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All Journal Asian Journal of Science, Technology, Engineering, and Art International Journal of Humanities, Education, and Social Sciences
Romero-Argueta, Jesús
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Religion Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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Latin American Reality of English Teacher Education in Universities: A Systematic Literature Review Romero-Argueta, Jesús
Asian Journal of Science, Technology, Engineering, and Art Vol 3 No 4 (2025): Asian Journal of Science, Technology, Engineering, and Art
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajstea.v3i4.6457

Abstract

This systematic literature review investigates the current state of English teacher education in Latin American universities, highlighting key challenges and opportunities in the preparation of competent educators. Drawing on peer-reviewed literature sourced from academic databases such as Google Scholar and Semantic Scholar, the study synthesizes findings from recent publications in both English and Spanish. The analysis reveals persistent curriculum deficiencies, notably the disproportionate emphasis on theoretical knowledge at the expense of practical training, limited integration of information and communication technologies (ICT), and inadequate incorporation of cultural identity. Additionally, neoliberal educational policies are found to hinder pedagogical innovation by prioritizing accreditation metrics over meaningful instructional reform. Despite these challenges, emerging approaches such as interactive didactics demonstrate promise, with evidence indicating a 4% improvement in teaching efficiency. The review advocates for curriculum models that balance linguistic competence, hands-on teaching experience, and cultural responsiveness, while also addressing digital inequities and systemic policy barriers. Future research should assess the long-term efficacy of innovative pedagogical strategies and develop context-sensitive models to strengthen English teacher education across diverse Latin American contexts.
Use of Mobile Device Apps in Virtual Courses by English as a Foreign Language (EFL) University Students Romero-Argueta, Jesús; Coreas-Flores, Edwin Osmil; Sura-Majano, Osmin
Asian Journal of Science, Technology, Engineering, and Art Vol 3 No 4 (2025): Asian Journal of Science, Technology, Engineering, and Art
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajstea.v3i4.6482

Abstract

This study investigates the use of mobile device applications for English language learning among university students enrolled in virtual EFL (English as a Foreign Language) courses in El Salvador. Adopting a descriptive, quantitative, and relational research design, data were collected from 199 students across all academic levels within an English language bachelor’s program. Findings reveal that nearly half of the students report an intermediate level of engagement with mobile apps for English learning. However, a notable portion of students do not utilize entertainment-based language learning apps, indicating selective use based on perceived educational value. Statistical analysis shows a significant variation in app usage by academic level, with advanced students demonstrating higher engagement. No significant difference was found based on gender. These results reflect increasing digital competence among university students and emphasize the importance of providing targeted support and structured integration of mobile learning tools within virtual EFL curricula to enhance language acquisition outcomes.
Horns Up! The Integration of Heavy Metal Music as a Motivational Technique for Teaching English as a Foreign Language: A Systematic Literature Review Romero-Argueta, Jesús
International Journal of Humanities, Education, and Social Sciences Vol 3 No 3 (2025): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v3i3.7030

Abstract

This systematic literature review explores the integration of Heavy Metal music as a motivational tool in teaching English as a Foreign Language (EFL), addressing an innovative yet underexplored area within pedagogical research. Drawing on three peer-reviewed studies published between 2020 and 2025 and selected through the PRISMA framework, the review examines pedagogical strategies, educational benefits, and implementation challenges associated with using Heavy Metal music in EFL classrooms. The analysis reveals that Heavy Metal’s rich lexical content, rhythmic complexity, and cultural resonance significantly enhance learner engagement, vocabulary acquisition, and phonological awareness—particularly among advanced learners at B2 to C2 levels of the CEFR. Additionally, its emotionally expressive lyrics and dynamic musical structure contribute to a low-anxiety, inclusive classroom environment, supporting principles of culturally responsive teaching. Despite these advantages, barriers such as limited empirical research, the lyrical complexity of the genre, and the lack of structured pedagogical models impede broader adoption. The review highlights the need for longitudinal studies, genre-specific frameworks, and investigations into learner diversity to better understand the long-term effects and practical applications of this approach. Overall, the findings offer evidence-based insights for educators aiming to implement innovative, student-centered strategies that leverage the motivational potential of Heavy Metal music to enrich EFL instruction.
Co-Authors Coreas-Flores, Edwin Osmil Sura-Majano, Osmin