The issue of low English proficiency in tertiary EFL classrooms remains a significant challenge

The gap

Evidence profile

Sourced from the future work and recommendations and limitations and stated challenges of the source papers, classified as general, spanning 4 journals.

Supporting evidence — 5 representative gaps

• Utilizing Lingua.com as an Asynchronous Learning Catalyst for EFL Reading Comprehension (2026) · Revista Electrónica de Investigación Educativa · doi

  While this study provides valuable insights into the impact of LINGUA on EFL reading comprehension, there are avenues for future research to deepen our understanding. Longitudinal studies can investigate the sustained effects of using LINGUA over an extended period, examining whether the observed improvements in reading comprehension persist and contribute to long-term academic success. Additionally, further research can explore the optimal 27 Revista Electrónica de Investigación Educativa integration of LINGUA into a blended learning environment, combining asynchronous and synchronous components. Understanding how LINGUA complements traditional classroom instruction can inform educators about the most effective ways to leverage this tool for comprehensive language skill development. VI. Conclusion This study illuminates the pedagogical potency of LINGUA as an asynchronous learning catalyst for enhancing the reading comprehension skills of EFL students. The research findings underscore the multifaceted impact of LINGUA, encompassing improvements in reading comprehension proficiency, affective-motivational outcomes, and identified facilitators of improvement. The improvements observed in various facets of reading comprehension skills indicate that LINGUA serves as a valuable tool for fostering comprehensive development. The platform's asynchronous nature provides a conducive environment for focused engagement, critical thinking, and a nuanced understanding of language nuances. This aligns with the broader literature on the benefits of asynchronous learning environments, highlighting LINGUA's specific strengths in addressing the complexities of EFL reading comprehension. Moreover, the affective and motivational outcomes revealed in the study emphasize the transformative potential of LINGUA on students' enjoyment, motivation, proficiency, and confidence in reading comprehension. Furthermore, the identified facilitators of improvement, including the acknowledgment of challenges, exposure to 28 Revista Electrónica de Investigación Educativa diverse content, and positive feedback, provide valuable insights into the factors contributing to students' enhanced learning experiences with LINGUA. This study recommends strategically integrating LINGUA into asynchronous learning methods to enhance academic proficiency, boost student motivation, and bolster confidence in essential reading skills. Ongoing professional development for educators and continued research efforts can amplify LINGUA's effectiveness in EFL reading comprehension instruction, contributing valuable insights to the broader conversation on leveraging asynchronous learning platforms for EFL education amidst the evolving landscape of educational technology. Authorship contribution: Susanto Susanto: conceptualization, literature review, methodology, data analysis, and writing. Deri Sis Nanda: conceptualization, methodology, data collection, and writing. Declaration of no conflict of interest: The authors declare no conflict of interest. Source of funding: The research received funding from Pusat Studi Linguistik, Universitas Bandar Lampung (2022-2023)

  generalfuture work
  Keywords: lingua reading comprehension learning asynchronous valuable insights understanding improvements development skills students proficiency provides impact
• Exploring the Experiences of pre-Service Teachers in teaching Summary Writing for Grade Ten English First Additional Language in the O.R. Tambo Coastal District of South Africa (2026) · Journal of Education and Learning Technology · doi

  To address these challenges, the following strategies are recommended: • Providing explicit instruction on English concepts and terminology to bridge the language gap. • Employing scaffolding techniques to guide learners in identifying main ideas and following instructions. • Encouraging paraphrasing through targeted exercises focused on vocabulary development and comprehension skills. These strategies align with Vygotsky’s (1978) concept of the Zone of Proximal Development, which emphasizes the importance of guided learning to help learners achieve tasks they cannot yet accomplish independently. 28 Edi Firman, Haerazi Haerazi, and Sadaf Dehghani, “Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness,” Journal of Language and Literature Studies 1, no. 2 (November 30, 2021): 57–65, https://doi.org/10.36312/jolls.v1i2.613. 29 Miguel Angelo P. Lajom et al., “Enhancing Academic Performance Through Effective Classroom Management and Output Distribution,” International Journal of Social Sciences & Educational Studies 10, no. 3 (2023), https://doi.org/10.23918/ijsses.v10i3p424. 30 Dewi and Saputra, “Problems Faced By Students in Writing English Academic Summary.” 31 Muhammad A. Al Roomy, “Investigating the Effects of Critical Reading Skills on Students’ Reading Comprehension,” Arab World English Journal 13, no. 1 (March 24, 2022): 366–81, https://doi.org/10.24093/awej/vol13no1.24. 32 Clarin et al., “The Challenges in Paraphrasing Among English Language Students.” Journal of Education and Learning Technology (JELT) 188 Nomlala, L. / Journal of Education and Learning Technology / Vol.7 No.1 (2026) pp 182 - 191 CONCLUSION This study highlights the significant challenges Grade Ten learners face in summary writing, particularly in rural areas where English is taught as a FAL. The findings emphasize four significant difficulties: language barriers, difficulty following instructions, difficulty identifying main ideas, and challenges with paraphrasing. These obstacles contribute to learners' poor performance in summary writing tasks, ultimately impacting their academic success. The study's findings are consistent with previous studies showing that summarizing calls for higher-order cognitive abilities, including understanding, analysis, and synthesis. However, many learners struggle to understand summaries because they have not been exposed to English enough. Additionally, learners' uncertainty regarding formatting and summary procedures is exacerbated by the disparities in the in

  generalrecommendations
  Keywords: english learners journal challenges language students summary following paraphrasing learning reading https academic writing strategies
• Teacher perceptions of Literacy Pedagogical practices on learner transition: The case of Grade 3- 4 EFAL in Oliver Reginald Tambo Inland District, Eastern Cape, South Africa (2026) · Journal of Education and Learning Technology · doi

  It is imperative for educators to comprehend the critical role of academic literacy and to actively foster its development in both HL and EFAL. To further this aim, the formulation of vocabulary lists for Life Skills and Mathematics is recommended, with an emphasis on instruction in both the Home Language and English First Additional Language. In addition to vocabulary enhancement, it is fundamental to systematically develop background knowledge on topics pertaining to Life Skills and Beginning Knowledge. Establishing this foundational knowledge will empower learners to achieve a deeper comprehension of texts in both their HL and EFAL. Furthermore, extensive reading practices will substantially contribute to the acquisition of this background knowledge. It is also essential to strengthen reading skills within both HL and EFAL to enhance overall efficacy and facilitate the transfer of effective reading strategies. To improve learner outcomes, a concerted and collaborative effort should be directed towards: More effectively aligning the curricula of the Foundation Phase and Intermediate Phase. Providing structured and sustained support to educators for the instruction of EFAL literacy. Considering a gradual or bilingual transition to English as the LoLT. Actively engaging families and community stakeholders in promoting and supporting early literacy initiatives. Strengthen the development of writing and enhance learners' skills in English grammar, spelling, and punctuation, while facilitating the transfer of writing strategies from one context to another, from home language to First Additional Language, ensuring that learners get practice in writing non-fiction texts and creating visual texts. CONCLUSION This study has explored teacher perceptions of literacy pedagogical practices and their influence on learners moving from Grade 3 to Grade 4 in EFAL within the Eastern Cape context. The findings underscore a multifaceted challenge rooted in curriculum misalignment, abrupt language shifts, and 63 S. Taylor, “The Role of Teacher Engagement in Student Learning Outcomes.,” Journal of Educational Research 114, no. 2 (2021): 123–35. Journal of Education and Learning Technology (JELT) 340 Lele, M. / Journal of Education and Learning Technology / Vol.7 No.3 Special Issue (2026) pp 329 - 343 insufficient teacher preparation for EFAL literacy instruction.Teachers navigate these challenges with adaptive strategies informed by their classroom realities and learner needs. However, without systemic support, such as targeted professional development, curriculum reform, an

  generalrecommendations
  Keywords: efal literacy language skills knowledge learners development instruction english texts reading strategies writing teacher learning
• Within- and cross-language pathways from morphological awareness to reading comprehension in Chinese-English bilingual children (2026) · Reading and Writing · doi

  The current study has certain limitations that should be considered. First, it focused only on Chinese-English bilingual children from Grades 2, 5, and 8 in Hong Kong. This raises questions about the generalizability of the findings to bilinguals in other grade levels or those who speak other languages. Therefore, future research should extend the current study by including a broader range of bilingual populations with different language combinations and grade levels. Second, the cross-sectional design captures concurrent associations and cannot establish causal transfer between mor- phological awareness and reading comprehension. Directional effects should be tested in longitudinal designs that model stability and reciprocal influences over time. Third, the Chinese reading comprehension task, which was directly translated from the English task, yielded relatively low internal consistency. Future studies should develop tasks tailored for Chinese-speaking children. Fourth, the testing format dif- fered for upper and lower graders, which was designed taking into account varia- tions in their language and reading proficiency. It is crucial for future research to explore whether the testing format has any impact on task performance. Finally, our study included children with varying levels of reading comprehension. Future studies can categorize participants into good and poor comprehenders to investigate the role of morphological awareness in bilingual children with diverse reading levels. Work with monolinguals indicates that morphological awareness is associated with specific reading comprehension difficulties (Tong et al., 2011).

  generallimitationsevidence 5/5
  Keywords: reading children levels future comprehension chinese bilingual awareness task current english grade language testing format
• Mobile-Assisted Language Learning (MALL) and English Language Proficiency among University EFL Students: A Quantitative Analysis (2026) · SALTeL Journal (Southeast Asia Language Teaching and Learning) · doi

  The issue of low English proficiency in tertiary EFL classrooms remains a significant challenge. Traditional EFL instruction often relies on classroom-based and teacher-centered approaches, which may not provide sufficient opportunities for autonomous practice or extended engagement with the language. The increasing integration of educational technologies into language learning has not sufficiently addressed the issue of low English proficiency.

  generalstated challengesevidence 5/5
  Keywords: issue low english proficiency tertiary efl classrooms remains

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