CRITICAL LITERATURE REVIEW IN TEFL
RESEARCH: TOWARDS INTERDISCIPLINARY
STUDY
1. Introduction
Research in English Language Teaching (ELT) continues to face a number of challenges. One of
the major concerns is the tendency of research to focus heavily on language proficiency while
paying less attention to how people think, process, and use language. In reality, language
learning is a complex process influenced not only by linguistic knowledge but also by brain
activity, individual experiences, social environments, and the context in which language is used.
In ELT research, many language-learning practices are still based on particular linguistic
theories, such as Systemic Functional Linguistics (SFL), descriptive linguistics, and the use of
ready-made technological tools. Research is also frequently conducted using qualitative,
quantitative, or mixed-method approaches. Although these approaches remain valuable, research
should not simply reproduce existing patterns. Researchers need to consider novelty and develop
new perspectives so that research can make a meaningful contribution to the development of
knowledge.
The emergence of the twenty-first century has brought significant changes to education.
Countries around the world have developed qualification frameworks to improve educational
quality and respond to the needs of an increasingly globalized society. Indonesia, for example,
has developed the Indonesian Qualification Framework (IQF) as an effort to improve the quality
of higher education and strengthen the country’s competitiveness in the global environment.
However, these changes have not always been followed by significant changes in research
culture within English Language Teacher Education (ELTE). Previous studies have indicated
that research practices and pedagogical cultures in ELTE programs in Indonesia have not yet
contributed sufficiently to the development of a model of teacher education that fully responds to
twenty-first-century demands. As a result, research can become repetitive because researchers
continue to rely on the same theoretical foundations and research patterns.
A research niche can be identified by examining areas that have received limited attention,
whether in terms of research approaches, designs, data-collection techniques, or data-analysis
procedures. However, one important area that is still relatively underexplored is the connection
between ELT research and other academic disciplines.
For example, research on English textbook evaluation may rely heavily on an SFL perspective.
Although SFL can provide valuable insights, using only one theoretical lens may limit the
possibility of discovering alternative perspectives. Textbook evaluation may therefore become
, less comprehensive because it is based on a single standard. For this reason, researchers need to
be more open to combining perspectives from different fields of study.
Innovation is essential for the development of ELT research. Researchers need to cultivate
creativity, explore new ideas, and move beyond simply following established research models. A
critical literature review can serve as an important starting point for generating new knowledge
because it allows researchers to examine previous studies, identify their strengths and limitations,
and discover opportunities for developing alternative perspectives.
Language learning is not limited to cognitive processes such as thinking and remembering. The
human body, personal experiences, aesthetics, and different forms of interaction may also
influence how learning takes place. Therefore, areas such as embodiment, aesthetics, and even
neuroscience can potentially contribute to ELT research. Such perspectives create opportunities
for broader and more interdisciplinary approaches to language learning research.
2. Theoretical Framework
A. Critique of ELT Research
Many studies in ELT attempt to explain how particular methods or tools can influence English
language learning. However, research often focuses more on what should be taught and how it
should be taught, while paying less attention to why particular approaches are chosen.
These three questions—what, how, and why—should actually be considered together.
Understanding all three can help educators develop a more comprehensive understanding of
students’ learning experiences.
In educational practice, teacher-centered instruction also remains common. Teaching frequently
relies on lectures, exercises, and repetition. While these practices can be useful, excessive
dependence on them may limit opportunities for exploration and creativity.
If research continues to rely on the same theories and perspectives, the development of
knowledge may become restricted. ELT research therefore requires greater creativity,
imagination, and broader thinking in order to generate ideas that are relevant to the rapidly
changing educational environment.
B. The Changing World of English Language Research
The rapid development of information and communication technology has transformed almost
every aspect of modern life, including education and language research. Technology is no longer
merely an additional tool for teaching; it has become an integral part of everyday activities.
RESEARCH: TOWARDS INTERDISCIPLINARY
STUDY
1. Introduction
Research in English Language Teaching (ELT) continues to face a number of challenges. One of
the major concerns is the tendency of research to focus heavily on language proficiency while
paying less attention to how people think, process, and use language. In reality, language
learning is a complex process influenced not only by linguistic knowledge but also by brain
activity, individual experiences, social environments, and the context in which language is used.
In ELT research, many language-learning practices are still based on particular linguistic
theories, such as Systemic Functional Linguistics (SFL), descriptive linguistics, and the use of
ready-made technological tools. Research is also frequently conducted using qualitative,
quantitative, or mixed-method approaches. Although these approaches remain valuable, research
should not simply reproduce existing patterns. Researchers need to consider novelty and develop
new perspectives so that research can make a meaningful contribution to the development of
knowledge.
The emergence of the twenty-first century has brought significant changes to education.
Countries around the world have developed qualification frameworks to improve educational
quality and respond to the needs of an increasingly globalized society. Indonesia, for example,
has developed the Indonesian Qualification Framework (IQF) as an effort to improve the quality
of higher education and strengthen the country’s competitiveness in the global environment.
However, these changes have not always been followed by significant changes in research
culture within English Language Teacher Education (ELTE). Previous studies have indicated
that research practices and pedagogical cultures in ELTE programs in Indonesia have not yet
contributed sufficiently to the development of a model of teacher education that fully responds to
twenty-first-century demands. As a result, research can become repetitive because researchers
continue to rely on the same theoretical foundations and research patterns.
A research niche can be identified by examining areas that have received limited attention,
whether in terms of research approaches, designs, data-collection techniques, or data-analysis
procedures. However, one important area that is still relatively underexplored is the connection
between ELT research and other academic disciplines.
For example, research on English textbook evaluation may rely heavily on an SFL perspective.
Although SFL can provide valuable insights, using only one theoretical lens may limit the
possibility of discovering alternative perspectives. Textbook evaluation may therefore become
, less comprehensive because it is based on a single standard. For this reason, researchers need to
be more open to combining perspectives from different fields of study.
Innovation is essential for the development of ELT research. Researchers need to cultivate
creativity, explore new ideas, and move beyond simply following established research models. A
critical literature review can serve as an important starting point for generating new knowledge
because it allows researchers to examine previous studies, identify their strengths and limitations,
and discover opportunities for developing alternative perspectives.
Language learning is not limited to cognitive processes such as thinking and remembering. The
human body, personal experiences, aesthetics, and different forms of interaction may also
influence how learning takes place. Therefore, areas such as embodiment, aesthetics, and even
neuroscience can potentially contribute to ELT research. Such perspectives create opportunities
for broader and more interdisciplinary approaches to language learning research.
2. Theoretical Framework
A. Critique of ELT Research
Many studies in ELT attempt to explain how particular methods or tools can influence English
language learning. However, research often focuses more on what should be taught and how it
should be taught, while paying less attention to why particular approaches are chosen.
These three questions—what, how, and why—should actually be considered together.
Understanding all three can help educators develop a more comprehensive understanding of
students’ learning experiences.
In educational practice, teacher-centered instruction also remains common. Teaching frequently
relies on lectures, exercises, and repetition. While these practices can be useful, excessive
dependence on them may limit opportunities for exploration and creativity.
If research continues to rely on the same theories and perspectives, the development of
knowledge may become restricted. ELT research therefore requires greater creativity,
imagination, and broader thinking in order to generate ideas that are relevant to the rapidly
changing educational environment.
B. The Changing World of English Language Research
The rapid development of information and communication technology has transformed almost
every aspect of modern life, including education and language research. Technology is no longer
merely an additional tool for teaching; it has become an integral part of everyday activities.
