Academic literature on the topic 'Efik language'

This study was carried out to examine Word Compounding as a morphological process in Efik Language. Compounding is a word formation process based on the combination of lexical elements. Words can be considered as a complex part in language since it has many different forms. Compound words are words formed through one of the word formation processes by combining one lexical item with another and thus produces a new word with a new meaning. This research work investigates to know how compound words are formed in Efik language. This work describes the forms of compound words, the meaning of words in their individual lexical categories as well as the meaning of words in their compounded state. It was discovered that some compound words in Efik could be literally realized or figuratively realized when undergoing the word formation process of compounding. It was also discovered that lexical categories resulting from the process of compounding are noun compound, verb compound, adjective compound and reduplication in the case of adverb. Most of the times, coined Efik counterparts of words are formed mostly by compounding and analogy. The use of English equivalents for compound words by the Efik-English bilinguals in their code-mixing utterance counts as an appropriate statement or reply. Sometimes, just as word compounding is in English, so it is Efik

Prefixation is a grammatical devise that involves the attachment of a bound morpheme to the left of a root element or stem. It functions to signal certain grammatical relationships involving categories like tense, negation, person, number, and aspect. It can also trigger off the creation of new words from existing ones. The focus of this paper is to analyse the forms and structure of Efik prefixes in relation to the different phonological and morphosyntactic operations they can signal in the language. The paper also examines the various word formation strategies involving prefixation in the language. The basic assumption, however, is that the structure of Efik prefixes vary according to agreement, and is determined by the principle of vowel harmony. The study discovers that Efik prefixes have systematic and rule-governed structures and that certain conditions, such as the phonology of the stem, the stem’s lexical category and the semantic value of prefixes stipulate their position. We wish to interpret the following abbreviations in order to facilitate our analyses: Adv(erb), Asp(ect), Aux(illiary), Conj(unction), Fut(ure tense), Mod(ality), Neg(ation), N(oun), NP (Noun Phrase), Pres(ent tense), PT(Past tense), Pro(noun), Pfx (Prefix) SC (Subject Concord), Spec(ifier), Tn (tense) and V(erb).

Abstract Languages feature labels used to name various feeling states, referred to as emotion lexica. Language-specific linguistic features patterned after culturally-shaped templates such as somatic referencing, make each emotion lexicon unique. This study investigates somatic referencing in the emotion lexicon of the Efik ethnolinguistic group obtained through ethnographic linguistic fieldwork in South-eastern Nigeria. Our analysis revealed that in the Efik language, nearly fifty body-centered lexemes serve as the primary labels for a variety of feeling states. The identified emotion terms incorporated specific body parts, various parts of the face, as well as the generalized body. In each instance, the body referent constituted part of the internal structure of the feeling label. Our findings complement existing emotion research examining the cultural scripting of emotion experiences as well as their expression and communication.

The Efut culture, and by extension language, seems to have been mortally threatened after their speakers’ migration to Nigeria from Cameroun in the 16th Century. The linguistic situation resulting in language shift was especially exacerbated in the last seven decades, largely due to the dominant cultural influence of Efik, Ibibio and English. The most ostensive vestige of the language manifests in the Ekpe ‘Leopard’ secret society songs, rituals and proverbs (performed by, and intelligible mostly to octogenarians). The Efut language sociolinguistic status is between post moribund and dead stage(s). This paper attempts, therefore, to x-ray ways to revitalize and revive it. Two such revival strategies are the use of digital communication technology and Efut in Nollywood movies. Data for this work came mainly from songs, proverbs, interviews, wordlist and available historical literature. The prognosis for reviving Efut appears realistically poor, at present. However, with appropriate input and pragmatic will from all stakeholders, it would be hasty, uncharitable, to consign the language to irreversible extinction. This optimism is sustainable only if language engineers, policymakers and the Efut nation do not continue to sit on the fence.

Karitiana, an endangered language from the Tupi stock, Arikem family, spoken in the state of Rondonia in Brazil, exhibits a number of interesting phenomena concerning stop consonants at the end of words. In particular, voiceless stops are always unreleased word-finally. This phenomenon has been observed as a occasional variant of stops in English (Laver 1994, Ladefoged & Maddieson 1996) and in a number of other languages such as Bamileke (Westermann & Ward 1952) and Efik (Cook 1969), and is systematic in Karitiana. Unreleased final stops are also common in Tupi languages and have been described by several researchers (e.g. Moore 1984; Galucio 1994, 1996; Gabas Jr. 1998, 1999; Picanço 1999; Storto 1999; Rose 2000). Such facts have rarely been described in a detailed manner. This paper describes some phonetic and phonological aspects of the nature of these sounds when they appear word finally. More specifically, three points will be examined: (i) voiceless stop consonants (there are no phonemic voiced consonants in Karitiana); (ii) nasal consonants, which have been described as unreleased word finally by Storto (1999), and (iii) the phonological behavior of these consonants in context.

Figurative language is one kind of the language styles to make the expression and the message of the speaker or writer is strengthened. Figurative language usually used in song lyrics. Sometimes, figurative languages existed in song lyrics can’t be understandable. One of the song lyrics that has a lot of figurative languages is songs from Sinestesia album by Efek Rumah Kaca. Therefore, this research is trying to analyze figurative languages existed in song lyrics on Efek Rumah Kaca’s album titled Sinestesia. The research is focused on analyzing type of figurative languages with its meaning by using Kennedy’s theory of classification of figurative language (1983) and Ogden and Richard’s theory of meaning (1923). Qualitative descriptive is the method that used for this research. The result of this research is 4 type of figurative languages is found, which is 25 personifications, 18 metaphors, 15 overstatements, and 2 apostrophes with each of figurative language’s meaning is elaborated. Besides of it, the writer found that figurative languages existed in the Sinestesia album’s song lyrics has a connection to the song itself.

Figurative language is one kind of the language styles to make the expression and the message of the speaker or writer is strengthen. Figurative language usually used in song lyrics. Sometimes, figurative languages existed in song lyrics can’t be understandable. One of the song lyrics that has a lot of figurative languages is songs from Sinestesia album by Efek Rumah Kaca. Therefore, this research is trying to analyze figurative languages existed in song lyrics on Efek Rumah Kaca’s album titled Sinestesia. The research is focused on analyzing type of figurative languages with its meaning by using Kennedy’s theory of classification of figurative language (1983) and Ogden and Richard’s theory of meaning (1923). Qualitative descriptive is the method that used for this research. The result of this research is 4 type of figurative languages is found, which is 25 personifications, 18 metaphors, 15 overstatements, and 2 apostrophes with each of figurative language’s meaning is elaborated . Besides of it, the writer found that figurative languages existed in the Sinestesia album’s song lyrics has a connection to the song itself.

Figurative language is one kind of the language styles to make the expression and the message of the speaker or writer become clearer. Figurative language usually used in song lyrics. Sometimes, figurative languages existed in song lyrics can’t be understandable. One of the song lyrics that has a lot of figurative languages is songs from Sinestesia album by Efek Rumah Kaca. Therefore, this research is trying to analyze figurative languages existed in song lyrics on Efek Rumah Kaca’s album titled Sinestesia. The research is focused on analyzing type of figurative languages with its meaning by using Kennedy’s theory of classification of figurative language (1983) and Ogden and Richard’s theory of meaning (1923). Qualitative descriptive was the method that used for this research. The results of this research show that 4 type of figurative languages were found, which were 25 personifications, 18 metaphors, 15 overstatements, and 2 apostrophes with each of figurative language’s meaning is elaborated. Besides of it, the writer found that figurative languages existed in the Sinestesia album’s song lyrics has a connection to the song itself.

This article discusses the concept of foreign-language education of E. Passov. The author divides this concept into two parts: the first represents a general new concept of education with culturological and personalistic orientation; while the second represents concretization of this concept in relation to teaching foreign languages. Analysis is conducted on the definitions of communication and situation introduced by E. Passov, which mediate V. S. Bibler’s concept of the “dialogue of cultures” and the new semiotically communicative practice of teaching foreign language. The author demonstrates that E. Passov offers fundamental restructuring of the paradigm foundations of education, orienting it towards the dialogue of cultures, individualization, communication, equal horizontal relations teacher – student relations. Instead of cognition and digestion of normative contents, the puts the desire and motivation to learning alongside spiritual becoming and competence of creative activity to the forefront of the educational process. The author analyzes the method and means of specification of the general foreign-language concept of education offered by E. Passov – modeling of culture, classification of communication situations and language meanings, techniques and technologies used in foreign-language education. Attention is given to the fact that E. Passov has a nontraditional perspective upon techniques and technology – as the competencies and abilities developed by a young person in the course of education.

En vue d'une contribution a la recherche de moyens efficaces pour l'enseignement d'une langue etrangere, et pour l'elaboration des theories generales sur le langage, notre travail vise a degager certains grands principes regissant le fonctionnement des systemes nominal et verbal de l'ibibio, de l'anglais et du francais. Pour ce faire, nous nous inspirons de la theorie metaoperationnelle du professeur henri adamczewski. Dans un premier chapitre, nous presentons la langue ibibio: son contexte sociolinguistique, ses locuteurs, sa phonologie et sa morphosyntaxe, en soulignant les particularites par rapport aux langues anglaise et francaise. Le deuxieme chapitre traite du groupe nominal, notamment de la formation des noms et de leur installation dans le discours par le biais des operateurs de determination (o, keet, mfen, ami, ako, et ado) et de quantification (mme, afit, uwak, et ubaak), toujours en rapport avec les memes operations en francais et en anglais. Il nous permet egalement de traiter le pronom et de degager ce qui distingue l'ibibio de l'anglais et du francais dans ce domaine. Le troisieme chapitre envisage le groupe verbal. Ses elements constitutifs s'associent avec le verbe pour structurer une relation predicative. Ici, l'ibibio se differencie par ses operateurs tonals. En conclusion, la condition d'un bon apprentissage du francais ou de toutes autres langues etrangeres par les locuteurs ibibios parait resider dans une meilleure comprehension du fonctionnement de l'ibibio
Our study aims at singling out some major principles underlying the functioning of the nominal and verbal systems of ibibio, english and french, with a view to contributing to scholarship in the area of foreign language teaching, and elaborating general language theories. For this purpose, our study is carried out within the framework of the metaoperational theory put forward by professor henri adamczewski. In the first chapter, we present the ibibio language; its sociolinguistic context, its speakers, its phonology and its morphosyntax, and we lay emphasis on features that distinguish it from english and french. The second chapter deals with the nominal group, particularly with the formation of nouns and with their actual use in discourse by means of determinants (keet, mfn, ami, ako, and ado) and quantifiers (mme, afit, uwak, and ubaak). Similar operations in english and french are also examined. The pronoun is also examined in this chapter and differences between the languages in this domain pointed out. The third chapter considers the verbal group. The elements of this group team up with the verb to a predicative relation. In this sphere, ibibio distinguishes itself from english and french by the fact that some of tis predicative elements are tonal in nature. In conclusion, it would appear that a better understanding of the functioning of ibibio is a requirement for the effective learning of french and other languages by speakers of ibibio

My aim with this study is to investigate the teaching strategies applied in teaching English to students with another mother tongue than Swedish. According to Second Language Acquisition (SLA) theory, factors such as age, language competence and mother tongue influence can affect language acquisition. SLA theory also states that multilinguals tend to select one of their languages as their primary source of information and this language is the language that most resembles the target language; Swedish and English are both Germanic languages and therefore share language closeness. Results showed that regardless of age and mother tongue, equal numbers of students chose to source Swedish only or both Swedish and their mother tongue when translating texts from English; only 3 chose to source their mother tongue only. There is to date little research that directly connects teaching approaches with SLA, particularly when dealing with multilingualism. I believe a potential area for research could be to investigate the possibility of developing teaching strategies that can potentially harness prior language knowledge. My investigation also showed that English is taught to native and non-native Swedish speakers alike through the medium of the Swedish language; that is to say the course books consist of English text with vocabulary translations and grammatical exercises from Swedish to English. A suggestion would be to reduce the use of the English to Swedish translation methods, particularly for students with a limited knowledge of Swedish, and incorporate into lessons more communicative teaching methods using authentic materials and real situations.

Applying Kramsch?s (2012) notion of the multilingual learner as a subjective being, this study explores how South Korean elementary students construct their investment (Norton Peirce, 1995) in EFL learning in relation to their economic, social, and cultural capital (Bourdieu, 1986; Bourdieu and Passeron, 1977) as these emerge in their interactional patterns in their EFL classroom. Also, it explores how students perceive the introduction of student-centered instructional strategies and how they construct their investment in EFL learning before and after the introduction of these strategies. The setting for the study was a sixth-grade classroom in a public elementary school located in the central district of a major South Korean metropolitan area. Of the twenty-two EFL learners in the class, ten were selected as participants in the study, and of these, three were chosen as focal students on the basis of their status as low-achieving learners. Data collection methods included ethnographic classroom observations, non-structured interviews with the learners, and their writing and drawing artifacts. For data analysis, thematic coding was employed to generate codes based on two interviews with each learner, which were then categorized to generate themes (Salda?a, 2016). Three principal findings emerged: 1) learners? EFL proficiency, peer relations, parental linguistic support, and linguistic support outside of the school provided significant forms of economic, social, and cultural capital in the EFL classroom; 2) the learners? economic, social, and cultural capital played important roles in their linguistic achievement, but were not as relevant to their perceptions of and attitudes toward their EFL learning; and 3) the students reported that student-centered instructional strategies helped them to acquire self-confidence, strong resolve to learn English, and positive attitudes towards EFL learning. The instructional strategies appeared to be particularly effective in promoting the construction of investment by students with relatively low levels of social, economic and cultural capital. The study concludes that short-term applications of student-centered instructional strategies appear to provide some benefits to students who struggle with EFL learning. Implications include recommendations for further research into short-term and long-term applications of student-centered instructional strategies and their relationship to elementary students? construction of investment.

La implementació de programes AICLE ha generat un gran entusiasme entre les escoles de primària de Catalunya. Malgrat aquest entusiasme, molt poca recerca s'ha portat a terme en el nostre context per demostrar l’eficiència de l’AICLE en la millora de la competència lingüística dels aprenents. L’objectiu d’aquest estudi longitudinal de dos anys és omplir parcialment aquest buit i determinar els efectes de l’enfocament AICLE en les habilitats d’escoltar, llegir i escriure dels alumnes de primària que han cursat una part de les ciències naturals i de la plàstica en anglès. Els resultats en llengua anglesa dels alumnes de cinquè de primària (grup control) s’han comparat amb els resultats dels estudiants de 5è curs exposats al mateix nombre d'hores d'anglès, però, en aquest cas, combinant les hores d’anglès amb l’AICLE per determinar l’assoliment en diferents moments ( T0,T1 , T2 , T3 ) i el progrés en diferents períodes de temps (T0-T1 , T1-T2 , T2-T3 i T0-T3). L'anàlisi dels resultats s’ha portat a terme utilitzant models de regressió logística longitudinals. L'efecte del nombre d'hores d'exposició a l’anglès de l’alumnat prèvies a l’inici del projecte, s’ha tingut en compte per a l'anàlisi així com la proficiència inicial en anglès de l’alumnat participant. S’han portat a terme dos tipus de comparacions a fi i a efecte de proporcionar una visió general dels resultats : la primera comparació fa referència als resultats assolits pel grups control i pels grups d'AICLE. La segona comparació fa referència al progrés de cadascun dels grups. La tercera comparació, finalment, mostra els resultats dels estudiants que van fer ciències en anglès en comparació amb els resultats dels alumnes que van fer plàstica en llengua anglesa. Els resultats de les interaccions entre el grup i el nivell de competència de l’alumnat en totes les comparacions ha estat també motiu d’estudi. Per tal d'ampliar l'abast de l'estudi i la interpretació dels resultats, s’han portat a terme sessions d'observació de classes AICLE i de llengua anglesa , i s’ha entrevistat el professorat. La comparació intragrup demostra que, mantenint el nombre d'hores d'instrucció constant, tots els grups progressen significativament durant l'estudi. Els resultats de les comparacions intergrupals també tendeixen a confirmar un efecte positiu de l ’AICLE sobre els resultats. Els resultats al T1 mostren poques diferències entre els grups; aquestes diferències s’han atribuit principalment al poc nombre d’hores d’exposició a la llengua de les sessions d’AICLE. Els resultats del T3 mostren una millora general significativa en l’habilitat d'escoltar del l’alumnat que va fer ciències en anglès; els estudiants que van fer plàstica en llengua anglesa van millorar significativament en diversos aspectes de l’habilitat d’escriure. La comparació dels resultats dels alumnes que van fer ciències amb els que van fer plàstica en anglès indiquen millors resultats pels alumnes de plàstica en moltes de les àrees analitzades. En conclusió, es pot afirmar que CLIL va tenir un efecte positiu en el desenvolupament de la llengua dels aprenents implicats en l’estudi. No obstant això , la variabilitat en els resultats obtinguts en les comparacions intragrup ens indiquen que l'eficiència dels programes AICLE aplicats a joves estudiants de primària no és només una qüestió de la quantitat d’hores d’exposició, sinó també una qüestió del tipus d'input (és a dir , només anglès instrumental o bé la combinació anglès instrumental i AICLE). Diversos aspectes metodològics de la implementació dels programes AICLE analitzats poden haver influït els resultats finals. Més hores d'exposició AICLE, una metodologia adequada i la continuïtat dels programes ens haurien de conduir a un resultat prometedor.
Despite the general enthusiasm that the emergence of CLIL programmes has generated in primary schools in Catalonia, very little finely-grained research has so far been undertaken in our school context to demonstrate CLIL’s efficiency in improving learners’ overall language proficiency. This longitudinal two-year study attempts to partly fill this gap by determining the extent to which CLIL may affect the listening, reading and writing skills of young primary learners exposed to Natural Sciences and Arts & Crafts taught in English. The results obtained by 5th graders exposed only to EFL classes (Control Group) were compared to those obtained by 5th graders exposed to the same number of hours of English (EFL and CLIL hours combined) in order to determine the students’ achievement and progress in the target language at different times (T1, T2, T3) and time periods (T0-T1, T1-T2, T2-T3) over two school years. The analysis of the results obtained in the listening, reading and writing tests was carried out using longitudinal logistic regression models. The effect of the previous number of hours of exposure to English, prior to these two school years, was taken into consideration for data analysis. Intergroup and intragroup comparisons were carried out in order to provide an overview of the results: the first comparison was concerned with the achievement results obtained by the Control and CLIL groups after the same number of hours of instruction at four different times. The second comparison presented the results in progress obtained by each of the groups after different time periods: T0-T1, T1-T2, T2-T3 and T0-T3. The third comparison, finally, was concerned with the achievement results obtained by CLIL Science students compared to CLIL Arts and Crafts students. The results of the interactions between group and proficiency level were also studied for all the comparisons. In addition to quantitative data, in order to widen the scope of the study and the interpretation of the results, CLIL class observation sessions were held, and the relevant teachers were interviewed. The results of the intragroup comparison suggested that, keeping the number of hours of instruction the same, both Control and CLIL groups progressed significantly throughout the study. This seemed to confirm the effectiveness of CLIL programmes in primary schools. However, the findings of the intergroup comparisons tended to confirm that the exposure to CLIL had an impact on the results obtained. Results for T1 suggested very little differences between EFL and CLIL groups, and these differences were mainly attributed to very limited CLIL time instruction. Results at T3 showed an overall significant improvement in the areas of Listening for CLIL Science students, and in some aspects of Writing for Arts & Crafts learners, when comparing CLIL and non-CLIL groups, keeping the amount of English instruction constant. The comparison CLIL Science vs. CLIL Arts & Crafts indicated better achievement results for the Arts & Crafts students in many of the areas tested. In conclusion, it can be stated that CLIL had a positive effect on the development of the interlanguage of young learners as they progressed throughout the study. Nevertheless, the variability in the achievement results obtained through intragroup comparisons may indicate that the effectiveness of CLIL programmes applied to young learners in the school context is not only a matter of the quantity of input but also a matter of the type of input (i.e. CLIL or EFL+CLIL). The results may have also been influenced by several methodological aspects involved in the implementation of the CLIL approach in the schools. In the light of the results obtained, more hours of CLIL exposure, adequate methodology and sufficient emphasis on continuity should lead to a promising outcome.

El estudio pretende analizar las influencias del modelo formativo AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera) y EFI (Enseñanza Formal del Inglés) en los niveles de ansiedad y disposición a comunicarse en LE (DAC-LE) de los aprendices de inglés LE. La muestra total está compuesta por 185 alumnos de 2º curso de enseñanza secundaria obligatoria (ESO) de tres escuelas concertadas de Mallorca (España), entre los cuales 87 son estudiantes AICLE y el resto (N= 98) estudiantes no-AICLE. La recogida de datos del alumnado fue llevada a cabo a través de un conjunto de cuestionarios: el cuestionario de perfil (Background questionnaire), la versión española de la Foreign Language Classroom Anxiety Scale – FLCAS (Escala de Ansiedad en las Clases de Lengua Extranjera) y del Stait-Trait Anxiety Inventory – STAI-E (Inventario de Ansiedad Rasgo-Estado), la Escala de Disposición a Comunicarse (Willingness to Communicate Scale - WTCS), el Medidor de Disposición a Comunicarse en Inglés (WTC-METER), y un cuestionario docente. Los resultados generales de la investigación sugieren que: (1) los niveles de ansiedad en contextos AICLE fueron más elevados que en los contextos EFI; (2) los alumnos AICLE se sentían menos ansiosos que los alumnos no-AICLE en las clases EFI; (3) las actividades de interacción comunicativa fueron las más ansiógenas en contextos AICLE, mientras que en los contextos de instrucción formal en inglés la ansiedad se asoció, primeramente, con la corrección y, secundariamente, con la comunicación; (4) los alumnos AICLE se mostraron más dispuestos a comunicarse en LE que los no-AICLE en ambos contextos de enseñanza-aprendizaje y, finalmente, (5) el rendimiento en LE se relacionó positivamente con bajos niveles de ansiedad-LE, altos niveles de DAC-LE y la participación en programas AICLE.
This study aims to analyze the influence of the training model (Content and Language Integrated Learning/CLIL and English formal instruction/EFI) on the levels of anxiety and Willingness to Communicate (WTC) of foreign language learners of English. The total sample consisted of 185 students in Secondary Schools in Mallorca, Spain. The CLIL sample consisted of 87 participants, and the rest of students formed the non-CLIL group. Data collection was carried out through a set of questionnaires: the background questionnaire, the Spanish versions of the Foreign Language Classroom Anxiety Scale (FLCAS) and the State-Trait Anxiety Inventory (STAI-E), the Willingness to Communicate Scale (WTCS), the Willingness to Communicate Meter (WTC-METER), and a questionnaire addressed to teachers. The main results suggest that: (1) levels of anxiety were higher in CLIL contexts than in EFI contexts; (2) in EFI classes, CLIL students felt less anxious than non-CLIL students; (3) communicative interaction activities were the most anxiogenic factor in CLIL contexts, whereas, in EFI classes, anxiety was associated, first, to correction and, second, to communication; (4) WTC in English was higher in CLIL participants than in non-CLIL learners and it remained stable in both learning contexts for the former; finally, (5) achievement in FL was positively associated with low levels of anxiety-LE, high DAC-LE and participation in CLIL programs.

Functional grammars include pragmatic information within formal grammar. Information structure refers to how languages keep track of the topics and introductory material of a text, and how they pre-sent the salient main points of a text. There are differences between normal handling of topical material and special marking of topical material. Likewise, there are default ways of presenting the main points and specially marked ways. The Functional Grammar of Si-mon Dik is helpful in pointing out constituents that carry pragmatic marking through word order. This facilitates reading for meaning in the biblical languages so that readers may recognize special presentations of material in text. The linking of sentences together in a text with marked Topics, recognizing Focus constituents, some unit discontinuities in a text and some rhetorical features in a text can be described. Functional Grammar describes how audiences may perceive these features in various languages and process them rapidly. This adds both to the accuracy and enjoyment of listening to a text or reading it. Extensive application and illustration are provided in Hebrew with additional application to Greek. Modern readers of ancient languages, where normal processes of language internalization may not have taken place, may receive a special ben-efit from considering the interactions of Functional Grammar and information structure. Key Words: Topic; Focus; Functional Grammar; Word Order; He-brew; Greek

In order to effectively navigate global interactions and engage in various activities, it is imperative for individuals to possess proficiency in at least one language as a global citizen. English, as the global language of communication, is widely regarded as the most extensively learned foreign or second language around the globe. Nations that aspire to educate and instruct its populace in the English language develop their English Language Teaching (ELT) curriculum and implement them in order to achieve their intended outcomes. Countries design and implement their English Language Teaching (ELT) curriculum based on their specific requirements and the resources at their disposal. These curricula are regularly updated and enhanced to meet evolving needs. The present study has centered its attention on two nations, namely the Philippines, recognized as a country with a high level of proficiency in English Language Teaching (ELT), and Japan, identified as a country with a low level of proficiency in ELT based on the results of the English Proficiency Index (EPI). The data were collected through the utilization of the document analysis methodology, with the documents being sourced from both online platforms and the ministries of education of the respective countries involved. The data has undergone thorough examination, and the results on the English Language Teaching (ELT) curriculum of the respective countries have been documented. In conclusion, the author has provided a brief comparison of the situation in Turkey with that of two other countries. In conclusion, it can be deduced that the aforementioned nations, in conjunction with Turkey, have implemented similar strategies, methodologies, and protocols. The ELT curricula in Japan, Turkey, and the Philippines exhibit commonalities with regards to their aims, content, teaching and learning contexts, and assessment practices. In order to attain elevated levels of competence, it is imperative for countries, particularly Japan and Turkey, to undertake a thorough evaluation and revision of their English Language Teaching (ELT) curriculum, as indicated by the EFI EPI 2022. The effective implementation and continuous updating of the updated curricula are of utmost importance.