ELT Classroom Research Journal Volume 3 Issue 1, 2026 (Full Volume)
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Volume 3, Issue 1 (May, 2026)
Frontsmatter – ELTCLR Vol 3, Issue 1.
Cover, Publication Info, Table of Contents, Editorial Team, Foreword 10.23350 Download PDF Back…
Enhancing EFL Learners’ Motivation and Engagement Through Digital Gamified Learning in EMI Classrooms
English as a Foreign Language (EFL) learners in English-Medium Instruction (EMI) classrooms often face challenges such as linguistic anxiety, unfamiliar instructional practices, and high participation demands.
The Impact of Game-Based Learning on Student Engagement in a Japanese World Language Class
This exploratory study investigated the impact of game-based learning on engagement in a second-year high school Japanese world language class that primarily used a Communicative Language Teaching approach in the target language.
The Power of Extensive Reading in Improving Students’ Vocabulary and Reading Skills
This study reports on an Exploratory Action Research (EAR) project that investigated the use of extensive reading (ER) as a pedagogical approach to support English language learning among teenagers in a state school in Andijan City, Uzbekistan.
Enhancing Academic Writing Proficiency Through Formative Feedback
This concurrent mixed-methods action research study investigated the effectiveness of targeted formative feedback while introducing Coxhead’s Academic Word List to improve the academic writing proficiency of students at the foundation level of university education and its relationship with students’ confidence.
Classroom-Based Explicit Instruction of Formulaic Sequences: Effects on Japanese EFL Learners’ Speaking Performance
This classroom-based study investigates whether explicit instruction in formulaic sequences (FSs) enhances Japanese EFL learners’ speaking performance. Over a 15-week semester, first-year university students were divided into an experimental group (English B), which received structured FS instruction using model scripts, visual highlighting, guided rehearsal, and weekly short written tests, and a control group (English A), which followed the regular curriculum without script-based FS instruction.
BOOK REVIEW – The Routledge Handbook of Language Teacher Action Research
The Routledge Handbook of Language Teacher Action Research edited by Anne Burns and Kenan Dikilitaş is a valuable guide for readers who are new to action research (AR) or who want to strengthen their understanding of its principles and practice. Written in a clear and accessible style, the book combines theoretical and practical insights with real-life examples that help prepare researchers for the challenges and unexpected situations they may encounter in the field. The volume brings together contributions from forty-four researchers representing diverse global regions, including Scandinavia, Central and South America, the Pacific Rim, and Europe. Collectively, these authors have made a substantial contribution to the advancement and wider dissemination of AR.
BOOK REVIEW – Global Stories on School Improvement: A Comparative Review of Action Research Projects
Various international organizations and agencies have played a crucial role for decades in the field of classroom research for the professional development of teachers’ pedagogical practices, thereby leading to school transformation (Calhoun, 2002; ProFuturo, 2025). Among these, the British Council (BC) has gained global recognition for its exceptional work in supporting education through its Partner Schools network. The BC’s focus has been on three pillars of modern education: leadership at all levels, effective continuing professional development (CPD), and the integration of technology and artificial intelligence (AI) into English Language Teaching (ELT) and other school subjects.