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All Journal Lingue : Jurnal Bahasa, Budaya, dan Sastra Journal of Multidisciplinary Research and Development
Pelila, John Rey
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Journal : Journal of Multidisciplinary Research and Development

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English as a Medium of Instruction in Asia: Examining Roles, Opportunities and Challenges, and Effective Practices Saldo, Joyline; Atonen, Ayrah Mae; Ben-at, Nicole; Sagang, Aira Jonah; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.1020

Abstract

Research shows that English as a Medium of Instruction (EMI) significantly impacts higher education globally; however, more studies on its implementation in specific regions, particularly in Asia, are needed. This review examines how EMI is used in Asia by analyzing 30 peer-reviewed articles published between 2020 and 2024 from the ERIC and Taylor and Francis database. The findings highlight that EMI improves language skills, academic literacy, global competitiveness, and cultural awareness. However, its success depends on several factors, such as adapting teaching strategies, providing institutional support, and using approaches like translanguaging to overcome language barriers and meet diverse student needs. While EMI offers benefits like enhanced language proficiency, confidence, teamwork, and career readiness, it also faces challenges, including limited English proficiency, insufficient teacher training, lack of support, cultural concerns, and increased student pressure. To address these challenges and improve EMI outcomes, educators are encouraged to use interactive teaching methods, refine assessment practices, and foster cross-cultural understanding. Institutions should also focus on strengthening teacher training, improving language support, and enhancing course quality, while students are urged to build confidence and critical thinking skills. In conclusion, while EMI is a valuable tool for advancing education in Asia, its success depends on careful planning, strong support systems, and flexible teaching strategies.
Bilingual Education in Asia: Language Use, Academic Impact, and Recommendations for Effective Practices Daongan, Arcela; Basilio, Gylrihs Gem; Guiniguin, Rose Marie; Pinangi, Adrian; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.1021

Abstract

Despite the increasing focus on Bilingual Education (BE) in Asia, driven by globalization and the importance of teaching English, comprehensive analysis comparing teaching methods across countries and their impact on academic performance and language development remains limited. This study reviews BE program implementation, evaluates its effects on students’ academic performance and language skills, and offers suggestions for improving BE practices in Asia. Articles published between 2020 and 2024 were reviewed, focusing on methods utilizing English alongside another language. The study found that BE in Asia uses dual language programs, English as a Medium of Instruction (EMI), and translanguaging techniques to support language and cultural growth. BE in Asia has great potential to improve student’s language skills and cultural understanding. However, its success relies on addressing quality teacher training, support for native languages, and the use of real-world learning experiences. Future research should expand its focus by exploring different databases, studying underused BE methods, examining cultural views on bilingualism, and addressing gaps in teacher training and teaching resources to create more inclusive and effective educational strategies.
How is English as a Lingua Franca (ELF) Transforming Education in ASEAN Universities? Suoc, Mary Faye; Lastino, Joanna; Lukingan, Judilyne; Baraoil, Mark Rendel; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.1024

Abstract

English as a Lingua Franca (ELF) plays a crucial role in connecting non-native English-speaking countries globally, making it a vital subject in higher education. Despite a significant body of research focusing on Asian countries, studies on ASEAN countries remain limited. This study examines the role of English in academic settings across Southeast Asia and its impact on language proficiency among learners and educators. Through a systematic literature review (SLR) of 29 peer-reviewed journal articles from the Education Resource Information Center (ERIC) databases between 2020 and 2024, the research found that ASEAN countries have implemented policies supporting English as a Lingua Franca, which universities have adopted by using English as a Medium of Instruction (EMI) to enhance students' academic and professional success. While the use of English benefits students academically, professionally, and psychologically, challenges such as grammatical errors, communication difficulties, and mental barriers like anxiety and lack of confidence hinder the learning process. Nonetheless, pedagogical approaches suggested by the article authors aim to address these issues. The study concludes that while policies and teaching strategies improve English proficiency, cultural and individual factors influence its consistent use in daily life. Future studies should include ASEAN countries not covered in this research, such as Brunei Darussalam, Myanmar, Cambodia, Laos, Philippines, and Singapore, to provide a more comprehensive understanding of ELF’s role.
Teaching and Learning English Grammar: Opportunities and Challenges in ASEAN countries Cando, Merigilda; Pelila, John Rey; Manogan, Keivy Xyrelle; Anagara, Ivy Joy; Pablito , Angel Mae
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1120

Abstract

While substantial research has explored English grammar learning in East and South Asia, its classroom implementation in other Asian regions—particularly within ASEAN countries—remains underexamined. This study investigates the opportunities and challenges in implementing English grammar instruction across ASEAN countries. A systematic literature review was conducted using the ERIC database, focusing on peer-reviewed journal articles published between 2020 and 2024. Applying defined inclusion and exclusion criteria, 24 relevant articles covering five ASEAN countries (i.e., Indonesia, Malaysia, Philippines, Vietnam, and Thailand) were selected for analysis. Findings reveal that English grammar instruction enhances competence in the four macro language skills, improves grammatical accuracy, and increases learner confidence in academic and professional settings. However, challenges persist, including first language (L1) interference, limited student motivation, low confidence, and insufficient opportunities to use English in real-life contexts, often resulting in fear of criticism. To address these issues, the study emphasizes the importance of student-centered strategies, the integration of digital learning tools, and more opportunities for authentic communication. It is concluded that English grammar instruction positively impacts proficiency and confidence, but its full potential is constrained by persistent learner-related and instructional challenges. The study recommends checking for more recent studies from other ASEAN countries beyond the five reviewed, using additional databases, and encouraging classroom practices that foster real-world language use and regular student feedback.
Assessment of Pangasinan Language Resources: A Document Review Razo, Shalyra; Cauan, Mia Hazel; Abrigo, Kate Marsie; Gabino, Edraliz; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.1298

Abstract

This study assessed the availability of resources that support the teaching and learning of the Pangasinan language, one of the eight major languages in the Philippines. Focusing on materials that aid instruction and promote language preservation, a document review was conducted in a public library in Northern Luzon. A total of 57 materials were identified and classified by form, publication year, authorship, language, and publication status. Findings reveal a steady increase in Pangasinan language writings since 1889, mostly authored by local writers. Many materials combine Pangasinan with English or Filipino and vary in publication status. These resources primarily cover literature, language background, and linguistics. However, the study highlights a significant lack of core linguistic resources, such as dictionaries and grammar books, which are essential for effective language instruction. This gap hinders both the teaching process and the implementation of mother tongue-based multilingual education. It is concluded that while valuable materials exist, they remain insufficient for comprehensive instruction. Therefore, increased production and accessibility of linguistic resources are urgently needed. Collaboration with higher education institutions is recommended to develop and integrate these materials into formal instruction. These efforts are vital not only for improved educational outcomes but also for the preservation and revitalization of the Pangasinan language.
Advantages, Challenges, and Future Directions of Communicative Language Teaching: A Systematic Literature Review (2021-2025) Flores, Clyde Konrad; Villar, Gladys Kaye; Abad, Rashmin Clem; Liwas, Mickey Mie; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.3038

Abstract

Communicative Language Teaching (CLT) is widely used to promote meaningful communication in English classrooms, yet its implementation remains inconsistent across educational contexts. Despite its global adoption, teachers continue to face pedagogical and systemic challenges that limit the full use of communicative practices. This study reviews and synthesizes the advantages, disadvantages, and recommendations reported in 25 peer-reviewed studies published between 2021 and 2025. Using a Systematic Literature Review (SLR) guided by PRISMA 2020, 327 records were screened and thematically analyzed. Findings indicate that CLT effectively enhances students’ communicative competence by increasing interaction, engagement, and confidence through collaborative and task-based activities. However, major challenges remain, including insufficient teacher training, low learner confidence, large class sizes, exam-driven instruction, and mismatches between CLT principles and local educational cultures. Recommendations across studies emphasize strengthening teacher professional development, adapting CLT to local contexts, and integrating technology to support communicative tasks. The review concludes that while CLT is a flexible and effective approach, its success depends on contextual adaptation, institutional support, and sustained teacher preparedness. Strengthening training programs and developing culturally responsive, technology-supported CLT models are highly recommended to achieve meaningful and consistent outcomes in diverse learning environments.
Benefits and Barriers in EFL Learning and Teaching Across ASEAN Countries: A Systematic Literature Review (2021-2025) Nicomedez, Jideah Nicole; Agpad, Donamae; Salbino, Kryshelle; Tawali, Mariel Kaye; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.3039

Abstract

English is one of the most widely used languages in international communication, education, and employment; however, studies reveal gaps in understanding how EFL learning and teaching vary across ASEAN countries, particularly in balancing technological tools, teaching practices, and learner engagement. This study aimed to review the advantages and disadvantages of EFL learning and teaching in selected ASEAN contexts. A systematic literature review (SLR) was conducted, screening peer-reviewed articles published from 2021 to 2025 using databases such as ERIC and Taylor & Francis, resulting in 23 relevant studies. Deductive thematic analysis was employed to identify key patterns related to EFL advantages and challenges. The findings indicated that flexible learning, culturally relevant teaching practices, and technological innovations enhanced student engagement, language skills, and confidence. Conversely, digital barriers, insufficient teacher training, curriculum misalignment, and learners’ linguistic and psychological challenges hindered effective EFL learning. In conclusion, the success of EFL programs in ASEAN countries depends on coordinated, system-wide support integrating technology, pedagogy, and institutional resources. It is recommended that policymakers and educators invest in comprehensive support structures, culturally responsive curricula, and professional development to ensure equitable and effective English education across the region.
English as a Lingua Franca in Digital Communication: A Systematic Review of Benefits and Challenges in Asian Contexts Estera, Jennifer Claire; Danggol , Olive; Alinso, Jersy; Kege-e, Jesa; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.3040

Abstract

English has become a global language, facilitating communication across diverse linguistic and cultural contexts, particularly in digital spaces such as social media, messaging apps, and online learning platforms, where users often combine languages and cultural elements to construct and express their identities. This study aimed to systematically review the literature on English as a Lingua Franca (ELF) in digital communication to examine its advantages and challenges for learners and educators. A Systematic Literature Review (SLR) was conducted across ERIC, Taylor & Francis, and Cambridge Core, applying inclusion criteria for peer-reviewed, full-text studies published between 2021 and 2025 in Asia. Using a PRISMA flowchart, 161,121 records were initially identified and subsequently narrowed down to 29 relevant studies through a combination of automated and manual screening. Deductive thematic analysis categorized findings into advantages and disadvantages of digital ELF. Results indicate that digital ELF enhances language skills, speaking confidence, creativity, intercultural communication, autonomy, and learner motivation, but challenges remain, including unequal access to technology, limited teacher readiness, anxiety, and potential misunderstandings in intercultural interactions. It is concluded that digital ELF offers substantial opportunities for self-paced learning, identity expression, and intercultural engagement; however, its effectiveness depends on equitable access, supportive teachers, and the guided use of digital tools to ensure inclusive and meaningful participation.
English-Only Policies in Asian Classrooms: A Systematic Review of Effects on Student English Proficiency and Learning Experiences Luna, Catherine; Tiago, Bhenylouh; Dalope, Raven Sean; Budong, Alexander; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.3041

Abstract

Although English-Only Policies (EOP) are widely implemented across Asian education systems, research examining their effects on students’ English proficiency and learning experiences remains fragmented, particularly in multilingual classroom contexts. This study investigates both the positive and negative impacts of EOP on students’ English skills and academic engagement through a systematic literature review. A total of 22 peer-reviewed studies published between 2020 and 2025 in Asian contexts were analyzed using thematic analysis to identify patterns in policy implementation, pedagogical practices, outcomes, and challenges. The findings indicate that nine studies report primarily positive effects of EOP, five report predominantly negative effects, and eight document mixed outcomes. Positive results include improvements in listening, speaking, reading, and writing skills, as well as increased motivation and engagement, particularly when teachers are adequately trained, instructional practices are flexible, and the strategic use of learners’ first language is permitted. On the other hand, rigid or poorly supported EOP implementation is associated with increased learner stress, reduced participation, and negative effects on academic confidence, especially among students with lower English proficiency. In conclusion, the effectiveness of EOP is highly context-dependent and shaped by institutional support, teacher readiness, and classroom practices. Future research could complement existing studies by incorporating experimental, mixed-methods, and longitudinal designs to better examine causal relationships and support evidence-based, context-sensitive policy implementation.
Co-Authors Abad, Rashmin Clem Abrigo, Kate Marsie Agpad, Donamae Alinso, Jersy Anagara, Ivy Joy Atonen, Ayrah Mae Baraoil, Mark Rendel Basilio, Gylrihs Gem Ben-at, Nicole Budong, Alexander Cando, Merigilda Carganilla, Marielle Cauan, Mia Hazel Dalope, Raven Sean Danggol , Olive Daongan, Arcela Estera, Jennifer Claire Flores, Clyde Konrad Gabino, Edraliz Guiniguin, Rose Marie Gwyneth Andogan Sildon Kege-e, Jesa Lastino, Joanna Liwas, Mickey Mie Lukingan, Judilyne Luna, Catherine Manogan, Keivy Xyrelle Nicomedez, Jideah Nicole Pablito , Angel Mae Pinangi, Adrian Razo, Shalyra Sagang, Aira Jonah Salbino, Kryshelle Saldo, Joyline Suoc, Mary Faye Tawali, Mariel Kaye Tiago, Bhenylouh Villar, Gladys Kaye