classroom-practices
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- PaperOpenAlex — TESOL research22 Jul 2026
Inclusive English Language Teaching: Bibliometric Analysis of Multilingualism and Inclusive Classroom Practices
Cristine Ombao
This bibliometric analysis of 56 articles from 2017–2025 found accelerating publication output on multilingualism and inclusive practices in English Language Teaching, with the US and Indonesia leading research output. The study revealed dominant thematic clusters around inclusive education and ELT, while peripheral areas like decolonization and disability-inclusive pedagogy remain underexplored.
Original abstract
This bibliometric analysis examined published research on multilingualism and inclusive classroom practices in English Language Teaching retrieved from the Scopus database from 2017 to 2025. Guided by three research questions, the study mapped publication trends, leading journals, authors, institutions, and dominant thematic clusters across 56 articles using VOSviewer for keyword co-occurrence visualization. The findings revealed a steady acceleration in publication output over the analyzed window, with inclusive education and English language teaching emerging as the dominant theoretical anchors of the field. The United States and Indonesia led the field in research output, followed by a globally distributed tier including Poland, Iran, Spain, and South Africa. The University of Warsaw (3 publications) and Isfahan University of Technology (2 publications) ranked as the most productive institutions, while Chan and Lo, Lau and Shea, and Nijakowska et al. registered as the most cited authors. The keyword analysis clustered scholarship around inclusive, multilingual, EFL/ESL, and higher education strands, with peripheral domains such as decolonization and disability-inclusive pedagogy remaining underdeveloped. The findings provide a foundation for advancing evidence-based, multilingual, and equitable ELT research through the next decade.
- PaperOpenAlex — TESOL research21 Jul 2026
Teachers’ Perceptions Towards Learner-Centered Techniques: A Gateway to Educational Enrichment
Manda Paudel, Shiv Ram Pandey, V. Girija, Sameer Madasseri
Secondary-level English teachers in Kathmandu recognize the value of learner-centered techniques (group work, problem-based learning, project-based learning) but face implementation challenges including time limitations, large class sizes, and inadequate resources.
Original abstract
This research article entitled ‘Teachers’ Perceptions Towards Learner-Centered Techniques in English Language Teaching Classroom’ aims to explore secondary-level English teachers’ perceptions towards learner-centered techniques in English language teaching classrooms in terms of group work, problem-based learning, and project- based learning. To meet the objectives of this study, ten English language teachers of secondary level from five institutional and five community schools located in Kathmandu district were selected as participants. The participants were selected using a purposive sampling strategy. The researcher collected data by using semi-structured interviews. The collected data were first transcribed and then analyzed thematically. After analysis and interpretation of the data, it was found that the majority of the teachers understand the value of learner-centered techniques for effective teaching in ELT classrooms. This study found that teachers faced challenges while implementing learner-centered techniques in their classrooms, for example, limitation of time, a large number of students, and inadequate resource materials.