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Review article, studies of teaching and learning english-speaking skills: a review and bibliometric analysis.

research paper about english education

  • School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia

This study conducted a comprehensive historical review and bibliometric analysis of the literature on English-speaking (ES) education and mapped the current state of the field, trends, and emerging topics, as well as identified gaps where further research is needed. We retrieved 361 sample documents on ES teaching and learning in Scopus (2010–2021) under certain conditions and analyzed the extracted data using Excel and VOSviewer 1.6.17 from the perspectives of the number of yearly publications, countries, authors, citation numbers, and keywords. The findings show that the number of publications on ES education increased from 2010 to 2021, but there was a lack of sustained engagement with this topic by researchers. Countries with an ESL or EFL context focused more on the subject of ES, although studies from native ES countries were more influential. The research topics showed a multidimensional trend, covering communicative skills, language knowledge, assessment, teaching or learning methods, ICT-related applications, and cognitive factors, of which ICT-related applications (such as flipped classrooms, blended learning, and e-learning) and cognitive factors (such as motivation, anxiety, and affect) were the areas of focus. Students in higher institutions, rather than children, became the main research subject of ES education over the period studied.

Introduction

A considerable amount of time and money has been invested in English language education (ELE) around the world, especially in countries where English is a Foreign (EFL) or Second Language (ESL). For example, ELE in East Asian countries such as China, South Korea, and Japan has been identified as a necessary skill, which has motivated the development of various approaches and policies ( Song, 2011 ; Hu and McKay, 2012 ). There have been at least three phases of English curriculum reforms by the Malaysian Ministry of Education directed toward improving students’ English proficiency and teachers’ professional development (TPD) ( Rashid et al., 2017 ; Kummin et al., 2020 ).

Despite unremitting efforts in many countries, ELE is still facing the problem of low average English skills. For example, students’ English skills in Turkey are not as good as expected ( Coskun, 2016 ; Özmen et al., 2016 ; Umunĉ and Raw, 2017 ). The survey by Wei and Su (2015) clearly showed that the subjects’ ES proficiency was generally low.

Many terms have been used to refer to the speaking aspects of the English language, e.g., “oral English,” “spoken English,” or “English speaking.” “English speaking” is the term used in this article. Speaking is different from writing, although both are productive skills, in that it is “transient, unplanned, context-dependent, oral/aural, and dynamic” ( Hughes, 2017 ). English-speaking (ES) has been treated as an indivisible language skill for learners in the language education fields of TESOL, EFL, and ESL.

How to improve ES ability, including teaching and learning approaches, influencing factors, and other related issues, have always been a focus of researchers. Thus, in view of the profound changes in society, politics, economics, and technologies, this article aims to give an overview of the current situation and trends regarding ES studies based on Scopus from 2010 to 2021. Moreover, it seeks to provide useful information for further ES teaching and learning research through visualized data analysis using VOSviewer 1.6.17 and Micro Excel.

Thus, the research questions (RQs) of this article are as follows:

RQ1. What is the bibliometric information regarding publications about ES teaching and learning in Scopus (2010–2021), including the number of yearly publications, authors, citations, country contributions, and keywords?

RQ2. What is the status of ES teaching and learning?

RQ3. What are the most influential authors in the field of ES teaching and learning?

RQ4. What are the trends in ES teaching and learning?

RQ5. What are the gaps in ES teaching and learning from the bibliometric information?

Materials and Methods

Bibliometric analysis refers to the cross-science of quantitative analysis of all carriers of knowledge by means of mathematics and statistics ( Broadus, 1987 ). The development of bibliometric software such as VOSviewer, Citespace, and Gephi, and the foundation of the big databases for academic documents such as Scopus, Web of Science, and Taylor and Francis make bibliometric analysis more feasible and practical ( Donthu et al., 2021 ). Meanwhile, according to Rogers et al. (2020) , the recommended minimum sample size for a bibliometric analysis is 200 entries.

Article Selection and Identification

Scopus was chosen as the database for this historical review and bibliometric analysis of ES education. This is because Scopus, as one of the world’s largest databases, covers a wide range of academic journals, conference proceedings, books, and other related publications with relatively high citation indexes and quality, much like the Web of Science ( Pham et al., 2018 ; Baas et al., 2020 ). Scopus is user-friendly in the sense that information can be conveniently retrieved through string retrieval. This study replicated the methodologies used by Lázaro (2022) and Kaya and Erbay (2020) . This article was conducted around RQs after the identification of some keywords as conditions for data mining.

Thus, 23,633 sample documents were first strictly extracted under the condition [TITLE-ABS-KEY (“English speaking” OR “English-speaking” OR “oral English” OR “spoken English”)] AND (“TESOL” OR “EFL” OR “ESL”). Then, the conditions of time span and document type were added for filtering from 2010 to 2021. Then, the articles, conference papers, reviews, book chapters, and books were chosen as the target document types. The detailed conditions can be seen in Table 1 .

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Table 1. Retrieval conditions.

Finally, 1,893 documents were obtained. These were exported in the form of an Excel document with citation information, bibliographic information, abstract and keywords, funding details, and other information.

After strict data cleaning through thematic analysis of the abstracts by three researchers for more than three times, 361 sample documents remained, which were classified into four types of documents: journal articles (256; 70.91%), conference papers (79; 21.88%), book chapters (16; 4.43%), and reviews (10; 2.77%), covering more than 10 subject areas, such as social sciences, computer sciences, medicine, engineering, and arts and humanities.

Research Framework and Instruments

In the data selection step, sample documents were screened for information about authors, titles, years, citations, author keywords, index keywords, publishers, document types, countries, and author affiliations from Scopus under strict conditions. The sample documents were then uploaded to Excel and VOSviewer 1.6.17 during the data-processing step. Excel and VOSviewer 1.6.17 were used to perform the visualized bibliometric analysis of the number of publications per year, contributions of authors and countries, and keywords ( Chen, 2016 ; Van Eck and Waltman, 2017 ). Finally, the current situation, developing trends, research gaps, and lessons we can learn about ES teaching were sorted. Thus, the research framework is divided into four main steps, as shown in Figure 1 .

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Figure 1. The conceptual framework.

Compared with studies on English writing and reading, studies on ES education are relatively very small in scale. Although only 361 sample documents conforming to the screening conditions were identified, it was still feasible to conduct a bibliometric analysis from the perspectives of the number of yearly publications, countries, authors, citations, and keywords.

Number of Publications by Year

According to the linear trend line in Figure 2 , the overall trend of the ES education literature in Scopus was on the rise from 2010 to 2021. The number of publications in 2021 was six times more than that in 2010, indicating that ES education was gradually beginning to be taken seriously by researchers.

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Figure 2. Yearly publications on English-speaking teaching and learning (2010–2021).

However, there were some tortuous changes. In 2010, only 10 studies were identified, but the percentage of the high citation index occupied 50%. From 2011 to 2018, the number of documents published in this area presented an up-and-down curve. The number of publications was slightly lower in 2012 than in 2021. This might be due to the decreased demand for ES education as a result of the economic downturn in many emerging economies such as China, South Korea, and Brazil ( Reid, 2013 ). Yearly publications in this field increased from 2012 to 2013, but decreased again from 2013 to 2015, which was again in line with the global economic situation ( Mau and Ulyukaev, 2015 ). In 2015, the number of publications was more or less the same as in 2010. The reasons for this might be that world trade reduced during the global crisis from 2014 to 2015 ( Baber, 2015 ; Xu and Carey, 2015 ) or that no new research directions were explored during that time. After 2015, there was a continuous increase until 2017. After a subtle decrease in 2018, there was a significant accumulation in the number of publications from 2018 to 2021, showing a new growth trend. Especially in 2020 and 2021, when the COVID-19 pandemic brought disaster to the whole world, publications on ES education increased, reflecting the increasing requirement for ES communication during this time of global cooperation ( Sun and Lan, 2021 ). The influence of the date on the extraction of the sample documents was not very great, as it was 12 December 2021.

Contributions and Collaborations by Country/Region

The 361 sample records extracted in Scopus from 2010 to 2021 were associated with around 40 countries, showing the global distribution of interest by country in ES education.

Figure 3 shows the top 20 countries/regions publishing articles in this field, and they were responsible for 344 ES education publications (2010–2021) (accounting for 95.29% of the total). The countries with big and bright circles were the ones with the large number of the publications. Apart from the 75 publications contributed by the United States, the United Kingdom, Australia, Canada, Spain, and New Zealand, the remaining 269 publications were published by 10 Asian countries, accounting for 74.52% of the total sample documents, which implied the huge demand for the improvement of the learners’ ES skills in those countries. Mainland China contributed 128 publications, accounting for 40.44% of the total, followed by the United States, with 38 documents, accounting for 10.53%.

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Figure 3. Density map of the top 10 countries.

Indonesia, Malaysia, and Thailand, countries in South-East Asia, occupied the third, fourth, and fifth positions, with 22, 22, and 18 publications, respectively. Thailand, Vietnam, the Philippines, and Bangladesh began to participate in country collaborations in recent years, in contrast to countries such as the United States, Australia, the United Kingdom, and Singapore where English is the native language or first language.

The citation network in Figure 4 shows only countries with more than five publications, which reflected the passive collaboration among the countries. As one of the native ES countries, home to many ELE approaches and English assessment tools such as TOFEL, the publications by the United States were cited 518 times (total link strength = 10). Meanwhile, the United Kingdom, home to IELTS, contributed 12 publications, which were cited 72 times (total link strength = 5). Malaysia, where ESL, contributed 22 publications, which were cited 90 times (total link strength = 17). Meanwhile, China, with an EFL context, ranked second with 128 publications, which were cited 395 times, and the total link strength achieved 24.

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Figure 4. Country co-authorship in the field of English speaking teaching and learning.

The total citation number of the 361 sample publications was 1,828. Table 2 provides detailed information on the 15 countries that published the most cited articles. The publication and the corresponding citation rate of the United States, Australia, New Zealand, and Singapore showed huge contrasts, respectively, 12.92, 19.45, 19.5, and 13.83. The high citation rate may to a certain extent represent a high reference value, although it may also be influenced by some highly cited papers ( Schubert and Braun, 1986 ; Aksnes et al., 2012 ; Brika et al., 2021 ). Thus, it was concluded that the United States, Australia, New Zealand, and Singapore, where English was the official language, were the leading countries with high citation rates in the field of ES education studies. Similarly, native ES countries—the United Kingdom and Canada—showed relatively high citation rates of 5.83 and 6.14, respectively. Meanwhile, the citation rates of Asian countries such as China (4.73), Japan (6.35), South Korea (5.08), Vietnam (8.38), and Oman (6.75) indicated the progress and the relatively high reference value of publications on ES education studies in those countries. The non-ES European countries such as Spain received 4.57 in citation rates, which were much lower than those of the native ES countries.

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Table 2. Description of the 15 countries that published the most cited articles in the field of English-speaking (ES) education studies in Scopus (2010–2021).

Co-authorship among the countries is shown in Figure 5 , which is a presentation of active collaborations. The co-authorship links among Malaysia, India, China, and the United States were linear. However, the collaboration in the map showed a tendency toward a partial focus. For instance, the United States was the main collaborating country for Indonesia, South Korea, Japan, Thailand, Canada, Australia, and Singapore. While China collaborated mainly with the United Kingdom, the Philippines, Turkey, Vietnam, and New Zealand. Thus, there was a need for an omnidirectional and multi-angle collaboration among the countries for ES teaching and learning research across the world for further studies.

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Figure 5. The map of the co-authorship among the countries on English-speaking teaching and learning.

Author Contributions

Table 3 shows general information about the citations for the 361 sample documents in Scopus (2010–2021). As can be seen in Table 4 , the topics of the top 10 most frequently cited articles were concerned with the assessment of ES proficiency and fluency, teachers’ influence, lexical acquisition, and the facilitation of mobile social networks. The total citation number was 1,828. On average, each document was cited 5.06 times. An experimental study by Kang et al. (2010) that proposed suprasegmental measurement for pronunciation assessment from the perspective of accent and equipment use was the most frequently cited article, which was cited 134 times. A qualitative study by Ma (2012) was cited 66 times, ranking second among the top 10 most frequently cited. It focused on ES teaching methods and investigated the advantages and disadvantages of native and non-native ES teachers in practice. The third most frequently cited article, which analyzed the academic lexical demands and academic word list coverage for ES communications by means of corpus, was cited 61 times ( Dang and Webb, 2014 ). Obviously, most of the top 10 most frequently cited articles were published before 2016, except for the experimental studies by Sun and Lan (2021) on the application of e-learning to develop young learners’ ES competence, implying the emergence of new research topics after 2016 in ES teaching and learning studies.

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Table 3. General citations of English-speaking (ES) education publications in Scopus (2010–2021).

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Table 4. Top 10 frequently cited authors on English-speaking (ES) education in Scopus (2010–2021).

The top 10 authors with more than three articles in order, were Ismail, K. (6), Abdullah, M. Y. (5), Hussin, S. (5), Liu, M. (5), Habil, H. (4), Chen, Z. (3), Hasan, M. K. (3), Hwang, G. J. (3), Rao, Z. (3), and Seraj, P. M. I. (4), and the co-authorship relationships can be seen in Figure 6 . Seraj, P. M. I published four articles (one in 2020 and three in 2021) focusing on the topic of a flipped classroom. The other author with four publications was Liu M., studying the problem of Chinese EFL students’ anxiety, respectively, in 2013, 2018, 2018, and 2021. Rao Z. made three publications on the issues of native and non-native English teachers in China in 2010, 2016, and 2020.

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Figure 6. Density map of the key words.

Keyword Analysis

There were 1,049 keywords among the 361 sample documents, and only 49 keywords (2.88%) appeared more than five times after merging synonyms and deleting extraneous words. This indicates that the number of high-frequency keywords was relatively small, which reflects the relatively extensive content of ES research in the field of language education. Table 5 lists the top 10 keywords ordered by the frequency of occurrence apart from the retrieval words, among which the frequency of “ES skill” was the highest, accounting for 3.43%. The remaining keywords with a frequency greater than 10 were “speech recognition” (32), “College English” (26), “e-learning” (22), “computer-aided instruction” (19), “learning system” (14), “native-English speaking teachers” (13), anxiety (13), “oral communication” (12), “virtual reality” (11), and “artificial intelligence” (10). Obviously, the gap in frequency among keywords is not very large.

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Table 5. The top 10 most frequently occurring keywords on English-speaking (ES) education in Scopus (2010–2021).

The bibliometric co-occurrence analysis of keywords provided a convenient way to assess the state of the research field and spot hot issues ( Chen, 2016 ; Mutira et al., 2021 ; Sun and Lan, 2021 ). Meanwhile, importantly, keyword co-occurrence analysis can reflect the viewpoints of core academic articles and may be beneficial for researchers trying to keep up with research trends in a certain area ( Li et al., 2016 ; Shoaib et al., 2021 ). Figure 6 shows the density of keywords that appeared more than 10 times; the brightness of the color represents the heat color of the keyword studied. The more studies, the brighter the color ( Van Eck and Waltman, 2020 ). The colors of the keywords “English speaking skill,” “college English,” “computer-aided learning instruction,” and “speech recognition” were brighter than others. The other keywords, such as “speaking anxiety” and “e-learning,” were also brighter. To some extent, these brighter keywords reflected the research hotspots in the field of ES education from 2010 to 2021 in Scopus.

Keyword cluster analysis reflected the topics to some extent ( Yang et al., 2017 ). After combining synonyms (e.g., oral English and spoken English; computer-aided learning and computer-aided instruction; and native and non-native ES teacher) and the deletion of non-sense words (e.g., human, priority journal, and education), the keywords except the retrieval terms “English speaking,” “oral English,” “English-speaking,” “spoken English,” “EFL,” “TESOL,” and “ESL” were categorized into seven clusters with three main topics, as seen in Figure 7 . The keywords with red color dealt with the application of ICT in ES education, including items such as artificial intelligence, automatic speech recognition, computer-aided instruction, correlation methods, deep learning, information science, learning system, machine learning, quality control, correlation methods, corrective feedback, ES learning, oral communication, etc. Cluster 2 dealt with the cognitive factors influencing students’ ES skills or performance, such as attitude, EFL, English speaking performance, ES skill, the flipped classroom, motivation, speaking anxiety, and teaching methods, of which flipped classroom as a teaching method had the highest frequency of occurrence. Clusters 3 and 4 dealt with the application of ICT in college ES education, covering topics such as e-learning, engineering education, English speaking, learning, virtual reality, big data, college English, and educational computing. Cluster 7 dealt with the assessment of pronunciation or others.

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Figure 7. The network visualization map of co-occurrence of keywords.

Keyword Changes and the Enlightenment to Research Topics

Figure 8 reveals a change in the time distribution of topics. It was obvious that most of the light-colored nodes were close to the keyword “college English,” while there were only a few around the keywords “child,” “preschool,” and “adolescent” after 2016. This shows that college students had become the main subjects of ES education studies instead of young learners.

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Figure 8. The overlay visualization map of keywords according to year.

Meanwhile, studies with keywords related to the application of ICT, such as “big data,” “artificial intelligence,” “flipped classroom,” “speech recognition system,” and “virtual reality” in ES education, were emerging as a focus of research. Academic ES also began to attract researchers’ attention. Some researchers started to consider the development of twenty first-century skills during ES education. In addition, light-colored nodes of the keywords concerning teaching and learning modes (“continuous development,” “teaching method,” “EMI,” “error correction,” etc.), cognitive factors (“students’ interests,” “anxiety,” “motivation,” etc.), language skills (“ES performance,” “communicative skills,” “accuracy,” “fluency,” etc.), and language knowledge (“pronunciation,” “grammar,” etc.) remained the focus of research.

Limitations

The interpretation of the review should be very cautious due to some limitations. First, bibliometric analysis is a literature review method based on big data technology rather than synthesized thematic analysis. The data were collected and analyzed through the software. Thus, the accuracy of this analysis method is highly dependent on that of the software. The second limitation refers to the database. Though Scopus has covered the majority of the publications on ES teaching and learning worldwide, there are still some publications that were not included in the research.

This historical review and bibliometric analysis sought to better understand the current state of the research field, trends, and emerging research topics on ES education from 2010 to 2021. The results show that there was an increasing trend in the number of publications in this area from 2010 to 2021 in Scopus, indicating that ES education studies remained a necessary research topic, although the research population was not large. Countries with an ESL or EFL context, such as China, Japan, South Korea, Malaysia, Indonesia, and Saudi Arabia, paid more attention to the development of learners’ ES abilities and contributed more to ES education studies. However, the citation analysis revealed that native ES countries such as the United States, Australia, New Zealand, the United Kingdom, and Canada, were the major authorities or origins of ES education studies, which can also be seen by author contributions. Country collaboration analysis showed that the United States, China, India, and Malaysia acted as hubs of contact, establishing overall relationships within the collaboration network. In addition, the analysis of author distribution and collaboration revealed that there were constantly new researchers entering this field, but the lack of authors focusing on ES education over the long term and sustained research was still a problem. Further exploration of keywords revealed that the hot research issues encompass communicative skills, language knowledge, assessment, teaching or learning methods, ICT-related applications, and cognitive factors. Rather than focusing on ES education for young and adolescent learners, researchers showed a preference for investigating ES education for college students, catering to the increasing requirements of oral international communication. Meanwhile, topics on ICT application, autonomous learning, academic ES ability, and twenty first-century learning skills are gradually becoming hot areas for the improvement of ES teaching and learning worldwide.

JW was the research designer and executor of this study, participated in and completed the data analysis, and wrote the first draft of the manuscript. RA and L-ML gave suggestions when necessary. All authors contributed to the article and approved the submitted version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

JW would like to express their gratitude to RA and L-ML who participated in this project.

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Keywords : English-speaking skills, bibliometric analysis, research trends, enlightenment, research state

Citation: Wang J, Abdullah R and Leong L-M (2022) Studies of Teaching and Learning English-Speaking Skills: A Review and Bibliometric Analysis. Front. Educ. 7:880990. doi: 10.3389/feduc.2022.880990

Received: 22 February 2022; Accepted: 01 June 2022; Published: 06 July 2022.

Reviewed by:

Copyright © 2022 Wang, Abdullah and Leong. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Rohaya Abdullah, [email protected]

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What the Research Says on Instruction for English Learners Across Subject Areas

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It takes multiple years for English learners to gain a high enough level of language proficiency to perform on par with their native English‐speaking peers. English learners cannot wait until they are fluent in English to learn grade‐level content. Instead, they must continue to develop their math and reading skills as well as their knowledge of social studies and science, even while learning English. This can happen through a variety of program models.

Our librarians recently compiled this list of recent studies and articles on teaching practices, programs and protocols for English learner instruction to help students meet the academic demands of state standards and close the achievement gap.

Check out the research-based principles we share in a companion resource titled, “What All Teachers Should Know About Instruction For English Language Learners.” See additional principles that apply to teachers in specific subject areas: language arts , mathematics , social studies and science .

For Teaching in All Classrooms

Teaching academic content and literacy to english learners in elementary and middle school (2014).

This practice guide from the Institute of Education Sciences (IES) and the What Works Clearinghouse (WWC) provides four recommendations that address reading and content area instruction for English learners.

Each recommendation includes extensive examples of activities that can be used to support students as they build the language and literacy skills needed to be successful in school, including examples of how the recommendations align with Common Core and other contemporary state standards. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, administrators and other educators who want to improve instruction in academic content and literacy for English learners in elementary and middle school.

High-Leverage Principles of Effective Instruction for English learners. From College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers (2016)

The purpose of this resource is to provide teachers of English learner students with effective, high-leverage learning and teaching principles that can be incorporated into daily instructional plans and routines. Instruction that addresses students' needs should include four key considerations included in the resource.

A Review of the Literature on Teaching Academic English to English Language Learners (2014)

Academic English refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of academic English within the context of K–12 schooling with a focus on English learners. The article raises critical challenges in defining and operationalizing academic English for instruction and suggests areas for further inquiry.

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners and Socioculturally Diverse Learners (2015)

This study examines culturally responsive pedagogy across the fields including multicultural literacy education and teaching English learners. Educators are encouraged to adopt a critical and responsive stance that incorporates students' cultural knowledge and lived experiences when implementing these recommendations. Creating classrooms that promote culturally responsive and effective instruction is grounded in the definition of literacy as a social practice and leads to more equitable learning opportunities in all areas.

Principles of Effective English Language Learner Pedagogy (2012)

This literature review identifies the most effective instructional principles for English learners as documented by prominent researchers in the field and existing research reviews. The review lists the most effective principles for English learner instruction and documents the supporting research evidence for those principles.

Unlocking the Research on English Learners: What We Know—and Don't Yet Know—about Effective Instruction (2013)

In calling for students to read complex texts, college and career ready standards place an even greater emphasis on content knowledge and literacy skills than prior state standards. This review of available research will help educators bolster the efforts of English learners to understand more-demanding academic content as they also learn English.

For Teaching Reading, Writing and Language Arts

Effective literacy and english language instruction for english learners in the elementary grades (2007).

This IES/WWC practice guide provides five evidence-based recommendations for improving the reading achievement and English language development of elementary-level English learner students. The target audience for this guide is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who face the challenge of providing effective literacy instruction for English language learners in the elementary grades. The guide also aims to reach district-level administrators who develop practice and policy options for their schools.

Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies (2016)

This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning were found to be effective strategies. The paper includes recommendations for administrators and education professionals in various learning environments.

The Effectiveness of Reading Interventions for English Learners: A Research Synthesis (2016)

This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. The interventions in these studies included explicit instruction and 10 used published intervention programs. Moderator variables, such as group size, minutes of intervention and type of personnel delivering the intervention, were not significant predictors of outcomes.

Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014)

This commentary reviews the available data on optimal approaches to reading instruction for ELL students, covering the components of literacy (decoding, oral reading fluency, vocabulary and writing) as well as key issues such as differentiating instruction, repetition and reinforcement, scaffolding and capitalizing on a student's first language strengths. We conclude with implications for school psychologists, who are often among the first professionals to be consulted as schools attempt to identify and provide appropriate educational services for these students.

Effective Practices for Developing Literacy Skills of English Language Learners in the English Language (2012)

This literature review presents instructional strategies that have proven to be effective in envisioning what "all" teachers need to know and be able to do to teach English language arts to English learners. Three areas of effective practice are emphasized. The first area is that teachers should recognize that literacy skills in English learners' native languages might influence the ways in which they process linguistic information in English. The second area highlights the argument that teachers should find ways to facilitate English learners' mastery of academic vocabulary. The third area covers the significance of enhancing English learners metacognitive reading skills. The review also discusses two broad pedagogical skills that emerge from both the normative and empirical studies reviewed and are closely related: (a) the teachers' ability to help ELLs construct meaning from the texts or speech represented in the language arts classroom and (b) the teachers' ability to engage English learners in actively learning to read and write.

For Teaching Math, Science and Social Studies

Sheltered instruction observation protocol - what works clearinghouse intervention report (2013).

The Sheltered Instruction Observation Protocol is a framework for planning and delivering instruction in content areas such as science, history and mathematics to English learners as well as other students. This review focuses on research that examines its impact on the learning of English language learners in grades K-8.

Instruction for English Language Learners in the Social Studies Classroom: A Meta-synthesis (2016)

This paper reviews the extant literature on English learners in the social studies classroom. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for English learners in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching English learners and (3) the need for future research among English learners in the social studies context.

Language Challenges in Mathematics Education: A literature Review (2016)

It is now accepted that language and mathematics are connected in mathematics learning and teaching and, the potential challenges of language in mathematics have been investigated by a number of researchers. This paper reviews research by applied linguists and mathematics educators to highlight the linguistic challenges of mathematics and suggests pedagogical strategies to help learners in mathematics classrooms. Research on pedagogical practices supports developing mathematics knowledge through attention to the way language is used, suggesting strategies for moving students from informal, everyday ways of talking about mathematics into the registers that construe more technical and precise meanings.

Teacher Education That Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners through Content-Based Instruction (2014)

This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science and ESL teachers to work with English learners in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. The article presents findings on teachers' attitudes and current practices related to the inclusion of English learners in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice.

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The Education of Loss

By melanie shoffner.

English Education July

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NCTE offers 10 professional journals available ranging from elementary to college level in paper and online, along with an extensive archive of past issues. NCTE’s Journals include content reflecting current research, trends, and strategies.

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With the pandemic’s disruption of schooling, K–12 students were ostensibly “on average five months behind in mathematics and four months behind in reading by the end of the [2021] school year” (Dorn et al., 2021, para. 2). Donnelly and Patrinos (2021) identified student learning loss across different subjects, grade levels, and countries. As the “indispensable flashlight” (Betebenner & Wenning, 2021, p. 15) of standardized assessments shows, students now are not where students were before—although I do question the advisability of assessing anything during a pandemic, much less student learning.

With disruption continuing to ripple across our educational landscape, we will continue to identify and examine any number of outcomes connected to and radiating from this virological earthquake in our cultural, political, and societal waters. While I have little faith in “well-established statewide data collection efforts to help us understand and ultimately mitigate the impact of the pandemic on students” (Betebenner & Wenning, 2021, p. 14), I have no doubt educators at all levels will be working to understand and mitigate the impact of this pandemic for years to come. I know teacher educators will. How do we teach preservice teachers, who are also students disoriented by the last few years, as they learn to be teachers who will work with students struggling with the effects of that same trauma, when we are also adjusting to personal and professional loss?

But I still question peering through the looking glass of learning loss. Learning is not something you lose; it is something you do. Learning is active, actionable, engaging, engaged. Learning is not a thing that disappears into the woods or slips behind the sofa cushions or wanders through a wardrobe. Learning is a process, an endeavor, an ever-present opportunity in times of trouble such as this.

Oh, I know I’m being pedantic, so don’t @ me. But “learning is a complex process rooted in students’ social, cultural, and human development, not a narrow series of skills that are either gained or ‘lost’” (Fishman, 2021, para. 7). What is so quickly labeled as learning loss is perhaps better understood as lost opportunities, lost possibilities—and for some students, education has always been so (e.g., Darling-Hammond, 2007; Love, 2019; Valenzuela, 1999, 2019).

We can learn from what we lose, though, with education becoming a process of addition through subtraction. And education should be loss: of outdated understandings, of ill-informed ideas, of misrepresented truths and intentional lies.

Journal Questions Teachers

English Education  is the journal of English Language Arts Teacher Educators (ELATE), formerly the Conference on English Education (CEE), a constituent organization of the National Council of Teachers of English (NCTE). The journal serves teachers who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy at all levels of instruction. (Published October, January, April, and July.)

Murakami, H. (2006). Kafka on the shore . Knopf Doubleday.Ignoring the ugly parts of our work is a loss in and of itself. d268-272-July2022_EE.indd 271d268-272-July2022_EE.indd 2718/1/22 7:22 PM8/1/22 7:22 PM

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Lifelong Learning in the Educational Setting: A Systematic Literature Review

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  • Win Phyu Thwe   ORCID: orcid.org/0000-0001-7461-2892 1 &
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This systematic literature review aimed to provide updated information on lifelong learning in educational research by examining theoretical documents and empirical papers from 2000 to 2022. This review sought to identify concepts, theories, and research trends and methods linked to lifelong learning in educational research in different countries. Our review findings showed that theoretical papers, such as reports, policies, and concepts of lifelong learning, are generally much more extensive than empirical studies. Word cloud analysis revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal). Following the inductive analysis, this study investigated three common research trends: conceptual framework or policies of lifelong learning, lifelong learning abilities, and influencing factors of lifelong learning and/or lifelong learning abilities. Regarding methodology, this study identified only three studies that used mixed methods, which is insufficient in the field. In addition, heterogeneity was also observed between research instruments in lifelong learning. Different data analysis techniques can be applied in this field, including content analysis, descriptive analysis, and inferential analysis. Finally, the participants involved in the examined studies were students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, European Union Lifelong Learning experts, young adults, teacher educators, administrators, and academic staff.

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Lifelong Learning: Researching a Contested Concept in the Twenty-First Century

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Introduction

Lifelong learning is a broad term whose definitions have common meanings and which has been explained by organizations such as the European Commission, the United Nations Educational, Scientific and Cultural Organization (UNESCO), and the Organization for Economic Cooperation and Development (OECD).

The European Commission ( 2001 ) defines lifelong learning as any intentional learning activities conducted throughout a person’s lifetime to improve their knowledge, skills, and competencies from an individual, municipal, societal, and/or career standpoint. From this conventional definition, a more robust definition of lifelong learning emerged—that is, lifelong learning refers to all processes that transform a person’s body, mind, and social experiences intellectually, emotionally, and practically before they are integrated into their life story, resulting in a more experienced individual (Jarvis, 2009 ).

Meanwhile, the UNESCO definition of lifelong learning includes all intentional learning from birth to death that attempts to advance knowledge and skills for anyone who intends to engage in learning activities. Part of the broad definition of lifelong learning refers to both informal learning in settings such as the workplace, at home, or in the community and formal education in institutions such as schools, universities, and alternative education centers (Tuijnman et al., 1996 ). According to the European Lifelong Learning Initiative, lifelong learning is a consistently supportive process that stimulates and empowers individuals in acquiring all the awareness, values, skills, and comprehension they would require throughout their lifetime and apply them with self-belief, innovation, and pleasure in all positions, contexts, and climates (Watson, 2003 ). Therefore, lifelong learning can be generally defined as learning that one seeks throughout their life and that is flexible, varied, and accessible at diverse times and locations.

According to John Dewey, education is the process of giving a person the skills necessary to take charge of their world and fulfill their obligations. The ideas of education and lifelong learning endure over the life of an individual's existence. Lifelong learning transcends the limits of education and goes beyond traditional education (Edwards & Usher, 1998 ). In this regard, it is vital to assess how education settings can support lifelong learning. This literature review is the groundwork for the future implementation of educational institutions as lifelong learning centers.

Importance of a Systematic Literature Review of Lifelong Learning

A review of educational research in lifelong learning is the initial step to understanding relevant concepts and conducting empirical research. Both narrative and systematic reviews help identify research gaps and develop research questions, respectively. Meanwhile, systematic reviews include not only information obtained from the literature but also the adopted approach and where and how the literature was found. The significance of a systematic literature review (Cronin, 2011 ; Mallett et al., 2012 ) can be seen in the criteria used to assess whether to include or exclude a study from the review, reducing article selection bias.

Do et al. ( 2021 ) conducted the first systematic scientific investigation of the literature on lifelong learning although the selected studies focused only on the Southeast Asia context. Because the researchers used bibliometric analysis, it was not possible to study the intricacies of a lifelong learning issue, evaluate the quality of each scientific paper, or accurately highlight its effects on the topic. To overcome these limitations and provide a more general overview of the research topic, another systematic review of lifelong learning literature must be conducted. Therefore, our research will contain policy document, theoretical and empirical papers from 2000 to 2022 to provide updated information on lifelong learning in educational research. This literature review aims to identify concepts and theories, research areas, research trends, and research methods associated with lifelong learning in educational research in different countries. These intentions have guided the following research questions for this literature review:

What concepts and theories have been applied to explain lifelong learning in education research?

What research problems have been examined in lifelong learning in education research?

What research methodologies have been adopted to evaluate lifelong learning in education?

Methodology

Lifelong learning in the educational setting is assessed using a systematic review of literature instead of a narrative review or bibliometric analysis. A systematic literature review is considered as a scientific, unambiguous, and repeatable process for locating, analyzing, and summarizing every available published and registered research article to address a clearly articulated question (Dewey & Drahota, 2016 ). To ensure the effectiveness of the document search strategy, this study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) as suggested by Page et al. ( 2021 ).

This study employed the largest multidisciplinary databases, such as Web of Science (WoS), Scopus, and ProQuest, to search for studies in lifelong learning. It also investigated two institution-based websites focusing on lifelong learning, the UNESCO Institute of Lifelong Learning and the European Commission, and gathered their policy documents, publications, and reports. Throughout the period 2000–2022, all lifelong learning studies were considered to ensure that all up-to-date information is captured. Our keywords were “lifelong learning” and “education,” and we set our filters to include open-access articles and journals related to education, social science, and the English language. Based on the publication of hundreds of articles, we developed our inclusion and exclusion criteria.

Included and Excluded Studies

We selected articles based on the following criteria: published in educational science and social science publications, employed both theoretical and empirical research (qualitative, quantitative, or mixed methods), and open access. The decision was made to exclude lifelong learning articles that did not focus on the education field, such as medicine, engineering, and labor studies, and those with unsuitable titles and abstracts. Duplicate articles were removed after the articles that met these criteria were assessed using R Studio software.

The screening stage involved an evaluation of titles and abstracts to determine their suitability for the research question and literature review methodology. Through this method, we discovered irrelevant articles and removed them. The remaining policy documents, theoretical and empirical studies were reviewed and analyzed in the last screening round, producing a total of 55 eligible articles. Figure  1 shows the procedure of finding and selecting relevant literature according to the PRISMA 2020 flow diagram (Page et al., 2021 ).

figure 1

Selection procedure of studies for analysis according to PRISMA 2020

Data Extraction and Analysis

To answer the research questions, we categorized lifelong learning concepts and theories, research trends, and methods. We extracted the concepts and theories from both policy documents, theoretical and empirical publications and then gathered information on research trends and methods based on empirical studies. We then conceptually coded and categorized the data and used R Studio software to analyze the articles both qualitatively and quantitatively.

Lifelong Learning Concepts and Theories

Our analysis of 55 studies covering the period 2000–2022 showed that lifelong learning was explained using different concepts based on the research area and trends. An overview of concepts related to lifelong learning can be found in Table 1 . Meanwhile, the results of the word cloud analysis in R Studio (Fig.  2 ) revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal).

figure 2

Word cloud analysis of lifelong learning concepts

Many publications included in our review lack a clear theory of lifelong learning. Our analysis of the 55 studies, however, revealed an attempt by scholars to apply comprehensive theory (Bagnall, 2017 ), theory of transformative learning (Eschenbacher & Fleming, 2020 ), theories of societal learning (Osborne & Borkowska, 2017 ) to lifelong learning.

Research Areas in Lifelong Learning

We inductively analyzed 21 of the 55 empirical studies in our review to examine the common research problems that the researchers presented and addressed. From this analysis, three common research areas emerged: problems associated with the conceptual framework or policies of lifelong learning, issues surrounding lifelong learning abilities, and challenges linked to factors that influence lifelong learning and/or lifelong learning abilities. Table 2 presents a detailed analysis of these research problems in the 21 studies.

We also found that researchers described lifelong learning abilities using terms such as “lifelong learning skills,” “lifelong learning competencies,” and “lifelong learning tendencies.” Some studies also investigated the impacts of demographic data to address their research problems (e.g., Buza et al., 2010 ; Nacaroglu et al., 2021 ; Sen & Durak, 2022 ; Shin & Jun, 2019 ).

Research Methodologies in Lifelong Learning

Of the 21 studies, 11 conducted quantitative research, seven qualitative researches, and three mixed-method research. Differences were observed in their research instruments, analysis, and participants based on their research design and methods. We will discuss these research methodologies based on the aforementioned three common research problems.

Table 3 summarizes the main research instruments used by lifelong learning studies. The researchers also adopted several other research tools, including the Competences Scale for Educational Technology Standards, the Teaching–Learning Conceptions Scale, the Self-Directed Learning Readiness Scale, the Perceived Self-Regulation Scale, the Dimension Learning Organization Questionnaire, learning agility, knowledge sharing, learning approaches, the General Self-Efficacy Scale, the Openness to Experience Scale, change readiness, the Epistemic Beliefs Inventory, general intelligence, self-assessment of metacognitive knowledge and metacognitive activity, reflexive skills, the questionnaire of implicit theories, a diagnosis of motivational structure, and the teaching and assessment strategies for pedagogical practice instrument, to investigate the relation between lifelong learning abilities and other variables or their impacts.

In some cases, some researchers developed these instruments, while in others, they modified existing tools (e.g., Effective Lifelong Learning Inventory (Crick et al., 2004 ), Lifelong Learning Competencies Scale (Sahin et al., 2010 ), and Lifelong Learning Tendency Scale (Coşkuna & Demirel, 2010 )). These researchers also performed many types of data analysis based on their data collection tools and data distribution methods, including descriptive and diagnostic analyses, hierarchical linear modeling, reliability, principal component analysis, confirmatory factor analysis, structural equation modeling, regression, multivariate regression, correlation, comparative analyses ( t -test or Mann–Whitney U test), and content analysis.

These studies also involved several types of participants, such as students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, EU Lifelong Learning experts, young adults, teacher educators, administrators, and academic staffs, which all represent different contexts. Table 4 shows that Asia, the Middle East, and Europe can be regarded as the general contexts of these studies. Notably, however, fewer studies have been conducted in Asia than in the Middle East and Europe, which may pose a challenge to the generalization of the findings of some studies in these contexts.

The results of our review showed that theoretical papers, such as reports, policy document, and lifelong learning concepts were generally much more extensive than empirical studies. Despite attempts to formulate new lifelong learning theories and apply existing ones, researchers have yet to develop a strong theory of lifelong learning. Consistent with the results of our systematic review is Steffens ( 2015 ) assertion that no single theory of learning can adequately account for all types of lifelong learning.

The prior studies' use of lifelong learning concepts can be the basis for further studies to build comprehensive theoretical frameworks in line with the current situation. This study’s concept analysis identified lifelong learning skills; lifelong learning competencies; and formal, nonformal, and informal learning as the most salient concepts.

Meanwhile, the analysis of each empirical study’s research problems generated three shared research trends in lifelong learning. Additionally, these studies were found to have investigated the relation between lifelong learning abilities and other variables, such as professional competencies, self-efficacy, and teaching–learning approaches. Moreover, they examined the factors affecting lifelong learning, lifelong learning skills, lifelong learning competencies, and lifelong learning tendencies; the hierarchical effects of individual and organizational variables; external barriers; professional learning environment; metacognitions; and personality determinants. Alongside these factors, demographic components such as gender, age, subjects, and educational level can also significantly influence lifelong learning. Furthermore, this review also found research gaps in lifelong learning in educational research, which offers the potential to explore lifelong learning using variables such as new learning communities, advanced teaching–learning techniques, learning styles, learning strategies and motivation in addition to self-directed learning, personal learning environments, and educational technology.

With regard to research methods, this study identified only three studies that used mixed methods, indicating an inadequacy in the field. Hence, all future research of lifelong learning should be conducted using mixed methods. Our examination of instruments revealed different tools that were used to assess the three common research problems. Such an effort may require the application of different data analysis techniques, including content analysis, descriptive analysis, and inferential analysis.

The prior studies, as a result of our review, only interviewed lifelong learning specialists, young adults, and secondary teachers to address their research issues, such as concepts and policies. Indeed, the development of lifelong learning policies or conceptual frameworks would benefit from the involvement of teachers from basic education schools, teacher education institutions, and universities.

Several research problems associated with lifelong learning capabilities involved university students, students and teacher educators. In light of this, it is still important to examine the lifelong learning skills, competencies, and tendencies of all stakeholders in the educational setting. The previous studies analyzed different factors that may shape lifelong learning and/or lifelong learning abilities with all possible participants. Considering the geographical context, more research must be conducted on the three research trends in lifelong learning in Asia as opposed to Europe. This will strengthen the generalizability of findings to specific target groups such as students, teachers, and teacher trainers in the specific area.

Nevertheless, it must be emphasized that our study is not without limitations. Our review may have overlooked several empirical studies that were not in Scopus, WoS, or ProQuest because we selected only open-access articles indexed in these databases. Additional research may have a different effect on the results. Neither the details of the research instruments nor the findings of each study can be examined in detail.

Therefore, we recommend that subsequent systematic reviews and meta-analyses in lifelong learning incorporate articles indexed in other databases. Researchers may also conduct future reviews examining the history and psychometrics of research instruments used in lifelong learning and considers the results of each empirical study. However, a comparison of study findings in the Asian context continues to be a challenge because not enough research has been conducted in all possible lifelong learning research areas. Considering the impact of COVID-19, lifelong learning research in new learning communities, environments, or organizations may be conducted to capture updated information.

This literature review aimed to identify concepts, theories, issues, trends, and research methodologies associated with lifelong learning in educational research. Our findings addressed concepts, lifelong learning policies, lifelong learning competencies, and formal, nonformal, and informal. The studies included in this review highlighted that a strong theory of lifelong learning has yet to be developed and applied. In addition, we deductively examined three common research trends: issues with basic concepts or guiding principles of lifelong learning, problems surrounding lifelong learning capacities, and challenges regarding variables that affect lifelong learning and/or lifelong learning capacities. Regarding methodology, we examined the techniques, tools, data analysis, and participants included in lifelong learning studies. Overall, educational researchers must continue to conduct more mixed methods studies, focusing on the Asian context.

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CBSE Class 12 English Important Questions and Chapters for Board Exam 2024: Download PDF

Cbse class 12 english important questions: in this article, students can find cvse class 12 english important questions for board exams 2024. also, find important topics and chapters for the upcoming cbse class 12 english board exam 2024.

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CBSE Class 12 English Important Topics and Chapters for Board Exam 2024

Cbse class 12 english important questions for board exams 2024.

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