of upper secondary school English teachers regarding gamification activities in the curriculum. In this context, teachers' perspectives on the concept of gamification, the adequacy of the program, the methods of its application in lessons, and the problems they encounter in the process have been examined. In addition, the types of learning outcomes related to the method, the tools and materials used, student evaluation processes, and stakeholder responses have also been included in the research. Designed using a phenomenological design from qualitative research methods, data were collected through semi-structured interviews with 20 teachers and analyzed using content analysis. Participants define gamification not merely as an element of entertainment, but as a multi-dimensional and strategic pedagogical approach; however, they find the activities in the program insufficient in terms of quality, time management, and guidance. Teachers' general perception of gamification is quite positive, with intensive use of digital tools such as Kahoot and Quizizz in applications, and printed materials are also preferred to increase vocabulary retention. The fact that teachers can develop low-cost designs despite infrastructure and time constraints shows that the essence of gamification lies not in technology but in mechanics compatible with pedagogical goals. Gamification is mostly used in the acquisition of speaking skills and vocabulary teaching; It plays a critical role in reducing the fear of making mistakes. The vast majority of teachers utilize gamification as a formative assessment tool, and student responses are shaped around high affective commitment, cooperation, and a desire for sustainability. While parents exhibit a positive approach based on children's happiness, resistance and indifference have also been observed due to traditional concerns. It was determined that the views of administrators and other teachers regarding gamification differ. The results reveal that updating the program, improving the infrastructure, and raising awareness among stakeholders are necessary for the effective use of gamification's potential.

Negotiating the AI Turn in English Language Teaching: Investigating Teachers' Perceived Determinants of ChatGPT Adoption in Pakistani Private Secondary Schools

This research focuses on private secondary schools in Pakistan, examining how secondary English language teachers perceive the incorporation of ChatGPT in English language teaching. A qualitative research approach was utilized to meet the study's aims. To gather data, twenty-four English teachers, with a balanced representation of genders, were chosen using a purposive sampling method from six distinguished private schools. The data collected from both male and female teachers was analyzed using the Unified Theory of Acceptance and Use of Technology, employing thematic analysis for interpretation. The results indicated that both male and female teachers generally viewed ChatGPT favorably concerning its effectiveness in teaching, user-friendliness, supportive conditions, and backing from colleagues and administration in using ChatGPT effectively. Nevertheless, issues such as inadequate infrastructure, dependency, reduction in creativity and critical thinking, insufficient skills, and the lack of the considerable required support from peers and school administration were also identified. Overall, this research study adds to the wider academic discourse on technology-enhanced English language instruction by thoroughly examining the advantages and disadvantages of ChatGPT for teachers in secondary-level English language education.

A comparative study of in-service and pre-service teachers’ beliefs about the urgency of compulsory English in Indonesian primary schools within the Merdeka Curriculum

The introduction of compulsory English in Indonesian primary schools has become an important issue in English language education. Although early English learning is widely supported, the implementation of the Merdeka Curriculum and the government's 2027 mandate raises questions about school readiness and teacher preparedness. This study compares the beliefs of in-service and pre-service teachers regarding the urgency of English as a compulsory subject in primary schools and examines how these beliefs relate to policy implementation, professional readiness, and curriculum interpretation. Using a qualitative descriptive design, the study involved ten purposively selected participants in Jambi Province, Indonesia: five in-service teachers and five pre-service teachers. Data were collected through semi-structured interviews and reflective narratives and analysed using thematic analysis. Three themes emerged. First, both groups strongly affirmed the urgency of early English learning, citing digital exposure, the developmental advantages of early language learning, and the prevention of future academic gaps. Second, although participants supported the 2027 compulsory English policy, they expressed concerns about unequal school readiness, teacher shortages, and limited educational resources, particularly in rural areas. Third, both groups acknowledged gaps in professional readiness; however, teachers emphasized pedagogical and institutional challenges, whereas pre-service teachers highlighted limited confidence and insufficient preparation for Teaching English to Young Learners (TEYL). Overall, both groups supported compulsory English in primary schools but expressed concerns about school readiness, teacher competence, and unequal educational resources, indicating that successful implementation requires comprehensive institutional support.

Exploring Moroccan Public Secondary School Teachers’ Perceptions of the Effectiveness of English as a Medium of Instruction (EMI)

Developing critical thinking in english teacher training programs - a systematic review

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 assessed in English teacher education. This fragmentation makes an updated synthesis urgent amid recent pedagogical, intercultural, and digital transformations in teacher education. The PRISMA protocol was followed, and databases such as Scopus, Web of Science, and Redalyc were consulted, enabling an analysis of the geographical, methodological, theoretical, didactic, and contextual characteristics of the studies. Qualitative approaches predominate (61%), with a significant concentration in Asia (18 cases), followed by the Americas (8) and Europe (6). Among the theoretical frameworks identified, the cognitive approach (25%) and the sociocultural/sociocognitive approach (22%) stand out, highlighting the importance of connecting thinking with context and social interaction. Regarding didactic strategies, experiential learning (39.6%) is prominent, followed by critical or argumentative reflection (33.9%). However, major challenges remain: limited specialized training, curricular rigidity, and a persistent gap between theory and practice. The review maps recent trends, identifies persistent gaps, and offers pedagogical implications for strengthening critical thinking in English teacher education.

English Language Learning Strategies among ESL Students in Malaysia: A Systematic Literature Review

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.