Future studies can investigate the effectiveness of the Communicative Language Teaching

The gap

Evidence profile

Stated in the limitations and recommendations and future work and cells future research sections of the source papers, classified as general, spanning 4 journals.

Supporting evidence — 4 representative gaps

• Enhancing Students’ Speaking Skills through Classroom Action Research in EFL Classrooms (2026) · Foreign Language Instruction Probe · doi

  in Previous studies have explored various strategies to enhance students’ speaking skills in EFL settings, including communicative language teaching, task-based learning, and interactive media integration. These approaches have been found to improve students’ fluency and engagement in classroom interaction. However, most studies primarily focus on the effectiveness of instructional techniques in controlled settings rather than examining the continuous development of speaking indicators such as accuracy and confidence over time (Varasarin, 2008). In addition, many studies employ experimental or quasi-experimental designs that do not fully capture the dynamic and reflective processes occurring in real classrooms. Consequently, there is still limited empirical evidence on how iterative teaching practices can systematically improve multiple dimensions of speaking skills in authentic EFL contexts (Adem & Berkessa, 2022; Safdari & Fathi, 2020; Syamsudin, 2015). This gap highlights the need for a more contextual and reflective approach that allows teachers to identify classroom problems, implement targeted interventions, and evaluate improvements across speaking indicators in a cyclical manner. Classroom Action Research (CAR) provides a practical and systematic framework for such an approach through iterative cycles of planning, acting, observing, and reflecting. This model enables fluency, accuracy, pronunciation, and confidence while continuously refining instructional strategies. Unlike traditional research approaches, CAR emphasizes the role of teachers as reflective practitioners who actively respond to classroom challenges. Therefore, applying CAR in a campus in a Brebes is essential to generate context-specific insights into improving students’ speaking performance (Burns, 2009; Stephen Kemmis & Robin McTaggart, 2014; Stringer, 2019). to monitor students’ progress teachers in Based on the identified gap, this study aims to enhance students’ speaking skills through the implementation of Classroom Action Research in EFL classrooms a campus in Brebes. Specifically, this study seeks to examine how the cyclical process of CAR contributes to improvements in key speaking indicators, namely fluency, accuracy, pronunciation, and confidence, across different stages of intervention. The research also investigates how reflective teaching practices influence students’ participation and communicative competence in classroom interaction. By integrating a cyclical and reflective approach, this study is expected to provide a more comprehensive understanding of how speaking skills can be improved in a sustainable and context- sensitive manner. Ultimately, the findings are anticipated to contribute to the 2 FOREIGN LANGUAGE INSTRUCTION PROBE Volume 5, No 1 (May, 2026), 01-10 Pujiastuti et al. development of more adaptive and evidence-based English teaching practices in higher education EFL settings (Brown, 2010; Harmer, 2008a; Thornbury, 2005a).

  generalstated in limitationsevidence 5/5
  Keywords: speaking students classroom reflective skills teaching settings based fluency indicators accuracy confidence practices approach teachers
• Evaluation of listening activities in arabic language teaching textbooks used in Turkey in light of the CEFR criteria (2026) · Asian-Pacific Journal of Second and Foreign Language Education · doi

  Various suggestions can be made for future research to address these limitations. It is recommended that similar studies be conducted on different Arabic teaching sets, and that the results be compared. This approach may provide a broader perspective on the CEFR alignment of materials in this field. In terms of methodological development, the use of digital analysis tools or corpus linguistics methods in future studies could enhance the reliability of the analysis. Additionally, designing mixed-methods research can maintain qualitative depth and allow for the systematic analysis of quantitative data. To expand the scope, comprehensive studies covering all CEFR levels (A1-C2) are sug- gested. Furthermore, studies that integrate the four main language skills could improve understanding of how listening skills interact with other abilities. From the perspective of practical application, research involving teachers’ and students’ opinions could allow for the evaluation of the effectiveness of materials in the classroom setting. In this con- text, the action research method may be valuable for identifying problems in practice and developing possible solutions. This study has not thoroughly analyzed the effects of these cultural and linguistic differences on CEFR compatibility. Future research should examine this dimension in detail. It is recommended that the number of pre-listening activities be increased to at least 3–4 in each unit to balance the distribution of activities throughout the listening pro- cess. These activities may include teaching key vocabulary, visual prediction exercises, and activating background knowledge related to the topic. To address the lack of listen- ing activities at the A2 level, the number of activities between units can be increased, and the recording durations can be diversified within the range of 1–3.5 min. In addi- tion, to increase the variety of activity types between units, it is suggested that notetak- ing, summarizing, and comparison activities be systematically integrated. To overcome the lack of visual support, it is necessary to add at least 2–3 visually supported listening activities in each unit at the A2 level, and to ensure that these visuals are not merely decorative but supportive of the comprehension process. To address the lack of content in the announcement and instruction categories, it is recommended to add at least two activities at each level in the form of audio recordings, including airport, hospital, and school announcements, as well as recipes, sports instructions, and everyday life guide- lines. To compensate for the lack of TV, video, and film connections, 2–3-min news bul- letins, advertisements, educational videos, and short film clips should be integrated into each unit as at least one audiovisual comprehension activity using a QR code system.

  generalstated in recommendationsevidence 5/5
  Keywords: activities listening least lack future address recommended cefr unit level teaching perspective materials allow skills
• Practical Strategies for Developing Speaking Skills in Asynchronous L2 Courses (2026) · L2 Journal · doi

  The curricular model outlined in this proposal demonstrates that meaningful oral communication can be fostered even within asynchronous instruction when activities are intentionally designed around interaction, reflection, and accessibility. By combining low-stakes, community-oriented Video Conversation Threads with structured, accuracy-focused Oral Description Tasks, the approach addresses both the affective and cognitive dimensions of language learning. It also provides a flexible and scalable framework that supports communicative fluency, social presence, and learner confidence while remaining compatible with institutional and technological constraints. This model highlights the pedagogical potential of repurposing widely available institutional tools—such as LMSs and proctoring systems—for uses that extend beyond content delivery or testing. Leveraging these platforms as spaces for multimodal interaction allows instructors to create learning environments that feel more authentic, participatory, and humanized. Aligning technology with research-informed pedagogy thus offers a practical pathway for enhancing engagement and communicative development in online settings. As online language education continues to expand, there is increasing interest in models that move asynchronous learning beyond passive content interaction. The present framework offers a viable reference point for programs seeking to integrate oral production more meaningfully in online contexts. While the current insights remain preliminary, they indicate promising directions for strengthening student engagement, confidence, and communicative competence. Moreover, the underlying design principles are readily adaptable to other languages and modalities. Future implementations of this curricular model should also consider the role of instructor preparation and pedagogical alignment. While the present study focused on task design and assessment, the consistency of communicative practices across instructors remains an essential factor for sustainable success. Providing continuous professional development, peer collaboration, and reflective teaching opportunities can help ensure that the low-stakes, communicative orientation of the model is carried out consistently across different course sections and instructional contexts. Looking ahead, future research should empirically evaluate the model’s effectiveness across proficiency levels and course formats through mixed method designs that include pre- and post-course assessments, self-efficacy surveys, and instructor and student interviews. Longitudinal studies could also examine how sustained engagement with these tasks influences communicative development, confidence, and digital literacy over time. Additionally, further implementations might explore how these activities function in hybrid or synchronous contexts and whether their effects differ when realtime interaction is introduced. Ultimately, this proposal contributes to broader conversations on how asynchronous language instruction can become more interactive, inclusive, and pedagogically grounded. With continued L2 Journal Vol.

  generalstated in future workevidence 5/5
  Keywords: communicative model interaction oral asynchronous language learning confidence engagement development online contexts across course curricular
• STRATEGI PENGUASAAN FI’IL AMR MELALUI PENDEKATAN KOMUNIKATIF PADA SISWA SEKOLAH DASAR ISLAM TERPADU (2026) · TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan · doi

  Future studies can investigate the effectiveness of the Communicative Language Teaching approach in other school settings and contexts. - Research can explore the development of instructional materials and strategies for teaching fi'il amr. - Studies can examine the impact of the Communicative Language Teaching approach on students' long-term language proficiency and communication skills.

  generalstated in cells future researchevidence 5/5
  Keywords: future studies investigate effectiveness communicative language teaching approach

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