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Education Sciences
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Innovative Approaches to Teaching and Learning in English Language and...
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Innovative Approaches to Teaching and Learning in English Language and Literature Studies

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 15 May 2026 | Viewed by 7210

Special Issue Editors

Dr. Francisco Perlas Dumanig

E-Mail Website
Guest Editor
Department of English, University of Hawaii at Hilo, Hilo, HI 96720, USA
Interests: teaching English as a second language; Southeast Asian Englishes; discourse analysis (language and identity); second language acquisition; language planning and language policy; sociolinguistics
Special Issues, Collections and Topics in MDPI journals
Dr. Junifer Abatayo

E-Mail Website
Guest Editor
Bahrain Teachers College, University of Bahrain, Zallaq, Bahrain
Interests: English as a foreign language; language testing and assessment; teaching and learning in higher education; TESOL; language planning and policy

Special Issue Information

Dear Colleagues,

We are pleased to invite submissions for a Special Issue entitled “Innovative Approaches to Teaching and Learning in English Language and Literature Studies,” that has emerged from the Fourth Hawaii International Conference on English Language and Literature Studies (HICELLS 2025) held at A’Sharqiya University, Ibra, Oman, on 19-20 February 2025.

While encouraging submissions from all HICELLS 2025 presenters, we also welcome contributions from other scholars whose works align with the theme. Please submit your abstracts and subsequently a full manuscript for possible inclusion. This Special Issue aims to discuss the emerging pedagogical strategies that are transforming the teaching and learning of the English language and literature in the post-pandemic era. 

During the COVID-19 pandemic there were significant changes which led to the evaluation and innovation of pedagogical approaches to teaching English as a Second Language (ESL), English as a Foreign Language (EFL), and English literature. This brought about a paradigm shift in the teaching of the English language and literature. Consequently, many schools replaced the traditional classroom setting with online, blended, hybrid, and HyFlex teaching models that are supported by new digital tools such as Zoom, Google Classroom, and Microsoft Teams, which have become central to instructional design (Ascione, 2025). The integration of technology into the classroom was once supplementary, and now it has come to form the core of delivering lessons, soliciting feedback from students, and engaging students in class (Tiwari, Seraphin, & Chowdhary, 2021).

In the post-pandemic era, educators continue to integrate technology, such as artificial intelligence, augmented and virtual reality, into teaching and learning, which has resulted in more interactive learning (Garcez, Silva & Franco, 2022). These changes and innovative approaches have led to a more engaging classroom experience for the learners and foster deeper learning (Hererro & Spence, 2023).

We invite interested scholars to submit their research for publication in this Special Issue. Areas of interest may include, but are not limited to, the following topics:

  1. Innovations in ESL, EFL, and English literature instruction;
  2. Artificial intelligence and language learning;
  3. Blended, hybrid, and Hyflex teaching models in ELT;
  4. Cross-cultural communication and ELT;
  5. English language curricula and teaching materials;
  6. Language testing and evaluation;
  7. Technology and e-learning in ELT and English literature teaching;
  8. Curriculum transformation in English language and literature studies;
  9. Creative approaches to teaching the English language and English literature;
  10. Digital literacies and language learning;
  11. Culturally responsive teaching;
  12. Innovations in language testing and assessment.

We request that, before submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send it to the Guest Editors (fdumanig@hawaii.edu; Abatayoj2015@gmail.com) or the Education Sciences Editorial Office (education@mdpi.com). Abstracts will be reviewed by the Guest Editors to ensure proper fit within the scope of this Special Issue, and full manuscripts will undergo double-blinded peer review.

References

Ascione, L. (2025, March 17). Post-pandemic, a new era of teaching and learning. eSchool News: Education Innovations, Insights & Resources. https://www.eschoolnews.com/digital-learning/2025/03/17/post-pandemic-a-new-era-of-teaching-and-learning/.

Garcez A., Silva R., & Franco M. (2022). Digital transformation shaping structural pillars for academic entrepreneurship: A framework proposal and research agenda. Education and Information Technologies,27(1):1159–1182. doi: 10.1007/s10639-021-10638-5.

Herrero, C. & Spence, P. (2023) Introduction: reflections on post-pandemic pedagogical trends in language education. Modern Languages Open, (1), 31. https://doi.org/10.3828/mlo.v0i0.354.

Tiwari P., Séraphin S., & Chowdhary N.R. (2021). Impacts of COVID-19 on tourism education: Analysis and perspectives. Journal of Teaching in Travel & Tourism, 21(4):313–338. https://doi.org/10.1080/15313220.2021.1907194.

Ratten V.(2023). The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators. The International Journal of Management Education, 21(2), 100777. doi: 10.1016/j.ijme.2023.100777. Epub 2023 Feb 9. PMCID: PMC9910020.

Dr. Francisco Perlas Dumanig
Dr. Junifer Abatayo
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • English language teaching
  • literature
  • artificial intelligence
  • e-learning
  • digital literacies

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

30 pages, 324 KB  
Article
Reflective Video Diaries as an Inclusive Digital Pedagogical Practice: A Cyclical Action-Research Study with Multilingual Undergraduate Students
by Eleni Meletiadou
Educ. Sci. 2026, 16(4), 567; https://doi.org/10.3390/educsci16040567 - 2 Apr 2026
Viewed by 361
Abstract
In the post-pandemic higher education context, multilingual students, particularly those from widening participation backgrounds, continue to face academic, linguistic, and socio-emotional challenges that can limit their participation and sense of belonging. This study examines the use of Reflective Video Diaries (RVDs) facilitated through [...] Read more.
In the post-pandemic higher education context, multilingual students, particularly those from widening participation backgrounds, continue to face academic, linguistic, and socio-emotional challenges that can limit their participation and sense of belonging. This study examines the use of Reflective Video Diaries (RVDs) facilitated through Microsoft Flipgrid as an inclusive pedagogical approach to support reflective engagement, communication, and socio-emotional development among multilingual undergraduate students. Adopting a qualitative iterative action research approach, the study was conducted within a UK university module and involved three cycles of implementation, reflection, and pedagogical refinement, capturing students’ lived experiences rather than measuring causal effects. Multiple methods, including RVDs, end-of-module reflective reports, an anonymous survey, and lecturers’ field notes, were deliberately combined to provide complementary perspectives on students’ experiences, allowing triangulation of data and enhancing the validity and richness of findings. Thematic analysis of this longitudinal dataset collected across the three action-research cycles explored how students experienced RVDs as a space for reflection, peer support, and engagement with learning. Findings indicate that Flipgrid-mediated RVDs functioned as a low-anxiety, flexible, and dialogic learning environment that enabled students to articulate challenges, share progress, and develop reflective awareness, confidence, and a sense of connection with peers and lecturers. Improvements in participation and reflective depth were more evident in later cycles, suggesting that benefits emerged through iterative pedagogical adjustment rather than by video technology alone. Both positive experiences and challenges are reported, providing a balanced account of engagement with the RVDs. The study underscores the potential of inclusive digital pedagogies to inform curriculum planning and policy implementation, supporting equitable learning opportunities and socio-emotional development. By conceptualizing RVDs as relational and inclusive pedagogical practices rather than technological interventions, and by demonstrating how reflective engagement developed across successive action-research cycles, this research contributes to understanding how reflective digital practices can support multilingual learners’ academic and socio-emotional development within socially just higher education contexts. Practical implications for designing inclusive reflective learning environments are discussed. Full article
(This article belongs to the Special Issue Innovative Approaches to Teaching and Learning in English Language and Literature Studies)
26 pages, 889 KB  
Article
Exploring the Role and Possibilities for a Professional Learning Community in Higher Education: Insights from an English Language Centre in Oman
by Badriya Al Masroori, Robin Shields and Lucy Wenham
Educ. Sci. 2026, 16(2), 274; https://doi.org/10.3390/educsci16020274 - 9 Feb 2026
Viewed by 432
Abstract
Professional learning communities (PLCs) are widely researched and of growing interest internationally. In Oman, some research has been started at the school level. However, at the time of this study, no research had been conducted at the higher education (HE) level. Hence, the [...] Read more.
Professional learning communities (PLCs) are widely researched and of growing interest internationally. In Oman, some research has been started at the school level. However, at the time of this study, no research had been conducted at the higher education (HE) level. Hence, the study took place at an Omani university through an action research project lasting one semester. It aimed at establishing and evaluating a PLC to understand the first-hand experiences of the members of this community. The study is based on the sociocultural theory of Vygotsky, which stresses that learning is social. Also, the study used interpretivism and social constructivism to deeply analyse members’ interactions and perceptions of the PLC. Data were collected via preliminary documentary analysis of the reports produced by Staff Development Committee, observations of PLC meetings, and semistructured interviews during and at the end of the semester. The findings showed positive attitudes towards the PLC, where the members could sense a supportive learning environment. They were happy sharing their classroom practices, challenges, reflections, and learning from one another. Overall, they found professional development (PD) sessions fruitful, and they encouraged establishing a PLC along with the current PD programme because the PLC directly spotlighted their needs. Although the members indicated the potential of creating a sustainable PLC, their participation was challenged by factors (e.g., workload, time constraints, and technical issues). The members suggested many solutions to make the PLC a successful learning experience. Implications for policymakers and educators were drawn from the findings. Full article
(This article belongs to the Special Issue Innovative Approaches to Teaching and Learning in English Language and Literature Studies)
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33 pages, 380 KB  
Article
Getting Lost in Translation: Examining the Role of Translation with Multilingual Learners
by Eleni Pappamihiel, Nirmal Ghimire and Traci Couts Bellas
Educ. Sci. 2026, 16(2), 263; https://doi.org/10.3390/educsci16020263 - 7 Feb 2026
Viewed by 1098
Abstract
Translation technology has become ubiquitous in multilingual classrooms without evidence-based implementation guidance. This mixed-methods study examined K-12 teachers’ translation practices (n = 88 survey; n = 3 district leader interviews), comparing ESL specialists and content teachers to synthesize principles for effective use. [...] Read more.
Translation technology has become ubiquitous in multilingual classrooms without evidence-based implementation guidance. This mixed-methods study examined K-12 teachers’ translation practices (n = 88 survey; n = 3 district leader interviews), comparing ESL specialists and content teachers to synthesize principles for effective use. Translation use was widespread (81.8%) despite minimal guidance (88.6% lack policies). Common methods included translation applications (89.6%), peer translation (72.2%), and native language texts. ESL specialists reported higher confidence (M = 3.69 vs. 3.18, d = 0.61) and perceived effectiveness (M = 3.76 vs. 3.29, d = 0.56) than content teachers—differences probably attributable to second language acquisition training. Thematic analysis of leader interviews, validated through Structural Topic Modeling, revealed professional development gaps as the strongest convergence (75% alignment). A critical divergence emerged: content teachers rated translation moderately effective, while leaders observed counterproductive practices (11.6% of segments), creating dependency rather than supporting English development. Leaders distinguished productive translation (temporary scaffolding toward English independence) from problematic practices (wholesale content translation). Findings grounded in Contrastive Analysis and Common Underlying Proficiency theory yielded seven evidence-based principles addressing temporary scaffolding, L1 literacy verification, communication versus content contexts, and sustained professional development. The scaffold-versus-crutch framework contributes conceptual clarity for distinguishing productive from counterproductive translation in technology-enhanced multilingual education. Full article
(This article belongs to the Special Issue Innovative Approaches to Teaching and Learning in English Language and Literature Studies)
21 pages, 1546 KB  
Article
EFL Student-Teachers’ Emotional Engagement in an Afterschool Asynchronous Digital Storytelling Task
by María Dolores García-Pastor
Educ. Sci. 2026, 16(2), 224; https://doi.org/10.3390/educsci16020224 - 2 Feb 2026
Viewed by 496
Abstract
Digital storytelling (DST) is an innovative pedagogical approach that integrates multimedia creation, personal narrative, and autonomy in L2 education. Yet, its influence on learner engagement remains underexplored in asynchronous delivery modes and non-conventional language learning settings, common in post-pandemic instructional practice. This study [...] Read more.
Digital storytelling (DST) is an innovative pedagogical approach that integrates multimedia creation, personal narrative, and autonomy in L2 education. Yet, its influence on learner engagement remains underexplored in asynchronous delivery modes and non-conventional language learning settings, common in post-pandemic instructional practice. This study thus examines the engagement patterns of 34 student-teachers of English in an afterschool asynchronous DST task about teacher identity. The study further scrutinises their emotional engagement, given its impact on other engagement domains, and its relevance for online instructional design. Data were collected through a background information questionnaire, a validated student engagement questionnaire, and semi-structured interviews that focused on emotional engagement. Questionnaire data were analysed quantitatively using descriptive statistics and repeated measures ANOVA, and interview data were examined qualitatively using thematic analysis and specific emotional engagement-related frameworks. Results indicated participants’ higher cognitive and behavioural engagement, and lower emotional engagement. Their emotional engagement comprised positive emotions and anxiety, which emerged from specific subjective task values, autonomy, and task affordances in interaction with self-imposed personal standards and perceived digital skills. These findings challenge the common conceptualisation of emotional engagement merely as positive affect in L2 tasks and signal the importance of task- and learner-related factors in an engagement-driven online L2 pedagogy. Full article
(This article belongs to the Special Issue Innovative Approaches to Teaching and Learning in English Language and Literature Studies)
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18 pages, 729 KB  
Article
Curriculum Material Use in EFL Classrooms: Moderation and Mediation Effects of Teachers’ Beliefs and TPACK
by Nurul Fitriyah Almunawaroh and János Steklács
Educ. Sci. 2025, 15(12), 1647; https://doi.org/10.3390/educsci15121647 - 6 Dec 2025
Cited by 2 | Viewed by 967
Abstract
While many studies have acknowledged multifaceted roles of curriculum materials (textbooks) in EFL reading activities, textbooks alone are insufficient, as their effectiveness depends on how teachers use them. Teachers’ textbook usage is strongly related to cognitive and affective factors. There is limited understanding [...] Read more.
While many studies have acknowledged multifaceted roles of curriculum materials (textbooks) in EFL reading activities, textbooks alone are insufficient, as their effectiveness depends on how teachers use them. Teachers’ textbook usage is strongly related to cognitive and affective factors. There is limited understanding of how the interplay between teachers’ cognitive and affective factors influences their use of these materials and how they use technology to enhance the effectiveness of textbooks for reading activities in EFL classrooms. The current study fills this gap by investigating the interplay among teachers’ technological pedagogical content knowledge (TPACK), learner-centered pedagogical beliefs (LCPB), teacher-centered pedagogical beliefs (TCPB), and their curriculum material use approach—specifically the constructivist and transmissive approaches—focusing on moderation and mediation effects. This study also investigated how teachers use technology to enhance reading activities in the textbooks. Structural equation modeling analyzed mediation and moderation effects using survey data from 251 Indonesian EFL teachers. Findings indicated that TPACK directly influenced the use of constructivist-oriented curriculum material. At the same time, both LCPB and TCPB acted as mediators in the influence of TPACK on teachers’ orientations towards the use of curriculum materials. Crucially, the relationship between TPACK and LCPB adversely affected constructivist usage, suggesting that robust learner-centered beliefs diminished dependence on TPACK. Conversely, transmissive orientations were primarily guided by beliefs and remained uninfluenced by TPACK. These results highlight that teachers’ knowledge and beliefs influence the way they use curriculum materials—either constructivist or transmissive. The findings inform policymakers in initiating professional development programs that aim to shift teachers toward more constructivist uses of curriculum materials, fostering a more interactive and student-centered language-learning environment. Full article
(This article belongs to the Special Issue Innovative Approaches to Teaching and Learning in English Language and Literature Studies)
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