Teachers’ Insight on the Urgency of Research in ELT on the Excellence of English Learning
Keywords:
educational research, English language learning, research in ELT, research-based learning, teachers’ insight
Abstract
To improve the quality of learning, teachers must have advanced knowledge of educational research. The purpose of this research is to investigate English teachers’ insights on the importance of research in English Language Teaching and its impact on the excellence of English language learning. The survey method with a quantitative approach and Focus Group Discussion were applied in this study. The population in this research were EFL teachers from junior high schools and senior high schools in South Sulawesi. The survey was conducted by sending online questionnaires to 50 English teachers randomly selected as research samples. Only those with 10 years or more teaching experience were included in the sample. The survey data were analyzed by using descriptive statistical technique. Furthermore, 5 of those 50 teachers with master (S2) qualification were involved in the FGD to gain in-depth understanding. The survey results indicate that most respondents (72,2%) understand the concept of educational research in ELT. In term of interest in research activities, 85% respondents show high interest. However, the level of involvement in research activities varies. The FGD results identify resource limitations and resistance to innovation as challenges in integrating scientific research. Evaluation with various modes is considered important to measure the effectiveness of integrating research findings in ELT into English language learning practices. Overall, the research-based learning approach is received positively among teachers. However, practical challenges need to be addressed to increase teacher engagement in research, and integrate educational research into teaching activities.
References
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Alda, R., Boholano, H., & Dayagbil, F. (2020). Teacher education institutions in the Philippines towards education 4.0. International Journal of Learning, Teaching and Educational Research, 19(8), 137-154. https://doi.org/10.26803/ijlter.19.8.8
An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-assisted self-regulated English language learning: Associations with English language self-efficacy, English enjoyment, and learning outcomes. Frontiers in Psychology, 11(1), 1-11. https://doi.org/10.3389/fpsyg.2020.558466
Anor, C. E. (2024). Teaching sustainability in science education: Pre-service science teachers’ perceptions of the role of indigenous knowledge. African Journal of Research in Mathematics, Science and Technology Education, 28(3), 373–388. https://doi.org/10.1080/18117295.2024.2402143
Bahari, A. (2022). Teacher identity in technology-assisted language learning: Challenges and affordances. E-Learning and Digital Media, 19(4), 396-420. https://doi.org/10.1177/20427530221092855
Beiter, K. D. (2024). Open access ‘unaccomplished’ – reforming copyright or reconceptualizing science? Access to scholarly publications under a (reinterpreted) right to science. Nordic Journal of Human Rights, 42(3), 281–321. https://doi.org/10.1080/18918131.2024.2390277
Cabaroğlu, N., & Öz, G. (2023). Practicum in ELT: a systematic review of 2010–2020 research on ELT practicum. European Journal of Teacher Education, 48(2), 313–332. https://doi.org/10.1080/02619768.2023.2242577
Cao, Y., Postareff, L., Lindblom-Ylänne, S., & Toom, A. (2021). A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching. European Journal of Teacher Education, 46(1), 171–198. https://doi.org/10.1080/02619768.2021.1900111
Chang, D. Y. S., Lin, M. H., & Lee, J. Y. (2024). Exploring language assessment literacy and needs of English teachers at senior high school level. Asia Pacific Journal of Education, 44(4), 854–872. https://doi.org/10.1080/02188791.2024.2313486
Defianty, M., & Wilson, K. (2024). Using collaborative action research to promote critical thinking pedagogies in ELT in Indonesia. Asia-Pacific Journal of Teacher Education, 52(5(5), 607–621. https://doi.org/10.1080/1359866X.2024.2410837
Escalié, G., Chaliès, S., Legrain, P., & Moussay, S. (2023). A developmental research-based teacher education: designing and implementing a new program for preservice teachers in France. Teaching Education, 34(2), 194-208. https://doi.org/10.1080/10476210.2022.2066076
Gilakjani, A. P., Namaziandost, E., & Ziafar, M. (2020). A survey study of factors influencing Iranian EFL learners’ English pronunciation learning. International Journal of Research in English Education, 5(2), 103-123. https://doi.org/10.29252/ijree.5.2.103
Glastonbury, B., & MacKean, J. (2020). Survey methods. In G. Allan & C. Skinner (Eds.), Handbook for Research Students in the Social Sciences (pp. 225-247). Routledge. https://doi.org/10.4324/9781003070993
Griffioen, D. M. (2022). A questionnaire to compare lecturers’ and students’ higher education research integration experiences. Teaching in Higher Education, 27(2), 185-200. https://doi.org/10.1080/13562517.2019.1706162
Hajizadeh, A., Mohammadi, S., & Khodadust, M. R. (2023). Perceptions of conducting academic ELT research: The case of Iranian graduate-level students. Research in Post-Compulsory Education, 28(1), 123–148. https://doi.org/10.1080/13596748.2023.2166696
Hill-Jackson, V., & Lewis, C. W. (2023). Transforming teacher education: What went wrong with teacher training, and how we can fix it. Taylor & Francis.
Hınız, G., & Çelik, Ö. (2024). A bibliometric and content analysis of student engagement research in English language teaching. Language Awareness, 34(1), 43–76. https://doi.org/10.1080/09658416.2024.2367970
Ippolito, J. (2021). English language ability and discursive agency: the case of Canadian adult English language learners on facebook. Critical Inquiry in Language Studies, 18(3), 247–272. https://doi.org/10.1080/15427587.2020.1863798
Jao, C. Y., Yeh, H. C., Huang, W. R., & Chen, N. S. (2022). Using video dubbing to foster college students’ English-speaking ability. Computer Assisted Language Learning, 37(4), 585–607. https://doi.org/10.1080/09588221.2022.2049824
Kılınç, S. (2024). Research trends in integrated education: A bibliometric analysis. Pegem Journal of Education and Instruction, 14(4), 195-214. https://doi.org/10.47750/pegegog.14.04.17
Koski, A., Puustinen, M., Säntti, J., & Salminen, J. (2023). Exploring the research-based approach of academic classroom teachers in Finland. Teachers and Teaching, 29(7-8), 833-849. https://doi.org/10.1080/13540602.2023.2208034
la Velle, L. (2022). Best practice in teacher education: What is research telling us? Journal of Education for Teaching, 48(3), 271–273. https://doi.org/10.1080/02607476.2022.2075189
Lafarge, L. (2024). What we do, what we say, what we don’t say: Confidentiality in the publication of clinical writing. The Psychoanalytic Quarterly, 93(1), 77–103. https://doi.org/10.1080/00332828.2024.2316219
Lähdesmäki, S. A., & Maunula, M. (2022). Student teachers' views on media education related to new literacy skills. International Journal of Technology in Education and Science, 6(3), 427-442. https://doi.org/10.46328/ijtes.374
Leung, C. (2023). English language proficiencies – recasting disciplinary and pedagogic sensibilities. Critical Inquiry in Language Studies, 20(4), 426–447. https://doi.org/10.1080/15427587.2023.2292185
López-Gopar, M. E., Sughrua, W. M., & Cordova, H. V. (2022). The journey of a critical-oriented ELT curriculum and the identities of teacher educators: a collaborative and analytic autoethnography. Teachers and Teaching, 30(2), 152–165. https://doi.org/10.1080/13540602.2022.2062733
Lowe, R. J. (2020). Frame analysis in critical ethnography: Applications for ELT research. Language, Culture and Curriculum, 34(3), 307–320. https://doi.org/10.1080/07908318.2020.1858851
Lu, H. L., & Lin, H. F. (2025). A concept model of competency tasks in competency-based education. Technology, Pedagogy and Education, 34(4), 463–481. https://doi.org/10.1080/1475939X.2025.2461101
Maisano, D. A., Mastrogiacomo, L., & Franceschini, F. (2023). Empirical evidence on the relationship between research and teaching in academia. Scientometrics, 128(8), 4475-4507. https://doi.org/10.1007/s11192-023-04770-x
Martínez, G. J. (2021). Action research and collaborative reflective practice in English language teaching. Reflective Practice, 23(1), 88–102. https://doi.org/10.1080/14623943.2021.1982688
Menter, I., & Flores, M. A. (2020). Connecting research and professionalism in teacher education. European Journal of Teacher Education, 44(1), 115–127. https://doi.org/10.1080/02619768.2020.1856811
Murphy, F., & Parker, M. (2022). Making some noise: voices of teacher educators in physical education curriculum development. Curriculum Studies in Health and Physical Education, 14(3), 253–270. https://doi.org/10.1080/25742981.2022.2148224
Nguyen, M. X. N. C., Dao, P., & Iwashita, N. (2022). Nurturing teachers’ research mindset in an inquiry‐based language teacher education course. The Modern Language Journal, 106(3), 599-616. https://doi.org/10.1111/modl.12795
Özmutlu, E. B. (2022). Views of pre-service teachers on the research-based teacher education approach. Tuning Journal for Higher Education, 10(1), 113-153. https://doi.org/10.18543/tjhe.2199
Paulsson, A., & Macheridis, N. (2022). The policy unconscious: educational labor, the research-and-teaching relationship and the unquestioned meaning of higher education. Critical Policy Studies, 17(2), 241–257. https://doi.org/10.1080/19460171.2022.2064889
Perines, H. (2021). Educational research training in teacher training programs: The views of future teachers. International Education Studies, 14(1), 76-85. https://doi.org/10.5539/ies.v14n1p76
Portal. (2025). Data Induk Satuan Pendidikan Sulawesi Selatan. https://data.kemendikdasmen.go.id/data-induk/satpen/190000
Ribaeus, K., Enochsson, A. B., & Hultman, A. L. (2022). Student teachers’ professional development: Early practice and horizontal networks as ways to bridge the theory-practice gap. Journal of Early Childhood Teacher Education, 43(1), 2-16. https://doi.org/10.1080/10901027.2020.1797956
Roliak, A. O. (2020). Professional education of teachers in physical training and health: the experience of Denmark. Pedagogy of Physical Culture and Sports, 24(3), 143-150. https://doi.org/10.15561/26649837.2020.0307
Scheiner, T. (2022). Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students. Teachers and Teaching, 28(1), 1-11. https://doi.org/10.1080/13540602.2021.2016688
Schwind, J. K., Beanlands, H., McCay, E., Wang, A., Binder, M., Aksenchuk, S., & Martin, J. (2021). Mindful practices to support university faculty sense of wellbeing and enhance their teaching-learning scholarship: a mixed-method pilot study. Journal of Further and Higher Education, 46(2), 159–171. https://doi.org/10.1080/0309877X.2021.1895092
Shieh, J. J., Reynolds, B. L., & Ha, X. V. (2023). Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials. TESOL Journal, 14(3), 301–312. https://doi.org/10.1002/tesj.717
Tarrayo, V. N. (2021). Navigating the gender dimensions in English language teaching: perceptions of senior high school teachers in the Philippines. Pedagogy, Culture & Society, 31(5), 933–953. https://doi.org/10.1080/14681366.2021.1966080
Tsortanidou, X., Daradoumis, T., & Barberá, E. (2021). A K-6 computational thinking curricular framework: pedagogical implications for teaching practice. Interactive Learning Environments, 31(8), 4903–4923. https://doi.org/10.1080/10494820.2021.1986725
Valle, A. M., Pajchel, K., Hansén, S. E., Orset, A. K., & Holand, A. M. (2025). Teacher educators’ understanding of research-based teacher education. Educational Research, 67(2), 152–169. https://doi.org/10.1080/00131881.2025.2480547
Van der Merwe, A. J., Izally, S. R., & Raubenheimer, L. (2025). Combined Bayesian estimates for Cronbach’s alpha in the case of the balanced random effects model. Communications in Statistics - Theory and Methods, 54(20), 1–20. https://doi.org/10.1080/03610926.2025.2483285
Venn, E., Park, J., Andersen, L. P., & Hejmadi, M. (2020). How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning? Teaching in Higher Education, 28(4), 822–839. https://doi.org/10.1080/13562517.2020.1863349
Walker, R., & Buch, A. (2024). Exploring a practice theoretical tool-kit approach for studying professional and organisational learning processes: a pragmatist interpretation. Studies in Continuing Education, 47(1), 248–265. https://doi.org/10.1080/0158037X.2024.2333260
Wang, X. (2022). Application of project-based research-oriented learning to introduction to linguistics teaching: A case study of X university. English Language Teaching, 15(10), 81-89. https://doi.org/10.5539/elt.v15n10p81
Yu, A., & Trainin, G. (2022). A meta-analysis examining technology-assisted L2 vocabulary learning. ReCALL, 34(2), 235-252. https://doi.org/10.1017/S0958344021000239
Yun, M., & Crippen, K. J. (2024). Computational thinking integration into pre-service science teacher education: A systematic review. Journal of Science Teacher Education, 36(2), 225–254. https://doi.org/10.1080/1046560X.2024.2390758
Zhang, L. (2021). Curriculum innovation in language teacher education: Reflections on the PGDELT program’s contributions to EFL teachers’ continuing professional development. Chinese Journal of Applied Linguistics, 44(4), 435-450. https://doi.org/10.1515/CJAL-2021-0028
Zubanova, S., Didenko, E., & Karabulatova, I. (2021). Location-based mobile learning system facilitating English learning. Interactive Learning Environments, 31(8), 4818–4834. https://doi.org/10.1080/10494820.2021.1983609
AL-Sinani, Y., & Al Taher, M. (2023). Enhancing teaching skills of physical education teachers in the Sultanate of Oman through augmented reality strategies: A comprehensive feedback-based analysis. Cogent Social Sciences, 9(2), 210–224. https://doi.org/10.1080/23311886.2023.2266253
Alda, R., Boholano, H., & Dayagbil, F. (2020). Teacher education institutions in the Philippines towards education 4.0. International Journal of Learning, Teaching and Educational Research, 19(8), 137-154. https://doi.org/10.26803/ijlter.19.8.8
An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-assisted self-regulated English language learning: Associations with English language self-efficacy, English enjoyment, and learning outcomes. Frontiers in Psychology, 11(1), 1-11. https://doi.org/10.3389/fpsyg.2020.558466
Anor, C. E. (2024). Teaching sustainability in science education: Pre-service science teachers’ perceptions of the role of indigenous knowledge. African Journal of Research in Mathematics, Science and Technology Education, 28(3), 373–388. https://doi.org/10.1080/18117295.2024.2402143
Bahari, A. (2022). Teacher identity in technology-assisted language learning: Challenges and affordances. E-Learning and Digital Media, 19(4), 396-420. https://doi.org/10.1177/20427530221092855
Beiter, K. D. (2024). Open access ‘unaccomplished’ – reforming copyright or reconceptualizing science? Access to scholarly publications under a (reinterpreted) right to science. Nordic Journal of Human Rights, 42(3), 281–321. https://doi.org/10.1080/18918131.2024.2390277
Cabaroğlu, N., & Öz, G. (2023). Practicum in ELT: a systematic review of 2010–2020 research on ELT practicum. European Journal of Teacher Education, 48(2), 313–332. https://doi.org/10.1080/02619768.2023.2242577
Cao, Y., Postareff, L., Lindblom-Ylänne, S., & Toom, A. (2021). A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching. European Journal of Teacher Education, 46(1), 171–198. https://doi.org/10.1080/02619768.2021.1900111
Chang, D. Y. S., Lin, M. H., & Lee, J. Y. (2024). Exploring language assessment literacy and needs of English teachers at senior high school level. Asia Pacific Journal of Education, 44(4), 854–872. https://doi.org/10.1080/02188791.2024.2313486
Defianty, M., & Wilson, K. (2024). Using collaborative action research to promote critical thinking pedagogies in ELT in Indonesia. Asia-Pacific Journal of Teacher Education, 52(5(5), 607–621. https://doi.org/10.1080/1359866X.2024.2410837
Escalié, G., Chaliès, S., Legrain, P., & Moussay, S. (2023). A developmental research-based teacher education: designing and implementing a new program for preservice teachers in France. Teaching Education, 34(2), 194-208. https://doi.org/10.1080/10476210.2022.2066076
Gilakjani, A. P., Namaziandost, E., & Ziafar, M. (2020). A survey study of factors influencing Iranian EFL learners’ English pronunciation learning. International Journal of Research in English Education, 5(2), 103-123. https://doi.org/10.29252/ijree.5.2.103
Glastonbury, B., & MacKean, J. (2020). Survey methods. In G. Allan & C. Skinner (Eds.), Handbook for Research Students in the Social Sciences (pp. 225-247). Routledge. https://doi.org/10.4324/9781003070993
Griffioen, D. M. (2022). A questionnaire to compare lecturers’ and students’ higher education research integration experiences. Teaching in Higher Education, 27(2), 185-200. https://doi.org/10.1080/13562517.2019.1706162
Hajizadeh, A., Mohammadi, S., & Khodadust, M. R. (2023). Perceptions of conducting academic ELT research: The case of Iranian graduate-level students. Research in Post-Compulsory Education, 28(1), 123–148. https://doi.org/10.1080/13596748.2023.2166696
Hill-Jackson, V., & Lewis, C. W. (2023). Transforming teacher education: What went wrong with teacher training, and how we can fix it. Taylor & Francis.
Hınız, G., & Çelik, Ö. (2024). A bibliometric and content analysis of student engagement research in English language teaching. Language Awareness, 34(1), 43–76. https://doi.org/10.1080/09658416.2024.2367970
Ippolito, J. (2021). English language ability and discursive agency: the case of Canadian adult English language learners on facebook. Critical Inquiry in Language Studies, 18(3), 247–272. https://doi.org/10.1080/15427587.2020.1863798
Jao, C. Y., Yeh, H. C., Huang, W. R., & Chen, N. S. (2022). Using video dubbing to foster college students’ English-speaking ability. Computer Assisted Language Learning, 37(4), 585–607. https://doi.org/10.1080/09588221.2022.2049824
Kılınç, S. (2024). Research trends in integrated education: A bibliometric analysis. Pegem Journal of Education and Instruction, 14(4), 195-214. https://doi.org/10.47750/pegegog.14.04.17
Koski, A., Puustinen, M., Säntti, J., & Salminen, J. (2023). Exploring the research-based approach of academic classroom teachers in Finland. Teachers and Teaching, 29(7-8), 833-849. https://doi.org/10.1080/13540602.2023.2208034
la Velle, L. (2022). Best practice in teacher education: What is research telling us? Journal of Education for Teaching, 48(3), 271–273. https://doi.org/10.1080/02607476.2022.2075189
Lafarge, L. (2024). What we do, what we say, what we don’t say: Confidentiality in the publication of clinical writing. The Psychoanalytic Quarterly, 93(1), 77–103. https://doi.org/10.1080/00332828.2024.2316219
Lähdesmäki, S. A., & Maunula, M. (2022). Student teachers' views on media education related to new literacy skills. International Journal of Technology in Education and Science, 6(3), 427-442. https://doi.org/10.46328/ijtes.374
Leung, C. (2023). English language proficiencies – recasting disciplinary and pedagogic sensibilities. Critical Inquiry in Language Studies, 20(4), 426–447. https://doi.org/10.1080/15427587.2023.2292185
López-Gopar, M. E., Sughrua, W. M., & Cordova, H. V. (2022). The journey of a critical-oriented ELT curriculum and the identities of teacher educators: a collaborative and analytic autoethnography. Teachers and Teaching, 30(2), 152–165. https://doi.org/10.1080/13540602.2022.2062733
Lowe, R. J. (2020). Frame analysis in critical ethnography: Applications for ELT research. Language, Culture and Curriculum, 34(3), 307–320. https://doi.org/10.1080/07908318.2020.1858851
Lu, H. L., & Lin, H. F. (2025). A concept model of competency tasks in competency-based education. Technology, Pedagogy and Education, 34(4), 463–481. https://doi.org/10.1080/1475939X.2025.2461101
Maisano, D. A., Mastrogiacomo, L., & Franceschini, F. (2023). Empirical evidence on the relationship between research and teaching in academia. Scientometrics, 128(8), 4475-4507. https://doi.org/10.1007/s11192-023-04770-x
Martínez, G. J. (2021). Action research and collaborative reflective practice in English language teaching. Reflective Practice, 23(1), 88–102. https://doi.org/10.1080/14623943.2021.1982688
Menter, I., & Flores, M. A. (2020). Connecting research and professionalism in teacher education. European Journal of Teacher Education, 44(1), 115–127. https://doi.org/10.1080/02619768.2020.1856811
Murphy, F., & Parker, M. (2022). Making some noise: voices of teacher educators in physical education curriculum development. Curriculum Studies in Health and Physical Education, 14(3), 253–270. https://doi.org/10.1080/25742981.2022.2148224
Nguyen, M. X. N. C., Dao, P., & Iwashita, N. (2022). Nurturing teachers’ research mindset in an inquiry‐based language teacher education course. The Modern Language Journal, 106(3), 599-616. https://doi.org/10.1111/modl.12795
Özmutlu, E. B. (2022). Views of pre-service teachers on the research-based teacher education approach. Tuning Journal for Higher Education, 10(1), 113-153. https://doi.org/10.18543/tjhe.2199
Paulsson, A., & Macheridis, N. (2022). The policy unconscious: educational labor, the research-and-teaching relationship and the unquestioned meaning of higher education. Critical Policy Studies, 17(2), 241–257. https://doi.org/10.1080/19460171.2022.2064889
Perines, H. (2021). Educational research training in teacher training programs: The views of future teachers. International Education Studies, 14(1), 76-85. https://doi.org/10.5539/ies.v14n1p76
Portal. (2025). Data Induk Satuan Pendidikan Sulawesi Selatan. https://data.kemendikdasmen.go.id/data-induk/satpen/190000
Ribaeus, K., Enochsson, A. B., & Hultman, A. L. (2022). Student teachers’ professional development: Early practice and horizontal networks as ways to bridge the theory-practice gap. Journal of Early Childhood Teacher Education, 43(1), 2-16. https://doi.org/10.1080/10901027.2020.1797956
Roliak, A. O. (2020). Professional education of teachers in physical training and health: the experience of Denmark. Pedagogy of Physical Culture and Sports, 24(3), 143-150. https://doi.org/10.15561/26649837.2020.0307
Scheiner, T. (2022). Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students. Teachers and Teaching, 28(1), 1-11. https://doi.org/10.1080/13540602.2021.2016688
Schwind, J. K., Beanlands, H., McCay, E., Wang, A., Binder, M., Aksenchuk, S., & Martin, J. (2021). Mindful practices to support university faculty sense of wellbeing and enhance their teaching-learning scholarship: a mixed-method pilot study. Journal of Further and Higher Education, 46(2), 159–171. https://doi.org/10.1080/0309877X.2021.1895092
Shieh, J. J., Reynolds, B. L., & Ha, X. V. (2023). Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials. TESOL Journal, 14(3), 301–312. https://doi.org/10.1002/tesj.717
Tarrayo, V. N. (2021). Navigating the gender dimensions in English language teaching: perceptions of senior high school teachers in the Philippines. Pedagogy, Culture & Society, 31(5), 933–953. https://doi.org/10.1080/14681366.2021.1966080
Tsortanidou, X., Daradoumis, T., & Barberá, E. (2021). A K-6 computational thinking curricular framework: pedagogical implications for teaching practice. Interactive Learning Environments, 31(8), 4903–4923. https://doi.org/10.1080/10494820.2021.1986725
Valle, A. M., Pajchel, K., Hansén, S. E., Orset, A. K., & Holand, A. M. (2025). Teacher educators’ understanding of research-based teacher education. Educational Research, 67(2), 152–169. https://doi.org/10.1080/00131881.2025.2480547
Van der Merwe, A. J., Izally, S. R., & Raubenheimer, L. (2025). Combined Bayesian estimates for Cronbach’s alpha in the case of the balanced random effects model. Communications in Statistics - Theory and Methods, 54(20), 1–20. https://doi.org/10.1080/03610926.2025.2483285
Venn, E., Park, J., Andersen, L. P., & Hejmadi, M. (2020). How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning? Teaching in Higher Education, 28(4), 822–839. https://doi.org/10.1080/13562517.2020.1863349
Walker, R., & Buch, A. (2024). Exploring a practice theoretical tool-kit approach for studying professional and organisational learning processes: a pragmatist interpretation. Studies in Continuing Education, 47(1), 248–265. https://doi.org/10.1080/0158037X.2024.2333260
Wang, X. (2022). Application of project-based research-oriented learning to introduction to linguistics teaching: A case study of X university. English Language Teaching, 15(10), 81-89. https://doi.org/10.5539/elt.v15n10p81
Yu, A., & Trainin, G. (2022). A meta-analysis examining technology-assisted L2 vocabulary learning. ReCALL, 34(2), 235-252. https://doi.org/10.1017/S0958344021000239
Yun, M., & Crippen, K. J. (2024). Computational thinking integration into pre-service science teacher education: A systematic review. Journal of Science Teacher Education, 36(2), 225–254. https://doi.org/10.1080/1046560X.2024.2390758
Zhang, L. (2021). Curriculum innovation in language teacher education: Reflections on the PGDELT program’s contributions to EFL teachers’ continuing professional development. Chinese Journal of Applied Linguistics, 44(4), 435-450. https://doi.org/10.1515/CJAL-2021-0028
Zubanova, S., Didenko, E., & Karabulatova, I. (2021). Location-based mobile learning system facilitating English learning. Interactive Learning Environments, 31(8), 4818–4834. https://doi.org/10.1080/10494820.2021.1983609
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2025-12-22
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