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English Language Learning and the Identity of Muslim Undergraduate Students in Pakistan

2024-12-23T23:56:01+00:00

This study examines how English language learning influences the identity of Muslim undergraduate students at a private university in Pakistan, considering its significance in national, religious, and global contexts. Using a qualitative research approach, data was collected through a survey of students from a well-reputed university in Karachi. A questionnaire developed by Yihong et al. (2007) measured identity changes using a five-point Likert scale across six categories: self-confidence, additive change, subtractive change, productive change, split change, and zero change. Grounded in bilingualism, identity formation, and sociolinguistics theories, this study explores language as a cultural and religious marker, shaping self-perception and community affiliation. Findings indicate that English proficiency enhances self-confidence and global identity but also creates tensions in maintaining Islamic and cultural heritage. While most students experience additive identity changes—retaining both English and their native language—some undergo subtractive changes, weakening ties with their native culture and religious traditions. Hybrid identities emerge as students navigate between English, Urdu, and Islamic discourse, reflecting the complex role of language in shaping faith, values, and aspirations. English is perceived as a language of power and success. Yet, concerns over identity conflicts highlight the need for linguistic policies that balance English proficiency with preserving Islamic and national identity. Educators and policymakers must address these challenges to ensure a holistic bilingual education that fosters both religious and global engagement among students.

Probing Iranian English Teachers' Communicative Activities and Perspectives on Iran’s Fundamental Reform Document of Education

2024-12-31T22:13:54+00:00

In 2011, Iran’s educational system underwent a significant transformation through the implementation the Fundamental Reform Document of Education (FRDE). Alongside other revisions, the FRDE mandated reforms in English teaching practices to align with the communicative language teaching (CLT) principles. This study aims to (1) assess the communicativeness of English teaching practices in Iranian high schools using Littlewood’s (2004) continuum, (2) explore the perspectives of teachers regarding the FRDE and CLT, and (3) identify challenges in implementing the FRDE in English education. Data collection involved observing 60 English teaching sessions conducted by 15 English teachers from the first and second three years of high school. Subsequently, focus group interviews were conducted with the same teachers. The data were coded and analyzed using MAXQDA Analytics Pro 2020 and NVIVO 11. The results showed that most teaching activities used categorized by Littlewood’s (2004) as non-communicative and pre-communicative such as mechanical repetition, ask-and-answer practices, memorization and acting out conversations‎, ‎etc.‎ Notably, there was a limited representation of real-life communicative activities or structured communication tasks, indicating a systemic misalignment with CLT goals. The interviews provided insights into the varying opinions held by the teachers regarding the FRDE and CLT. While some teachers emphasized the values, others expressed concerns about its practicality in the Iranian context due to various constraints. These included the shortcomings of the FRDE, the unfamiliarity of the Iranian teachers with the CLT principles, the emphasis on teaching to the test, and the reluctance of students and parents to engage in practices beyond those preparing them for Iran’s university entrance exam (Konkur).

Innovating Indonesian Islamic Elementary English Education through A 5c Skills-Oriented Digital Game Application

2025-05-10T01:16:33+00:00

Today's education generally aims to equip students with the 21st-century skills necessary for their success in the face of globalization and technological advancement. These skills include creativity, collaboration, critical thinking, communication, and complex-problem solving. In the context of teaching English to young learners, particularly in Islamic elementary schools, one of the effective strategies to achieve this is by integrating a game-based approach into the classroom, as it would create an engaging and dynamic learning environment that may incorporate all the intended skills within the language learning process. However, traditional game-based approaches often rely on physical or paper-based games that lack interactivity, scalability, and integration with digital literacy — a key component of 21st-century learning. These methods also tend to be teacher-centered, limited in content variety, and less motivating for digital-native students. This study aims to develop a 5C skills-based English learning game application using Research and Development (R&D) method. To achieve this, the study employed ADDIE model including needs assessment to analyze elementary school students' needs, wants, and challenges in their English language learning as the basis for developing the application, design, development, implementation, and evaluation. We collected data through interviews and questionnaires. Results of thematic and descriptive statistics analyses revealed the importance of digital game media to engage students more actively and motivate them in learning. The experiment showed a significant difference between students taught traditionally and those using digital games. This study suggests the necessity of digital games in learning English as a tool that every teacher should consider.

The Role and Impact of AI-Driven Feedback Models and Applications in EFL Vocabulary Learning and Retention: A Systemic Review

2025-01-30T20:51:25+00:00

Vocabulary learning is an essential part of language learning. Vocabulary Instruction Feedback is essential in achieving learning objectives, mainly in language education. Vocabulary retention in one of the key issues in developing various language skills. Vocabulary instruction feedback is essential in achieving learning objectives, mainly in language education. The present study purposes to determine the role and impact of AI-driven feedback in EFL vocabulary instruction in Islamic countries educational institution. The study used systematic review method to gather data for the present study. For this, the study reviews the various AI-driven models that can be integrated with E-learning and act a source of feedback. The findings of the review assert that AI-driven mechanisms can be integrated to enhance the vocabulary learning and retention. The analysis suggest that AI-driven feedback models can useful if they are effectively incorporated in enhancing EFL vocabulary learning. By leveraging these technologies, instructors can produce more personalized feedback and operative learning experiences that help students in their vocabulary learning and retention.

Perceived Benefits of Digital Storytelling for Speaking Development Among Motivated Indonesian EFL Learners

2025-06-06T21:07:09+00:00

This research aims to evaluate the impact of Digital Storytelling (DST) on the speaking fluency of pre-advanced level students at a Private University in Central Java, Indonesia, who are deemed ‘highly motivated learners’, within an English as a Foreign Language (EFL) context. Using a sequential explanatory mixed-methods design, the study quantitatively tracks the progress of students’ fluency over time while also capturing students’ self-reported perceptions of the process qualitatively. Results show positive improvements in the learners’ fluency level, which is attributed mainly to the autonomy learners experienced within the DST framework, the reduction of learners’ anxiety, and the nature of the communication, which was holistic and multi-faceted. The most significant contribution to the existing literature is the study context, an under-resourced Indonesian university with a constructivist framework, understated self-determination, and dual coding phenomena, which simultaneously applies DST with highly motivated learners. Reported outcomes included improved self-confidence, higher engagement, more active participation, increased enjoyment, and active collaborative feedback, unparalleled by previous technological learning experiences. This study has shown how applying DST principles in the classroom can enhance students’ social interaction and foster motivation, helping under-researched communities advance educational knowledge. The suggested policy offers to replace fixed, rigid scaffolding with pliable, understood frameworks that contour to diverse learners' perceived and assessed needs within distance education paradigms. Additional research is required beyond the limited attention given to a particular subset of learners and their respective contexts, students, and geographical locations.