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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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Arts Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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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