{"id":978,"date":"2025-12-22T22:44:21","date_gmt":"2025-12-22T15:44:21","guid":{"rendered":"https:\/\/i-cte.org\/press\/?p=978"},"modified":"2025-12-23T09:47:26","modified_gmt":"2025-12-23T02:47:26","slug":"978","status":"publish","type":"post","link":"https:\/\/i-cte.org\/press\/2025\/12\/22\/978\/","title":{"rendered":"Language Instruction: Vol. 4 No. 3 (2025)"},"content":{"rendered":"
Dear Beloved Language Instructors,<\/div>\n
\"\"It is with great pleasure that we present Volume 4, Issue 3 (2025) of the International Journal of Language Instruction. This issue features six scholarly contributions that exemplify the diverse perspectives, methodologies, and educational contexts influencing modern language education.<\/div>\n
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The studies in this issue cover a wide range of topics, including gamification in foreign language classrooms, problems with listening comprehension, oral corrective feedback, English for Medical Purposes, the benefits of creative writing for improving language skills, and the systemic barriers that English learners in Somaliland face. Together, they show the opportunities and challenges of learning a language in the 21st century.<\/div>\n
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Specifically, in this issue, Madden, Higgs, Gordon, and Chambers (2025) investigate students’ perceptions of Kahoot! in online French classes in Jamaica. Using a mixed-methods design, they demonstrate that gamification enhances vocabulary, grammar, pronunciation, and motivation; however, technical issues still require attention. The study underscores the teacher’s pivotal role in facilitating Kahoot!, providing significant contributions to foreign language pedagogy and learner engagement.<\/div>\n
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Pham and Le (2025) examine the listening comprehension difficulties, strategies, and attitudes of English majors at a private university in Vietnam. They identified issues such as rapid speech, limited vocabulary, and unclear pronunciation through questionnaires and interviews. Students utilized cognitive, metacognitive, and socio-affective strategies, while teacher support influenced motivation. The study offers significant pedagogical insights for enhancing listening instruction in EFL contexts.<\/div>\n
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Pham Hoang An (2025) examines the impact of explicit oral corrective feedback on the English-speaking proficiency of high school students in Vietnam. The study employed mixed methods, incorporating classroom observations and student questionnaires, and determined that sentence correction was the most effective, followed by question correction and grammatical explanations. The results demonstrate the importance of corrective feedback in enhancing accuracy and confidence, providing valuable information for teaching English as a foreign language.<\/div>\n
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Nguyen Ngoc Gia Han (2025) offers an extensive literature review regarding the challenges and strategies in the instruction of English for Medical Purposes (EMP). Some of the main problems include difficult-to-understand words, insufficient practice in context, and inadequate teacher training. Proposed solutions emphasize morphological analysis, needs-based curriculum design, multimodal approaches, and collaboration among faculty. This study offers valuable insights for enhancing EMP instruction in Vietnam and similar settings.<\/div>\n
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Arrogante (2025) qualitatively examines 52 haikus composed by Japanese junior high school students to investigate linguistic creativity. The study delineates lexical, syntactic, and figurative innovations, encompassing themes of nature, nostalgia, and contemporary existence. The findings demonstrate that the structural limitations of haiku promote self-expression, accuracy, and cultural engagement, highlighting its educational significance in cultivating creativity and critical thinking within EFL contexts.<\/div>\n
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Lastly, Abdi (2025) looks at the problems that students at Moon College in Somaliland face when they try to learn English as a second language. The study utilizes qualitative interviews and focus groups to delineate instructional barriers, environmental constraints, and psychological obstacles. Despite challenges in pronunciation, grammar, and motivation, learners utilize digital tools. The study suggests changes to the curriculum, training for teachers, and the use of technology to help students learn English better.<\/div>\n
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This issue of the International Journal of Language Instruction features six thought-provoking studies that enhance our understanding of language instruction and acquisition across diverse contexts. Even though the contributions have different focuses and methods, they all show how language education is always torn between new ideas and old ones.<\/div>\n
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Madden et al. (2025) illustrate how gamification via Kahoot! enhances motivation in French classes in Jamaica, whereas Pham & Le (2025) elucidate the challenges faced by Vietnamese students in listening comprehension and their strategic responses. Pham Hoang An (2025) underscores the significance of oral corrective feedback in improving speaking accuracy, while Nguyen (2025) offers an extensive analysis of the challenges and strategies in English for Medical Purposes. Arrogante (2025) focuses on creative expression, demonstrating how haiku writing fosters linguistic creativity in Japanese students. Lastly, Abdi (2025) discusses systemic, socio-cultural, and psychological barriers to learning English in Somaliland and offers situation-based suggestions to address them.<\/div>\n
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These studies all call for approaches that are centered on the learner and take into account the situation. From integrating technology and feedback systems to creative writing and revising the curriculum, each contribution demonstrates the importance of developing innovative teaching methods while also acknowledging the structural and cultural barriers that students encounter.<\/div>\n
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What makes this issue particularly meaningful is the international representation of its contributors. Scholars from Vietnam, Jamaica, Japan, and Somaliland share their research, underscoring the journal\u2019s mission to foster global dialogue and to encourage cross-cultural collaboration in language instruction. Their work illustrates that while challenges may differ across settings, the goal of equipping learners with effective language skills remains universal.<\/div>\n
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I want to express my profound appreciation to the authors for their important contributions, the reviewers for their thoughtful and helpful criticism, and our readers for their ongoing support of the journal. I also want to thank our Editorial Staff, whose efforts and dedication enable every issue.<\/div>\n
On behalf of the editorial board and staff, I wish you insightful reading.<\/div>\n
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Thanks God for everything!<\/div>\n
With warm regards,<\/div>\n
Editor-in-chief<\/div>\n
DOI:\u00a0<\/span>https:\/\/doi.org\/10.54855\/ijli.2543<\/a><\/span><\/div>\n
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Full Issue<\/span><\/h4>\n