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

Sameera Sultan — 2025-04-09

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

Abbas Pourhosein Gilakjani — 2025-06-25

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

Adhan Kholis — 2025-06-12

Today's education aims to equip students with the 21st-century skills necessary for success in a world shaped by 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, integrating a game-based approach into the classroom proves to be an effective strategy. This approach fosters an engaging and dynamic learning environment that can incorporate all the necessary skills within the language learning process. However, traditional game-based methods often rely on physical or paper-based games that lack interactivity, scalability, and integration with digital literacy, which is a key aspect 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 the Research and Development (R&D) method. To achieve this, the study employed the ADDIE model, including needs assessment, to analyze elementary school students' needs, wants, and challenges in learning English. This analysis forms the basis for developing the application, as well as its design, development, implementation, and evaluation. Data were collected through interviews and questionnaires. The results of thematic and descriptive statistical analyses revealed the importance of digital game media in actively engaging students and motivating them in their learning. The experiment demonstrated a significant difference in outcomes between students taught through traditional methods and those using digital games. This study suggests the necessity of incorporating digital games in English language learning as a valuable tool that every teacher should consider.

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

Endang Sulistianingsih — 2025-06-15

This study investigates the perceived benefits of Digital Storytelling (DST) as an instructional approach aimed at developing speaking-related competencies among highly motivated English as a Foreign Language (EFL) learners in an Islamic private university in Central Java, Indonesia, where the majority of academics are Muslims. Implementing a sequential explanatory mixed-methods design, the research combines quantitative observations of learners’ speaking activities with qualitative insights into their experiences and reflections. While the data indicate improvements in certain aspects of speaking, particularly in areas such as confidence, engagement, and idea formulation, the findings are interpreted cautiously due to the small sample size and specific contextual factors. Students reported that DST activities enhanced their motivation, reduced their anxiety, and provided them with greater autonomy in expressing themselves orally. Rather than positioning DST as a panacea for speaking fluency, the study suggests that it may serve as a complementary pedagogical tool that supports affective and cognitive dimensions of oral language learning in culturally specific EFL contexts.

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

Dr. Raja Muhammad Ishtiaq Khan — 2025-06-12

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.

Fostering EFL Students' Pragmatic Competence Through Flipped-STAD Learning: A Study of ELT in an Islamic Higher Education Context

Pipit Muliyah — 2025-07-25

This study investigated the impact of integrating Flipped Learning (FL) and Student Team Achievement Division (STAD) on the pragmatic competence of English as Foreign Language (EFL) students, with a particular focus on their pragmalinguistic competence related to making requests and refusals. Conducted in an Islamic higher education setting, this research addresses a gap in the existing literature, as the combined effect of FL and STAD on pragmatic competence remains underexplored. The study aimed to empirically assess the influence of this integrated pedagogical approach and examining students' perceptions of its effectiveness. The research gathered quantitative and qualitative data using a sequential explanatory mixed-methods design. Initially, quantitative data were collected from pre- and post-test scores using a two-group experimental design (experimental group N=28, control group N=28). Discourse Completion Tests (DCTs), focusing on requests and refusals, were employed to evaluate pragmatic competence. Subsequently, semi-structured interviews with eight students from experimental group were conducted to delve into their perceptions. ANCOVA statistical analysis revealed that the flipped-STAD group significantly outperformed the control group on post-test scores, demonstrating its effectiveness for enhancing pragmatic competence in requests and refusals. In contrast, the control group received traditional teacher-centred instruction, which limited opportunities for interactive pragmatic practice. This comparison between student-centred and teacher-centred methods might inherently favour the interactive approach. The findings from the Interviews indicated that students had positive perceptions of flipped-STAD for developing pragmalinguistic competence. Thus, flipped-STAD seems a promising strategy for enhancing pragmatic competence in EFL, offering educators with an effective method. However, further research is needed to compare it with other student-centred approaches.

Online Reciprocal Teaching and Its Impact on Islamic University Students’ Reading Comprehension in Standardized Testing

Hendi Hidayat — 2025-07-25

In an era where literacy is a gateway to global participation, many Muslim EFL learners still face persistent difficulties in mastering academic reading skills. This study compares the effectiveness of Online Reciprocal Teaching (ORT) and Online Reading Strategy Instruction (ORSI) in enhancing Muslim learners’ reading comprehension on standardized English proficiency tests. The participants were 74 fourth-semester students enrolled in a fully online English course at UIN Siber Syekh Nurjati Cirebon. A pre-test post-test control group design was employed, with Class A (n = 37) receiving ORT intervention focusing on predicting, questioning, clarifying, and summarizing, while Class B (n = 37) received ORSI instruction emphasizing skimming, scanning, and making inferences. The intervention spanned 16 sessions, delivered through a combination of live and recorded formats. Reading comprehension was assessed using a validated test adapted from the Longman Preparation Course for the TOEFL. Pre-test scores were treated as covariates in the ANCOVA analysis. The results revealed a statistically significant improvement in the ORT group’s post-test scores compared to the ORSI group. These findings suggest that reciprocal teaching fosters deeper cognitive and metacognitive engagement in online reading instruction. The study recommends integrating ORT into EFL curricula across Islamic higher education to support more inclusive, strategic, and effective learning practices.