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Dede Salim Nahdi
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Journal of Multidisciplinary Research and Development
Published by Papanda Publisher
ISSN : -     EISSN : 30319390     DOI : https://doi.org/10.56916/jmrd
Core Subject : Economy, Education, Social,
Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other
The Journal of Multidisciplinary Research and Development (JMRD), with ISSN 3031-9390, is an open-access and peer-reviewed journal published by PaPanda Publisher. The mission of JMRD is to promote excellence by providing a platform for academics, students, and practitioners to publish current and significant empirical and conceptual research in fields such as arts, business, literature, applied sciences, natural sciences, law, health or social sciences, and other areas that test, expand, or build theories. JMRD is an open-access, double-blind, peer-reviewed journal. JMRD is published biannually in January and July.
Arjuna Subject : Umum - Umum
Articles 43 Documents
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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.

Page 5 of 5 | Total Record : 43

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