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Artykuły w czasopismach na temat „ELT-teaching content”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Raju Parajuli. "ELT in Nepal: Changing Teacher's Role in the Present Context." Prāgyik Prabāha 12, no. 1 (2024): 42–55. http://dx.doi.org/10.3126/pp.v12i1.69971.

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This reflective paper highlights English Language Teaching (ELT) practices in Nepal, focusing on various context and dilemmas such as choosing between monolingual or multilingual approaches, using local versus international materials, and selecting authentic versus inauthentic sources. It also examines the use of textbooks written by native or non-native writers and addressed obstacles and coping strategies involved. Additionally, the reflection discusses the major roles of English teachers in Nepal as a teacher, a researcher and a practitioner. ELT in Nepal has gone significant changes mirror

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Padinjarekaithackal, Vinod Michael, and P. John Joseph Kennedy. "The Problems and Challenges to English Language Teaching in India: A Review using Schwab's 'Curriculum Commonplace' Framework." South India Journal of Social Sciences XXI, no. 7 (2023): 94–102. https://doi.org/10.5281/zenodo.15411707.

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This literature review investigates the problems and challenges in L2 teaching and learning in India in the last decade. Given the structure and diversity of the Indian education system, in-depth studies at the micro level and regular and continuous synthesis of data are required for a realistic understanding of the problems and challenges in ELT so that educators, policymakers and administrators can improve the quality of L2 teaching and learning. The two research questions posed were: What recurring challenges and problems in ELT in India are reported? And “What do these challenges and

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Mitchell, Peter J., and Andrei G. Shilnov. "SHAPING PRODUCTIVE CULTURAL CONTENT FOR EFL MATERIALS IN CONTEMPORARY RUSSIAN ELT PRACTICES." Revista Contexto & Educação 34, no. 108 (2019): 319–33. http://dx.doi.org/10.21527/2179-1309.2019.108.319-333.

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The article attempts to develop guidelines for the inclusion / non-inclusion of specific cultural content into EFL materials for contemporary ELT practices in Russia. Cultural circumstances surrounding the ELT practices in today’s Russia and their connection with the past are analyzed. Some approaches to the usage of materials are considered, with examples of specific published and online materials provided. An exemplar of a lesson plan on a thought-provoking topic with sample activities and materials is presented based on the approaches and principles described. A conclusion is made on the ne

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Saputra, Heru, and Dolendra Paudel. "Critical Literacy in Indonesian ELT: A Multicultural Approach Based on Banks’ Dimensions of Education." Kognisi: Jurnal Ilmu Keguruan 2, no. 2 (2025): 117–28. https://doi.org/10.59698/kognisi.v2i2.428.

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In Indonesia’s diverse sociocultural landscape, English language teaching (ELT) is crucial in shaping students’ understanding of multicultural perspectives. However, ELT materials often lack cultural inclusivity and fail to encourage critical engagement with diverse narratives. This conceptual paper explores the integration of the Critical Literacy Approach in ELT to promote multicultural awareness among secondary school students. Using James A. Banks’ Dimensions of Multicultural Education as the analytical framework, this study examines how ELT materials and pedagogical strategies can foster

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Bose, Priyanka, and Xuesong Gao. "Cultural Representations in Indian English Language Teaching Textbooks." SAGE Open 12, no. 1 (2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082102.

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Culture plays an integral role in English language teaching (ELT) and is the reading components of ELT textbooks. This study explores the issue of cultural representation in ELT textbooks in India, which has received little attention in ELT research world-wide. By incorporating 10 ELT textbooks from four states, one national board from India, and a sequential mixed-method design, this research is aimed at investigating the cultural representation of the textbook content, characteristics of people in terms of race, gender and nationality, and the depth of the cultural content. While the results

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Wang, Bing. "Research on the Value Orientation of ELT Integration Based on Data Mining under the Background of Megadata." Mathematical Problems in Engineering 2022 (April 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/6774977.

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The research on the value orientation of ELT integration reflects the significance in the implementation and teaching of English courses. Based on the continuous development of metadata technology, this paper studies the value orientation of ELT integration based on DM. This paper interprets the characteristics and applications of megadata and analyzes the multiple challenges faced by ELT in the era of megadata. It also explores the value orientation of teaching integration in the era of megadata-data-driven teaching, which promotes scientific teaching decision-making, refined management, pers

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Soleimani, Fatemeh, and Ahmad Alibabaee. "Cognitions and Practices of Iranian ELT Instructors and Content Teachers in Teaching Discipline-Based EAP Courses: A Replication Study." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 1 (2018): 1. http://dx.doi.org/10.21093/ijeltal.v3i1.115.

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Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers’ cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in teaching discipline-based EAP courses has resulted in noticeable inconsistencies in the two groups’ instructions. The present study was an extension of Atai and Fatahi-Majd (2014) and explored the cognitions and practices within and across six Iranian EL

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Mora Guarín, Jaqueline. "The Implementation of Prototypical Content Word Lists to Analyse the Vocabulary Input Contained in English Language Teaching Textbooks." Journal for Foreign Languages 16, no. 1 (2024): 365–84. https://doi.org/10.4312/vestnik.16.365-384.

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Textbooks are considered a crucial pedagogical component in foreign language teaching and learning contexts. However, analyses of the representation of prototypical patterns in the vocabulary input contained in English language teaching (ELT) textbooks have been scarce since, to the best of our knowledge, no prototypical word lists have yet been produced. This study is primarily intended to reveal whether word prototypicality is represented in two EFL learners’ ELT textbooks differing in age and course level, focusing on the 50 most frequent content words and then elaborating preliminary proto

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Par, Leonardus. "Integrating TPACK into English Language Teaching Before and During Covid-19 Pandemic: The State of the Art." English Language Education Journal (ELEJ) 1, no. 2 (2022): 49–72. https://doi.org/10.36928/elej.v1i2.1662.

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Nowadays, the Covid-19 pandemic has brought a profound impact on English language teaching (ELT). Consequently, the English language teachers had to adapt and shift to remote teaching utilizing technology quickly. This article reviews the recent studies and practices of integrating the TPACK (technological pedagogical content knowledge) framework in ELT. To this end, the previous studies and best practices of employing technology in ELT by the English language teachers before and during the Covid-19 Pandemic are reviewed and discussed based on the TPACK framework. Moreover, the studies conduct

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Erkir, Sarp, Emsal Ates Ozdemir, and Ali Ata Alkhaldi. "An ELT Textbook Analysis Through a Pedagogical Lens: A Case Study in Turkiye." World Journal of English Language 15, no. 6 (2025): 302. https://doi.org/10.5430/wjel.v15n6p302.

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As in many countries, English textbooks are key elements in language teaching in Turkish schools. Because Türkiye does not have an English-speaking environment, English can only be learned in the classroom using English Language Teaching (ELT) textbooks and their accompanying materials. Therefore, a systematic and rigorous approach is needed when analyzing ELT textbooks in order to help students learn the language effectively. This study critically analyzes a local ELT textbook, widely utilized in Turkish schools, to identify its effectiveness and assess its alignment with pedagogical principl

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Firman, Firman, Iskandar Abdul Samad, and Kismullah Abdul Muthalib. "Bridging Tradition and Innovation: English Language Teaching Methodologies at IAI Al-Aziziyah." Jurnal Pendidikan Bahasa Inggris undiksha 13, no. 1 (2025): 87–94. https://doi.org/10.23887/jpbi.v13i1.90887.

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This study explores English Language Teaching (ELT) methodologies at IAI Al-Aziziyah Islamic Institution, addressing the methods used, adherence to pedagogical criteria, and challenges in implementation. Employing a qualitative case study design with in-depth interviews involving four lecturers, the research revealed significant reliance on traditional approaches, particularly the Grammar-Translation Method (GTM), for teaching grammar and vocabulary. While contemporary methodologies like Communicative Language Teaching (CLT) and Content-Based Instruction (CBI) were adopted to some extent, thei

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Tira Nur Fitria. "Using TED Talks In English Language Teaching (ELT): Supplemental Resources for English Language Teaching (ELT)." SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora 1, no. 1 (2022): 36–43. http://dx.doi.org/10.55123/sosmaniora.v1i1.199.

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The objective of this research is to discuss using TED Talks in English Language Teaching (ELT). This research uses the descriptive qualitative method. Based on the findings, it shows that TED Talks can help students learn a variety of skills on English skills such as speaking, listening, and writing skills. In speaking, TED Talks allow the students in listening to a good example of talks/lecturers and to analyze how they are structured and presented. The students can be given the opportunity outside of class to watch selected TED Talks, so these talks are can be analyzed in class and the stud

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Widi Pratolo, Bambang, Eko Purwanti, Dat Bao, et al. "Healthy food discourse in language learning: Analysing nutritional content in ELT materials." BIO Web of Conferences 148 (2024): 04022. https://doi.org/10.1051/bioconf/202414804022.

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This study examines the representation of healthy food discourse in English Language Teaching (ELT) textbooks, addressing the intersection of language education and nutritional awareness. As ELT materials play a crucial role in shaping learners’ linguistic and cultural knowledge, understanding how they present health-related content is vital. The research aims to analyze the explicit and implicit messages about healthy eating in ELT textbooks, evaluate the integration of nutritional information with language learning objectives, and explore potential cultural biases in food representation. Emp

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Ming, Fang. "Cultural content setting of middle school English textbooks integrating China traditional cultural elements." OOO "Zhurnal "Voprosy Istorii" 2023, no. 6-2 (2023): 174–81. http://dx.doi.org/10.31166/voprosyistorii202306statyi46.

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The article discusses the cultural content setting strategy of middle school English teaching materials with China traditional cultural elements. Integrating traditional culture into ELT (English Language Teaching) can not only improve students' understanding of local traditional culture, but also help students improve their English level.

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Wang, Xiaoli, Lianjiang Jiang, Fan Fang, and Tariq Elyas. "Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca." SAGE Open 11, no. 2 (2021): 215824402110275. http://dx.doi.org/10.1177/21582440211027544.

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The concept of intercultural communication has become a focus in English language teaching (ELT) against the backdrop of globalization, as English is now used as a lingua franca (ELF) among people with different first languages (L1s). However, the current linguistic landscape of ELF does not reflect well in ELT practices in which native speakerism ideology persists and curriculum design and teaching materials largely remain oriented to native speakerism. To address this gap, data drawn from a participatory action research were analyzed to discuss students’ understanding and reflection of criti

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Kır, Pınar, and Nur Yigitoglu Aptoula. "English Language Teaching Articles Published in the TR Indexed Journals: A Systematic Analysis from 2020 to Present." Boğaziçi Üniversitesi Eğitim Dergisi 42, no. 1 (2025): 87–100. https://doi.org/10.52597/buje.1583986.

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With the increasing volume of literature on English Language Teaching (ELT) globally, Türkiye is actively working to enhance its language teaching practices. Therefore, a significant number of studies have focused on this issue by examining various ELT contexts. To shed light on the recent ELT research trends in education faculty journals, this exploratory descriptive research provided an analysis of studies conducted in the field of ELT in Türkiye. By filtering the education faculty journals of Turkish universities indexed by the TR Index published between 2020 and 2023, the analysis listed 2

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Ivone, Francisca. "JALT2024 Balsamo Asian Scholar: Excelling With Technology in ELT by Embracing Diversity and Innovations." Language Teacher 48, no. 5 (2024): 20–21. http://dx.doi.org/10.37546/jalttlt48.5-5.

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As an academic interested in teaching English using technology and researching its use in English language teaching, I find the future of technology in ELT enthusing but daunting. Today’s era is the most unpredictable and dynamic for technology in all aspects of human life including ELT. The rate of change can make us feel excited but also overwhelmed. New AI-driven tools, applications, and gadgets allow for automating administrative and pedagogical tasks, innovative content creation, and more personalized learning. However, with this development comes implications that must be dealt with prom

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Kicha, Leni, Tini Mogea, and Nihta V. F. Liando. "Development, Implementation, Evaluation, and Comparation Toward ELT Curriculum (A Case in Indonesia)." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 3529–43. http://dx.doi.org/10.33487/edumaspul.v7i2.6978.

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The study aims to shed light on the multifaceted landscape of English Language Teaching (ELT) curriculum in the context of its development, implementation, evaluation, and comparative analysis. The first phase of the study delves into the developmental aspect of ELT curriculum, examining the underlying theories, methodologies, and best practices that inform its construction. Through content analysis, and document review, the research seeks to uncover the pedagogical innovations, curricular adaptations, and the development of ELT curriculum. In the subsequent phase, the study investigates the p

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Ha, Thanh Bich Loan. "Exploring Self-Determination Theory in ELT: A Content Analysis of Research Trends between 2020 and 2024." ICTE Conference Proceedings 5 (October 2, 2024): 140–64. http://dx.doi.org/10.54855/ictep.24512.

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This study aims to seek recent research trends in the applicability of Self-Determination Theory (SDT) to English language teaching (ELT) by reviewing the literature on this new approach to studying learner motivation, which plays a crucial role in language acquisition. The subject of the study is a series of related articles collected between 2020 and 2024, and the data is gathered from fifty selected articles during this period. The method employed for data analysis is content analysis approach, which helps identify themes and common trends throughout the articles’ contents. The findings rev

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Asmani, Almodad B. "How Do Binus University Undergraduate Students Value English in the General, Academic, and ELT Context?" Lingua Cultura 4, no. 1 (2010): 51. http://dx.doi.org/10.21512/lc.v4i1.351.

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Article explored the issues of the reasons and ways Indonesian undergraduate students taking English subjects at Binus University valued English, particularly in relation to its roles and influences as the dominant language and as the world’s lingua franca, and how these could give impacts on the ELT (English Language Teaching) purposes at Binus University. The study used the quantitative approach to find out the pattern of the ways they valued English in the general, academic and ELT contexts. The analysis of the quantitative results showed that there was a tendency that non-computer students

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Yamin, Moh, Slamet Setiawan, Syafi’ul Anam, and Pratiwi Retnaningdyah. "THE TEACHERS’ PERCEPTION ABOUT CRITICAL THINKING SKILLS IN ENGLISH LANGUAGE TEACHING METHODOLOGIES." English Review: Journal of English Education 10, no. 2 (2022): 655–66. http://dx.doi.org/10.25134/erjee.v10i2.6302.

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In the current situation in which all teachers are required to participate in contextual teaching fulfilling the world dynamics and students’ need in learning, it is important to follow the dynamic of contemporary ELT methodologies. The teacher’s ability in reading, learning, interpreting, and implementing the current contemporary ELT is the must; critical thinking skills are needed so that they can be the ones taking part in this study. Critical thinking skills are not only viewed as the framework of thinking but also as the framework to increase teachers’ capacity in enlarging their views ab

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Ahsanu, Muhamad, Tuti Purwati, and Erna Wardani. "Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia." Arab World English Journal 11, no. 4 (2020): 272–90. http://dx.doi.org/10.24093/awej/vol11no4.18.

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This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools an

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Mabuan, Romualdo Atibagos. "ChatGPT and ELT: Exploring Teachers’ Voices." International Journal of Technology in Education 7, no. 1 (2024): 128–53. http://dx.doi.org/10.46328/ijte.523.

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This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study employed focus group discussions and an online survey to gather insights from a sample of 115 English language teachers in Metro Manila, Philippines. Findings revealed English language teachers’ perspectives on the use of ChatGPT in ELT including potent

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Muradimova, Kamola Uktam qizi Mirzamurodova Madina Ismatulla qizi Khaydarova Shoira. "TEACHING ENGLISH GRAMMAR AND THEORETICAL AND PRACTICAL PROBLEMS OF ELT CONTENT." ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI 2, no. 09 (2023): 156–64. https://doi.org/10.5281/zenodo.7976815.

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English Grammar is an essential component of language learning, and it plays a crucial role in enabling learners to communicate effectively in English. However, teaching grammar can be challenging for many teachers due to the complexity of the subject matter and the varying needs and abilities of learners. In this coursework, we will explore effective strategies and techniques for teaching English grammar that can help learners develop their language competence.  

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Nushi, Musa, and Alireza Aghaei. "Intercultural Representation in ELT Textbooks: The Case of Touchstone Series." Mextesol Journal 48, no. 1 (2024): 1–11. http://dx.doi.org/10.61871/mj.v48n1-9.

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Culture is an inseparable part of English Language Teaching (ELT), and ELT textbooks, as one of the main instructional resources are bound to include cultural and linguistic content. However, the kind of cultural content in these books has been a controversial issue for decades. It is recommended that curriculum designers use intercultural content, which represents different countries. However, it is repeatedly observed that the cultural contents in course books are mainly drawn from some specific countries where English is the first language. In this study, the authors investigated an English

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Thumvichit, Athip. "ELT Master’s Programmes in Thailand: Focused Areas and Research Trends." Journal of Language and Education 6, no. 4 (2020): 171–82. http://dx.doi.org/10.17323/jle.2020.10532.

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The increasing demand for competent users of English and qualified English teachers has accelerated the growth of graduate programmes in English language teaching (ELT). In Thailand, ELT master’s programmes have been serving as a training ground for Thai English teachers for decades. This study explores the focused areas and research trends of Thai ELT master’s programmes. The analyses involved ten ELT master’s programmes offered by ten different universities and 201 master’s theses submitted between the years of 2014 and 2018. Foundation and core courses were categorised into twelve content a

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Ait-Bouzid, Hassan, Erguig Reddad, and Yeou Mohamed. "An Evaluation of Grammar Lessons in Selected Moroccan ELT Textbooks." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 2 (2019): 249. http://dx.doi.org/10.21093/ijeltal.v3i2.197.

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This paper is built on the assumption that there are no perfect language teaching textbooks; therefore, it hopes to draw the attention of Moroccan ELT practitioners to the viability of using textbook evaluation to improve the quality of these teaching-learning materials. It aims to investigate ways in which grammar lessons are presented in three Moroccan second year Baccalaureate ELT textbooks currently used in public high schools. It examines the extent to which these lessons help both teachers and students meet the teaching-learning objectives. The study adopts a mixed methods approach and u

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Yunusova, Nargiza, and Saodat Mannonova. "Integrating cultural competence into English language teaching." Journal of Science-Innovative Research in Uzbekistan 3, no. 4 (2025): 392–96. https://doi.org/10.5281/zenodo.15288076.

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In a globalized world, English language teaching (ELT) must extend beyond grammar and vocabulary to encompass cultural competence, a vital skill for effective intercultural communication. This article examines the importance of integrating cultural knowledge, awareness, and sensitivity into ELT curricula. It explores how embedding culture in language instruction enhances communicative abilities, fosters empathy, and promotes global awareness. Drawing on pedagogical models and classroom practices, the study outlines methods for incorporating cultural content through literature, media, and real-

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Lito, Leovigildo. "ELT in Both Private and Public Higher Education Institutions (HEIs): An Approach to New Normal Pedagogy of Teaching." European Journal of English Language Studies 1, no. 1 (2021): 1–14. http://dx.doi.org/10.12973/ejels.1.1.1.

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<p style="text-align: justify;">The study aims to analyze the different approaches to ELT in the new normal for both private and public Higher Education Institutions (HEIs) as the basis for teaching pedagogy in terms of the trend in teaching, syllabus utilization, materials, and resources, activities in learning, and competency learning. The study comprised thirty-nine (39) respondents only which employs the descriptive quantitative research design and random sampling. Results show that trend in teaching context based and content instruction on the English language as the medium of teach

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Pham, Quang Ngoc. "The Role of Culture in English Language Teaching: A Qualitative Study." Global Journal of Arts Humanity and Social Sciences 5, no. 3 (2025): 281–84. https://doi.org/10.5281/zenodo.15020163.

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<em>The role of culture in English Language Teaching (ELT) is pivotal in shaping learners' communicative competence and intercultural awareness. This study explores how cultural elements influence language acquisition and teaching strategies, focusing on teachers' perceptions and students' experiences. Using a qualitative research methodology, including interviews and classroom observations, the study examines the integration of cultural content in ELT curricula. Findings reveal that culture significantly enhances language learning by providing context, fostering motivation, and improving ling

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Bouzid, Hassan Ait. "AN EVALUATION OF SELECTED MOROCCAN ELT TEXTBOOKS: A STANDARDS-BASED APPROACH PERSPECTIVE." Indonesian Journal of Applied Linguistics 7, no. 1 (2017): 229. http://dx.doi.org/10.17509/ijal.v7i1.6879.

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Standards-Based Approach to textbook evaluation has been blooming in recent decades. Nevertheless, this practice has received very little attention in Morocco. The present study aims to bridge a gap in the literature of the Moroccan context by investigating the extent to which three locally designed ELT textbooks conform to the theoretical principles of the Standards-Based Approach which defines the teaching of English as a foreign language in the country (Ministry of National Education, 2007). Its objective is to examine whether and how these textbooks present contents that enable learners to

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Niesrina, Maulida Zahratun, Nabila Nur Azizah, and Zaitun Qamariah. "FROM TRADITIONAL TO TRENDY: HOW ELT CURRICULA HAVE EVOLVED." Datokarama English Education Journal 6, no. 1 (2025): 60–68. https://doi.org/10.24239/dee.v6i1.118.

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This study aimed to examine the evolution of the curriculum in english language teaching (elt) from traditional approaches to more modern and contextual ones. Based on the reality that 21st-century learning demanded changes in teaching approaches, methods, and curriculum content, this research adopted a library research method with a qualitative approach. Data were collected from various relevant academic literature sources and were analyzed using content analysis in a descriptive-qualitative manner. The findings indicated that elt curricula had undergone significant shifts, moving from gramma

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Yang, Chenyu. "A Review of Intercultural Language Teaching from the Perspectives of ELT Teaching Material Evaluation and Application." IRA International Journal of Education and Multidisciplinary Studies 17, no. 2 (2021): 100. http://dx.doi.org/10.21013/jems.v17.n2.p9.

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Review on the evaluation of English Language Teaching (ELT) materials has been carried out by many researchers. Focusing on the cultural aspect, the review covers the three important participants in a classroom setting - coursebook, instructors and students. The review aims to reveal the evaluation of the culture content on ELT materials, to explore and students’ attitude towards source culture and international culture teaching in English as Foreign Language (EFL) class as well summarize some strategies adopted by teachers in their teaching process to give inspirations to current EFL teaching

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Yuldasheva, Kamola Eldor qizi. "OPTIMAL APPROACHES AND RESOURCES FOR IMPARTING INSTRUCTIONAL CONTENT IN ENGLISH LANGUAGE EDUCATION." Educational Research in Universal Sciences 2, no. 8 (2023): 4–9. https://doi.org/10.5281/zenodo.8327964.

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English Language Teaching (ELT) has undergone significant transformations in recent years, owing to advancements in technology, changing learner preferences, and evolving teaching methodologies. In this digital age, educators are presented with a plethora of opportunities to enhance the delivery of instructional content to English language learners. This article explores some of the optimal approaches and resources that can be employed to achieve effective English language education.

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Karki, Bishal, and Tek Mani Karki. "Integrating AI in English Language Teaching: Challenges and Opportunities." Dristikon: A Multidisciplinary Journal 15, no. 1 (2025): 13–28. https://doi.org/10.3126/dristikon.v15i1.77118.

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Artificial Intelligence (AI) is now popularly turning the trends in English Language Teaching (ELT) to approaches and methods which will make learning personal and teaching easy and effective. This study addresses the involvement of AI in ELT and some of the many opportunities and challenges that it opens up for teachers and learners. In this study, a qualitative research approach has been adopted to explore the lived experiences and perceptions of university-level English teachers regarding AI integration in ELT. The data were analyzed thematically to discover challenges and opportunities rel

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Thumvichit, Athip. "Cultural Presentation in Thai Secondary School ELT Coursebooks: An Analysis From Intercultural Perspectives." Journal of Education and Training Studies 6, no. 11 (2018): 99. http://dx.doi.org/10.11114/jets.v6i11.3533.

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Globalization has accelerated the growth of English and created a need for several changes in English language teaching (ELT), one of which is related to the role of ELT materials in facilitating interaction across cultures. Considering the fast growing importance of cultural content in ELT, this study explores issues of cultural presentation in Thai secondary school ELT coursebooks. The purpose of this study is twofold: first, to analyze cultural content presented in visuals and reading texts; second, to investigate teachers’ attitudes toward cultural presentation in ELT coursebooks. The cour

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Ram Nath Neupane. "Reimagining English Language Teaching in Nepal: Educators' Insights on Paradigm Shifts." Tribhuvan Journal 3, no. 1 (2024): 44–57. http://dx.doi.org/10.3126/tribj.v3i1.70803.

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The field of language teaching has undergone significant transformations, with advancements reshaping traditional methodologies and incorporating innovative techniques.The present study aimed to explore educators’ insights on a paradigm shift in English Language Teaching (ELT). The researcher adopted interpretivism as a philosophical ontology and subjectivism as an epistemology of the research paradigm as the researcher believes on the multiple views of the respondents. Here, the present research was based on the insights and experiences of secondary-level English teachers. The researcher sele

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Islam Khan, Mohammad Ehsanul, Mohammad Shahazahan Seraj Bhuiyan, and Mohammad Ekramul Islam Khan. "Current Practices and Pitfalls of ELT Syllabi for Developing Engineering Students' Communicative English in Bangladesh*." Mextesol Journal 48, no. 2 (2024): 1–11. http://dx.doi.org/10.61871/mj.v48n2-7.

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The current practices and shortcomings of engineering students' English language teaching (ELT) syllabi were examined from the perspectives of learners and teachers in English as a foreign language (EFL) context. The syllabi included content that had little impact on students' communicative competence in English (CC-E). Students were generally concerned about their professional communication abilities. In this study, the researchers collected data from ten engineering-focused universities in Bangladesh. These universities' existing ELT syllabi (ELT-S) were examined, seeking the current practic

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Dr. Adappatu Ancy Antony and V. Santhi. "Utilizing Disney Movies to Enhance English Language Teaching." International Research Journal on Advanced Engineering and Management (IRJAEM) 2, no. 11 (2024): 3295–99. http://dx.doi.org/10.47392/irjaem.2024.0486.

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This study investigates the use of Disney movies as an innovative tool to enhance English Language Teaching (ELT). Disney movies, with their engaging narratives and rich linguistic content, provide an authentic context for language learning. The research examines the effectiveness of these films in improving language skills among non-native English learners. Using a mixed-methods approach, the study explores the impact of Disney movies on vocabulary acquisition, listening comprehension, and cultural awareness. Results indicate that incorporating Disney movies into ELT can significantly enhance

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Assalihee, Muhammadafeefee, and Yusop Boonsuk. "Factors Obstructing English Teaching Effectiveness: Teacher Voices from Thailand’s Deep South." IAFOR Journal of Education 10, no. 1 (2022): 156–72. http://dx.doi.org/10.22492/ije.10.1.08.

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Administering English language teaching (ELT) in rural settings of the three southern border provinces has been challenging for both teachers and learners due to two decades of political unrest, eruptions of violence, fears, and insecurity. To enhance ELT, this study aimed to investigate factors affecting the ineffectiveness of ELT in these three educational environments and introduce a new lens of contextualized English instructions for learners in schools located in Southernmost Thailand, where learners live amid linguistic and cultural diversity. In this qualitative study, data were collect

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Hussain, Syed Sarwar. "Content and Language Integrated Learning (CLIL) in ELT as a Link between Language Learning and Content Development." Arab World English Journal 13, no. 2 (2022): 386–400. http://dx.doi.org/10.24093/awej/vol13no2.26.

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Content and Language Integrated Learning signifies studying a core subject (Mathematics, Physics, Chemistry, Engineering and so on) while simultaneously studying a language. It means integrating the two, with each serving the purpose of the other. Content and Language Integrated Learning (CLIL) is increasingly being used worldwide as it centers not only on content but on content and language both at the same time. There is no language without content and there is no content without language. This quantitative study discusses the use of CLIL in English language teaching (ELT). It dissects how t

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Elas, Noor Illi Binti, Faizah Binti Abd Majid, and Suthagar A/l Narasuman. "Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability." International Journal of Emerging Technologies in Learning (iJET) 14, no. 20 (2019): 18. http://dx.doi.org/10.3991/ijet.v14i20.11456.

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This paper discusses a study proposed to analyze technology affecting English Language Teaching (ELT). To begin with, English is an important language in a society where it acts as a bridge to connect different races in a society. However, in the circumstance of 21st-century education specifically for English Language Teaching (ELT) which has been affected by Industrial Revolution 4.0, technology plays an important part as it offers the potential to enhance teaching processes and facilitate the learning of English as Second Language (ESL). For this purpose, Technology Pedagogy Content Knowledg

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Li, Na, and Yitian Zhang. "Building an Open Sharing Platform for ELT Courses: The Example of MOOC Network." Advances in Multimedia 2022 (October 12, 2022): 1–9. http://dx.doi.org/10.1155/2022/8793521.

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English language teaching (ELT) has become an essential and indispensable part of primary education in today’s increasingly frequent international exchanges, and MOOC, as a massive online teaching model integrating content and learning support services, is leading a pedagogical transformation, providing a historic opportunity to build an open sharing platform for ELT. However, developing an open sharing platform around MOOC networks is still challenging, especially for English courses, where various course designs significantly increase the difficulty of tracking students’ learning status. The

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Chahkandi, Fateme. "Facts and Fallacies About English Language Teaching: Evidence From the Literature on Job Advertisements." Chinese Journal of Applied Linguistics 48, no. 2 (2025): 302–19. https://doi.org/10.1515/cjal-2025-0206.

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Abstract The objective of this study is to shed light on what the literature on English Language Teaching (ELT) job advertisements reveals about the ELT profession. For this aim, the existing nine articles are chosen as the focal literature and content-analyzed. The results point to some facts about ELT: the native speakerism ideology persists in ELT job advertisements; it includes multifaceted discrimination against both non-native and non-Anglophone native English speaker teachers (NESTs); cost-effective strategies are utilized by recruiters to hire young NESTs; different marketing strategie

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Gursoy, Esim, and Gulderen T. Saglam. "ELT Teacher Trainees Attitudes Towards Environmental Education And Their Tendency To Use It In The Language Classroom." Journal of International Education Research (JIER) 7, no. 4 (2011): 47–52. http://dx.doi.org/10.19030/jier.v7i4.6046.

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With the change of focus in language teaching from grammar-based approaches to more communicative approaches, contextual language learning gained importance and found body in the English Language classroom. Global issues constitute one of the most popular contexts for purposeful language learning and meaningful language use. Increasing number of ELT (English Language Teaching) course books involve global issues in their content. Within the scope of socially responsible teaching (SRT) it is believed that it is the teachers responsibility to help their learners develop awareness on these issues.

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Sandiarsa S, K. Dedy, and Edi Firman. "Enhancing English Language Teaching: Strategies, Challenges, and Opportunities." Jurnal Ilmiah Mandala Education 10, no. 2 (2024): 443. http://dx.doi.org/10.58258/jime.v10i2.6834.

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Central to the article's inquiry are the innovative teaching methodologies and effective classroom strategies employed in ELT classrooms worldwide. Through a critical examination of theoretical frameworks and practical applications, the article illuminates the diverse pedagogical approaches and instructional techniques used to enhance language acquisition and proficiency among learners. From communicative language teaching to task-based learning and content-based instruction, the article explores the richness and diversity of approaches that educators employ to engage and empower language lear

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Abbas H. Al-Shammari. "A Comprehensive Bibliometric Analysis Content Mapping of English Language Teaching as the Second Language in Arab Countries." Forum for Linguistic Studies 6, no. 3 (2024): 788–812. http://dx.doi.org/10.30564/fls.v6i3.6665.

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This bibliometric analysis maps patterns in the literature on English language teaching (ELT) in Arab countries from 2000 to 2024. and provides a quantitative mapping of the research status, trends, and developmental trajectories in this domain. A total of 512 journal articles were analyzed using scientometric techniques. Data across social science, arts, and humanities publications were retrieved from Scopus. The results establish the genesis and growth patterns, collaborative networks, influential contributors, conceptual themes, and knowledge gaps that characterize ELT research in the Arab

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Syafruddin, Syafruddin, Sari Hidayati, and Anita Triastuti. "A Systematic Literature Review: The Trends and Challenges of AI (Chat GPT) for Reading Skills in ELT/L using The HHH Framework." Indonesian Journal of Integrated English Language Teaching 11, no. 1 (2025): 32. https://doi.org/10.24014/ijielt.v11i1.36613.

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This study highlights the role of Artificial Intelligence (AI), particularly ChatGPT, in supporting the teaching of reading skills within the context of English Language Teaching and Learning (ELT/L). The primary focus of this research is on how the Helpful, Honest, Harmless (HHH) framework can be utilized to evaluate the trends and challenges of using AI in reading instruction. Based on a literature analysis, AI, especially ChatGPT, demonstrates significant potential to enhance reading skills through personalized learning approaches, active interaction, and immediate feedback. However, challe

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Baesa-Alfelor, Xenia S., and Darrel M. Ocampo. "English Language Teaching (ELT) Appraisal in the Trifocal System of the Philippine Education - Basis for Policy and Advancement Program." Journal of Innovative Research 1, no. 3 (2023): 40–48. http://dx.doi.org/10.54536/jir.v1i3.2026.

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This study explored the English Language Teaching appraisal of teachers in the trifocal Philippine education system in the Bicol Region as a basis for policy and advancement programs. This study used the descriptive-comparative-associational method using a content-validated and reliability-tested questionnaire. The frequency and percentage technique, weighted mean, Chi-Square, and Anova Test of Variance were used in the data treatment. Findings revealed that ELT teachers were predominantly females with 73.97%, CHED, 80.21%, DepEd, and 71.43% TESDA along age groups of early and mid-30s and 46 y

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Bhogapurapu, Anusha, Das Pranati, and Hanumanthu Seshagiri. "AI-Enhanced Learning Approaches in English Language Teaching: A Review of Opportunities and Challenges." Literary Enigma 1, no. 2 (2025): 111–18. https://doi.org/10.5281/zenodo.15359934.

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Abstract   Artificial Intelligence (AI) has emerged as a transformative force in English Language Teaching (ELT), offering personalized and adaptive learning experiences. Research indicates that AI-driven platforms enhance individualized instruction by tailoring content to learners' proficiency levels and styles. AI chatbots provide interactive conversational practice with real-time feedback, while AI-powered assessment tools streamline evaluation processes, reducing teacher workload and ensuring objective grading. However, studies also highlight significant challenges, including AI's lim

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