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.
- PaperERIC — Assessment & second language1 Jan 2025
Second Language Listening Pedagogy: An Examination of Classroom Practices in an EFL Context
Morteza Bagheri, Martin East
Eight experienced EFL teachers in Iranian private language schools were observed to investigate listening instruction. Teachers used a variety of metacognitive and comprehension-based strategies at pre-, during-, and post-listening stages, but rarely explicitly taught or discussed these strategies.
Original abstract
This study explored how teachers undertook listening instruction with learners of English as a foreign language (EFL) through investigating teachers' authentic classroom practices. Eight experienced EFL teachers working in Iranian private language schools participated in the study. Each teacher was observed six to nine times and each complete teaching session of each of the participants was audio-recorded. Findings revealed that teachers had knowledge of an extensive repertoire of listening techniques, and their teaching was composed of strategies at pre-, during-, and post-listening stages. Teachers also mostly drew on metacognitive and comprehension-based practices. While teachers employed a number of metacognitive classroom practices, there was a lack of teaching and explicitly discussing these strategies. Findings provide some pedagogical implications for novice teachers with regard to expanding their repertoires of practice and employing various classroom activities. The findings might also help inform teacher educators and curriculum developers regarding classroom realities and the extent to which research findings can inform teaching methods and classroom practices.