1.

Analysis of the Article comprises the following:

Journal Publisher : World Journal of English Language

Indexing : Scopus, Google Scholar and Journal ITOCs

Volume and number : Vol 13 and No. 7

Year : 2023

Author :

1. Lamessa Oli
2. Ramesh Manickam
3. K. Rajesh
4. M. Ponmuthuramalingam
5. B. R. Arvind
Title :

Probing the Determinant Factors Affecting Students’ English Speaking Skills

Primary Issues :

the study found that students’ biggest problem was not having enough words to describe
their thoughts when speaking English. More than two-thirds of the participants agreed
(79.4%). Another problem that nearly 65% of people agreeon is that English-speaking
strategies are limited.
The problems that students may face at six Jordanian public universities. They used a survey
questionnaire and semi-structured interviews to gather data. They found that most of the
students who took part in the study did face problems, with limited oral skills, not enough
time to speak, and crowded classes being the most important ones. Ariyanti (2016) studied on
how psychological barriers also show up in talk sessions, where some students don't want to
take part because they're afraid of makingmistakes or don't have enough self-esteem or drive,
so they stay quiet in class.
Novelty of the Study :

Most Ethiopian private university students come from remote regions and have little English
exposure. They struggle to acquire the language. Some learners lack English-speaking
confidence. A fear of making errors, a lack of desire, or a bad attitude toward English might
cause speaking difficulties. Many learners fear making mistakes while speaking English, so
they avoid speaking English in the classroom. Furthermore, they have a negative attitude
towards English language learning. This is due to a belief that English is unimportant.
Another unique aspect of the study is its comprehensive approach to identifying the various
factors influencing English speaking skills. It goes beyond just student-related issues to
include teacher-related, classroom-related, and course material-related factors. By analyzing
these factors together, the study offers a more holistic understanding of the challenges private
university students face and proposes targeted recommendations for improving English
speaking instruction in these settings.
Gap of the Study :

This is a significant gap in the literature as private universities are becoming increasingly
popular in Ethiopia, and many students are enrolled in these institutions. This gap in the
literature emphasizes the need for further research to understand better the factors
contributing to poor students’ speaking skills and to develop effective interventions to address
this issue. the factor use language this an contribute in research, becausec thos increbility
use the language that as student a thing standart minimun as understanding. how to should
the issue in this research through an pronounciation and speak up the front class to worth it
, earliear there are the common research need to use formative test where a teacher can the
grade knolwege students' thus research this would same that those on gap a although
realibility that diffirent.
This research has the potential to close the gap between theory and practice in teaching and
English language. It may be challenging for practitioners to apply studies from the literature
on second language speaking, which is mostly concerned with theoretical difficulties.
Therefore, this study wants to get insights that may be utilized by educators, students, and
curriculum designers. where can do researcher use utilizing the qualitatitive method to
improve advantages or disadvantage mother tongue which one can them those experiments
in one class a should retangale them to impact those student an enchance vocabullary and
grammar, morever, this research use student those can memoriable speak to teach extend
the words.
Research design :

The descriptive design also includes descriptions and extrapolations of student status to
determine overall standards and student ability to assimilate conversation skills. A mixed
research approach was employed. The study used both qualitative and quantitative methods to
collect and analyze data. The sample size for the study was 180 students from Rift Valley
University Burayu campus, Management Department. Finally, the collected data were
analyzed using a statistical software package which is commonly used for data analysis in
social sciences research. The SPSS was used for both descriptive and inferential statistical
analysis
Subjects/sample :

The sample size for the study was 180 students from Rift Valley University Burayu campus,
Management Department. The samples were selected through a simple random sampling
technique. 106 male and 74 female students participated in the study. For this study
questionnaire was employed as tools of data collection. A Likert scale questionnaire was
developed to gather data to probe the factors that contribute to students’ speaking proficiency.

Findings of the Study :

According to the findings, vocabulary was the most common problem students had while
preparing their presentations. The other determinant factors are fear of making mistakes,
confidence, grammar, and pronunciation. ” The findings of the study indicated that learners
had difficulty communicating in English.
Another critical finding is related to teacher-related and classroom-related factors . The study
reveals that teachers do not provide enough opportunities for speaking practice in class, and
the feedback they give is often insufficient to help students improve. Large class sizes and
outdated course materials also contribute to the problem by limiting personalized attention
and making it difficult for students to practice speaking in a variety of contexts. The study
suggests that addressing these issues through improved teaching methods, better classroom
environments, and updated course materials would significantly enhance students' English-
speaking abilities.

2.Analysis of the Article comprises the following:

Jurnal Publisher : World Journal of English Language.

Indexing : Scopus, Journal ITOCs,Google Schollar

Volume and Number : Vol.14 & No.2

Year : 2024

Author :

1.Kiruthiga E.

2.Dr.G.Cristopher
Title :

Voices Unheard: Enhancing English-Speaking Skills among Technical Learners at Industrial

Training Institute by Implementing Task Language Teaching .

Primary Issue :

The poor English-speaking skills among students enrolled in Industrial Training Institutes
(ITIs). Despite the technical proficiency these students gain, many struggle with
communicating effectively in English, a skill critical for advancing in their careers. This lack
of proficiency impacts their employability and limits their ability to grow professionally,
often resulting in stagnant pay scales. ITI graduates frequently work in industries where
communication, particularly in English, is vital for productivity, safety, and access to
technical resources. However, due to inadequate emphasis on language skills in their
curriculum, these students face significant challenges when entering the workforce.
Moreover, many ITI students come from varied educational backgrounds and lack the
exposure to English that is often needed for effective communication. The emphasis in their
programs is placed more on practical, technical skills rather than language development,
further widening the gap between their technical knowledge and communication abilities.

Novelty of the Study

The novelty of this study lies in its focus on enhancing the English-speaking skills of ITI
students through Task-Based Language Teaching (TBLT). While much research has explored
language learning in general educational contexts, few studies have investigated language
acquisition in vocational settings like ITIs, where the primary focus is on technical skill
development. This study breaks new ground by integrating language teaching with vocational
education, demonstrating how language proficiency can directly benefit technical students by
improving their employability and career prospects.
the use of TBLT represents a novel pedagogical approach in this context. TBLT encourages
active participation and engagement with the language, making learning more relevant to
students' real-world experiences in the workplace. By simulating job-related tasks that require
English communication, the study provides ITI students with opportunities to practice
language in meaningful, contextually appropriate ways, which is a significant departure from
traditional language learning methods. This practical, hands-on approach makes the research
particularly innovative in the realm of vocational education.

Gap of the Study

The lack of focus on English-speaking skills in vocational training programs, particularly

within ITIs. Although ITIs equip students with valuable technical skills, the language
proficiency required to communicate effectively in the workplace is often overlooked.
Previous research on language acquisition has largely focused on general education settings
or traditional language classrooms, leaving a significant gap in understanding how language
skills can be developed within vocational education.
the study highlights the absence of comprehensive, practical language teaching approaches
that cater to the unique needs of technical learners. By focusing on TBLT, which emphasizes
real-life tasks and active communication, this research addresses the need for a more
practical, hands-on method of teaching language to students who are primarily focused on
their technical trade. The study fills a critical gap by integrating language skills development
with vocational training, thus responding to the demands of the global job market where
English is essential.

Research Design

The research design used in this study is a true experimental design. ITI students were
divided into two groups: a control group and an experimental group, with each group
containing 38 students. The experimental group was exposed to Task-Based Language
Teaching (TBLT) activities, while the control group received traditional language instruction.
The study spanned five weeks, during which the students’ speaking skills were assessed using
pre-tests, weekly progressive tests, and post-tests. The data were analyzed to determine the
effectiveness of TBLT in improving English-speaking skills.

Subject Sample

The sample for this study consisted of 76 students from Industrial Training Institutes (ITIs) in
India. These students were aged between 16 and 20 years and were native speakers of Tamil
and Telugu. Each student had undergone a minimum of 10 years of general education in
English. Participants were randomly assigned to the control and experimental groups,
ensuring a balanced distribution of students for the experiment.

Findings of the Study

The findings of the study indicate a significant improvement in the English-speaking skills of
the students in the experimental group who were taught using TBLT. The pre-test scores of
both the control and experimental groups were comparable, showing no initial difference in
proficiency. However, after five weeks of TBLT instruction, the post-test scores of the
experimental group showed a marked increase, with a mean score of 25.15 compared to 6.52
for the control group, who received traditional instruction. The statistical analysis revealed a
significant difference between the two groups, confirming the effectiveness of TBLT in
enhancing speaking skills.

the study showed progressive improvement in the experimental group's weekly test scores,
highlighting the cumulative benefits of TBLT over time. Tasks such as mock interviews, role-
playing, and narrative tasks allowed students to engage with the language in practical
contexts, contributing to the substantial gains in fluency, vocabulary, and overall
communication confidence. The findings support the use of TBLT as an effective pedagogical
approach for developing English-speaking skills in vocational education.

3.Analysis of the Article comprises the following:

Journal Publisher : International Journal of Evaluation and Research in

Education ( IJERE).
Indexing : Google scholar, Scopus & Scopus Metric
Volume and number : Vol 11 & No.2

Year : 2022

Author :

1. Budi Sanjaya
2. Wahyu Hidayata
Title :

Student speaking skill assessment:Techniques and Results.

Primary Issues :

The assessment of Arabic speaking skills in educational institutions, particularly state

Madrasah Aliyah (MAN) schools in Jambi Province, Indonesia. It explores the limitations of
current teaching techniques and the challenges students face in mastering Arabic as a foreign
language. Both linguistic (e.g., pronunciation, grammar, and vocabulary) and non-linguistic
factors (e.g., motivation, teaching methods) contribute to the low proficiency of students in
Arabic-speaking skills. The research indicates that the lack of diverse and engaging
assessment techniques is a critical issue, with teachers often relying on methods requiring
minimal preparation, such as memorization and choral speech, which limit students' ability to
develop practical communication skills.

Another key issue identified is the significant gap between teachers' and students' perceptions
of assessment techniques. While teachers believe they employ a variety of methods, students
report that many of these techniques, such as recording-based assessments and interviews, are
rarely used. This discrepancy highlights a lack of effective communication and understanding
between teachers and students regarding assessment practices, further contributing to the
challenges students face in improving their speaking skills. The study stresses the need for
more interactive and comprehensive assessment methods that actively engage students in
speaking activities and provide meaningful feedback.
Novelty of the Study :

Research has not focused much on students' ability to master Arabic language skills for
communication . Assessment methods are the main component that cannot be separated in a
teaching and learning process. Assessment is also useful for determining the success of an
objective in a learning topic before starting a new topic, assessment also functions to identify
the problems faced by students in a topic, identify the stages of student achievement,and so
on.
One way to measure and assess Arabic speaking proficiency is to use self-assessment (SA).
Self assessment will encourage students to participate more actively in speaking activities in
class, encourage class participation by promoting independent learning and personal goal
setting, and by increasing students' awareness of their learning

Gap of the Study :

This is because the speaking skills of non-Arabic Arabic learners are faced with various
problems, especially in linguistic and non-linguistic aspects. Linguistic aspects include errors
in makhraj and tajwid, as well as discrepancies between messages and intonation in
speaking . Students have difficulty pronouncing the letters that are adjacent to their makhraj
(the place from which the sound of a letter originates) or commonly called muhadatsah
(conversation) , mufradat (word mastery). Previous study found that there are problems
related to Arabic being taught among non-Arabs, namely sound system, vocabulary, and
sentence structure.
Arabic speaking skills of non-Arabic learners are also faced with problems of nonlinguistic
aspects including students' interest and motivation towards Arabic itself learning methods or
learning strategies. Arabic teacher learning methods tend to be monotonous and boring,
teachers only use lecture, translation, and memorization methods. Many studies related to
Arabic have been carried out, but only a few have made Arabic speaking skills the main focus
of research.
Research design :

That this study used a **two-step mixed-methods approach**. Initially, quantitative data
were collected through a questionnaire distributed to 51 Arabic language teachers and 395
students. The questionnaire employed a five-point Likert scale to gather data on perceptions
regarding the techniques used for speaking skill assessments. Following this, qualitative data
were obtained through in-depth interviews with eight teachers. Observations were also
conducted to cross-check the quantitative findings, allowing for a richer interpretation of the
data.
Subjects/sample :

This research was involved 51 Arabic language teachers in 26 state madrasah/madrasah

aliyah negeri (MAN) in eight districts and cities in Jambi Province, Indonesia excluding
Kerinci District and Sungai Full City due to the time and logistical limitations of this
research.This is by following the opinion [33], if the population is less than 100, then the way
that can be taken is to use the entire population. Meanwhile, the number of participating
students involved in this study was 395 students. A smaller group of eight teachers was
further involved in the qualitative interviews to provide a deeper understanding of the
assessment techniques employed in teaching Arabic speaking skills.

Findings of the Study :

The study found that the techniques used by teachers to assess speaking skills were perceived
as sufficient but generally lacked variety. Teachers often relied on methods like chorus
speech and memorization, which require little preparation and offer limited opportunities for
active student engagement. More interactive techniques like debates , small group
discussions , and seminars were rarely employed. Both teachers and students rated the
assessment techniques at a moderate level , but there were significant discrepancies between
the perceptions of the two groups. For example, teachers believed they used recording-based
assessments frequently, while students reported that this technique was rarely used.
Further findings indicate that the overall proficiency of students' Arabic speaking skills was at
a moderate level across key aspects such as fluency, pronunciation, and grammar. Grammar
and vocabulary were particularly weak, and none of the speaking aspects scored at a high or
very high level. This suggests that the current assessment methods are not effectively
addressing the needs of the students, particularly in improving their grammatical and
vocabulary skills. These findings underscore the necessity for more diverse and engaging
assessment techniques that can enhance student participation and proficiency in Arabic
speaking.

4.Analysis of the Article comprises the following:

Journal Publisher : European Journal of Educational Research.

Indexing : EBSCO, EZB, Google Scholar, Scopus & Scimago JR

Volume and number : Vol. 11 & No.1

Year : 2022

Author :
 1. Cassandra Santhanasamy
2. Melor Md Yunus
Title :

A Systematic Review of Flipped Learning Approach in Improving Speaking Skill.

Primary Issues :

The speaking skills of language learners, which has traditionally been a

challenge in conventional classroom settings. Traditional teaching
methods often limit opportunities for students to practice speaking, as
classroom time is typically dominated by teacher-led instruction. This
creates an environment where students have insufficient time to develop
their speaking fluency, confidence, and communication skills. Additionally,
the lack of individualized feedback during in-class activities makes it
difficult for students to improve key aspects of their speaking abilities,
such as pronunciation, fluency, and spontaneous communication.

The Flipped Learning Approach emerges as a potential solution to this

issue by reimagining how classroom time is used. Flipped learning shifts
the delivery of instructional content—such as lectures, grammar lessons,
and reading assignments—to outside the classroom, typically through
videos or digital resources. This frees up class time for interactive
activities focused on developing speaking skills, such as discussions,
presentations, and role-playing. the classroom enhances students'
speaking skills more effectively than traditional methods and review
systematically examines how this approach can address the limitations of
conventional instruction, providing more opportunities for active learning,
real-time feedback, and increased student engagement in speaking
practice.

Novelty of the Study :

Some researchers argued that flippedlearning and the use of technology need to be hand in
hand to deliver the content outside of the classroom (Alnuhayt,2018; Chen Hsieh et al.,
2017). Likewise, technology was incorporated via Learning Management System (Lin &
Hwang,2018; Zainuddin, Hermawan et al., 2019). Therefore, the utilization of technology is
essential in the flipped learningapproach in creating good student’s experiences in language
learning.
Therefore, the objective of this systematic literaturereview is to synthesize the findings of
studies related to the benefits of flipped learning approach in improving speakingskills. The
purpose of this paper could also be used as a guideline to policymakers, educators and
students inunderstanding the benefit and relationship of flipped learning approach and
speaking skills.
Gap of the Study :

Researchers saw the importance of flipped learning conducted by many educational

institutions, and it became a question to test the effectiveness of flipped learningapproach in
improving speaking skills. Thus, a systematic review of articles will further explore and
analyse the benefitsof flipped learning approach.The flipped learning approach has gain rapid
interest to find new pedagogical strategies to engage both educators andstudents in the
teaching and learning process.
Despite the growing interest, lack of technological awareness amongteachers seems to be a
challenge in the flipped learning approach to teach language skills. The 21st century
learningserves a paradigm shift from a traditional classroom into a student-centered learning
(Rahman et al., 2019). Thisapproach allows students to be inclined in interactive and
challenging tasks and activities.

Research design :

There was a total of 19 quantitative studies, 9 qualitative studies and 11 mixed method
studies. Table 3 shows the analysis of methodology of the research articles, where the
quantitative researchmethod is the most utilized method of research. Number of studies based
on research methodsResearch methods QuantityQuantitative 19, Qualitative 9, Mixed-method
11

Subjects/sample :

the majority of the studies focused on undergraduates (23 studies),followed by secondary

school students (10 studies), lecturers/ teachers (5 studies) and one study on primary
schoolpupil. It is evident that the flipped learning approach is widely practiced among the
tertiary students compared to schooling levels as shown
Findings of the Study :

In this 21st century education, new and innovative teaching and learning pedagogy are being
discussed and implementedin the classroom. In terms of benefit to the educators, this
approach provides the flexibility to conduct a lesson in theclassroom. This is supported by
Karabulut-Ilgu et al. (2018) when the researcher mentioned the contact hours in theclassroom
are reduced promoting flexibility as teachers could give tasks outside the classroom. Hence,
teachers aretrained to be creative and innovative in utilizing this approach to teach English
language.
Based on the articles, most of the flipped learning studies are carried out on English as a
Foreign Language (EFL) ratherthan English as a Second Language (ESL) context.
5. Analysis of the Article comprises the following:

Journal Publisher : Frontiers In Educatio

Indexing : Google Scholar

Volume and number : 7&-

Year : 2022

Author :

1. Juan Wang
2. Rohaya Abdullah
3. Lai-Mei Leong

Tittle :

“ Studies of Teaching and Learning

English-Speaking Skills: A Review

and Bibliometric Analysis

Primary Issues

The study focuses on the teaching and learning of English-speaking (ES) skills, emphasizing
the need for better understanding of the trends, methods, and issues within the field. One
primary issue highlighted is the discrepancy between investment in English Language
Education (ELE) and the low proficiency outcomes, particularly in non-native English-
speaking regions like Turkey and East Asia. Despite reforms and policies aimed at improving
English skills, students in these countries often do not achieve expected levels of speaking
proficiency. Furthermore, the study examines the uneven engagement of researchers, noting a
significant increase in publications over the years but a lack of sustained academic interest
and commitment in ES education. The study addresses the growing need for innovative and
effective teaching methods, such as the integration of technology like ICT applications, to
improve English-speaking skills globally.

the global distribution of research contributions. Countries where English is spoken as a

second or foreign language (e.g., China, Malaysia) tend to produce more research on ES
skills, while native English-speaking countries, though contributing fewer studies, produce
more influential ones. This imbalance reflects differing motivations and capacities for
research, with non-native English-speaking countries focused on improving learner
outcomes, while native English-speaking countries dominate in terms of citation impact and
academic authority.

Novelty of the Study

This study stands out due to its dual approach, combining both a historical review and a
bibliometric analysis to evaluate the state of ES education research. Unlike traditional
reviews that focus solely on thematic content, this study uses quantitative data from Scopus
(2010–2021) to identify patterns in publications, citations, author contributions, and keyword
occurrences. The integration of advanced tools such as Excel and VOSviewer 1.6.17 for
visualizing data adds a novel layer of analytical depth, allowing the study to map out research
trends in a way that is both comprehensive and data-driven. By tracking the frequency of
keywords and identifying co-authorship networks, the study uncovers not only what research
has been done but also how it has evolved and where future efforts should be focused.

innovative aspect of the study is its identification of emerging topics within the ES field,
particularly in the use of ICT-related applications such as flipped classrooms, blended
learning, and e-learning. This focus on digital solutions for ES education is timely, reflecting
a broader trend towards integrating technology in learning environments. Additionally, the
study highlights cognitive factors such as motivation and anxiety as key research topics,
offering a more nuanced understanding of the emotional and psychological aspects of
language learning, which are often overlooked in favor of more technical language-teaching
methodologies.

Gap of the Study

The study identifies a significant gap in long-term, sustained research in the field of ES
education, particularly in non-native English-speaking countries. While there has been a
growth in the number of studies published, many of these contributions lack continuity, with
few researchers consistently focusing on this area over time. Additionally, most studies
concentrate on older learners in higher education, neglecting younger learners and the unique
challenges they face in developing ES skills. There is also a gap in the collaboration between
countries, particularly between native and non-native English-speaking countries, where
more comprehensive, multi-dimensional studies could further enrich the research field.

Research Design

The study employs a bibliometric analysis method, which uses quantitative approaches to
examine academic literature. The research process involves the extraction of 361 documents
from Scopus using specific criteria related to ES teaching and learning between 2010 and
2021. These documents were analyzed using VOSviewer 1.6.17 and Excel, focusing on
parameters such as the number of yearly publications, authors, country contributions,
citations, and keywords. The study provides visualized data to map out the state of the field,
emerging trends, and research gaps.

Subjects/Sample

The study analyzes a total of 361 documents, which include journal articles, conference
papers, book chapters, and reviews. These documents cover research across multiple subject
areas such as social sciences, computer sciences, engineering, arts, and humanities. The main
subjects of ES education research over the analyzed period are students in higher education,
with relatively less focus on younger learners or children.

Findings of the Study

The study reveals that while the number of publications on ES education has increased
significantly from 2010 to 2021, there is a lack of sustained focus among researchers, with
many contributing only sporadically to the field. Countries where English is a second or
foreign language, such as China and Malaysia, have been more prolific in publishing
research, but native English-speaking countries like the United States and the United
Kingdom have produced more influential studies. This indicates a divide between regions that
produce research and those whose work becomes more widely cited and referenced.

Another key finding is the prominence of ICT-related applications in recent research, with
tools like flipped classrooms and e-learning becoming major areas of interest. Cognitive
factors, such as motivation and anxiety, are also identified as important topics in ES
education, indicating a shift towards addressing the psychological and emotional dimensions
of language learning. However, despite the growth in research, the field remains relatively
small compared to other areas of English language education, and there is a need for more
collaborative, longitudinal studies that involve both native and non-native English-speaking
countries.
At the end of the 5th analysis, compare all of the articles you studied and find whether
or not :

A. Novelty of the Studies

1. Lamessa Oli et al. (2023) focuses on identifying factors that affect students' English-
speaking skills in Ethiopian private universities. Its novelty comes from exploring both
student-related and teacher/classroom-related factors in a comprehensive way. However, the
study uses established methodologies, so while the scope is broad, its novelty lies more in its
context (Ethiopian students) than in new methodologies.

2. Kiruthiga E. & Dr. Cristopher (2024) investigates the impact of Task-Based Language
Teaching (TBLT) on technical learners in Industrial Training Institutes (ITIs). The study’s
novelty is in its focus on vocational learners, a group that is often neglected in language
acquisition research. Additionally, it introduces a practical, hands-on approach that integrates
language learning directly with job-related tasks, making it highly innovative within
vocational education.

3. Budi Sanjaya & Wahyu Hidayata (2022) examines Arabic-speaking skills assessments in
Indonesian schools. The novelty of this study lies in its emphasis on self-assessment as a tool
to encourage student participation, which is not widely used in Arabic language education.
However, the study largely builds on established educational assessment methods rather than
introducing a groundbreaking new concept.

4. Cassandra Santhanasamy & Melor Md Yunus (2022) conducts a systematic review of the
flipped learning approach for improving English-speaking skills. The use of flipped learning
itself is not entirely novel, but the study’s value comes from synthesizing research on how
flipped learning can be used to overcome the challenges of traditional speaking instruction,
offering practical guidelines for its application in language education.
5. Juan Wang et al. (2022) provides a bibliometric analysis of studies on English-speaking
skills, combining both historical review and quantitative analysis. The study’s novelty lies in
its methodological approach, using bibliometric tools to map research trends, identify
emerging areas (e.g., ICT use in language education), and provide a comprehensive review of
the field. This dual approach of combining a historical review with quantitative data analysis
makes the study innovative.

B. Gaps Addressed by Other Articles

1. Gap in Article 1 (Lamessa Oli et al. 2023): Lack of practical solutions for enhancing
speaking skills among Ethiopian students.

Answered by Article 2: Kiruthiga E. and Cristopher’s (2024) application of Task-Based

Language Teaching (TBLT) provides a practical, task-oriented solution that could be adapted
to Ethiopian universities to help students improve their communication skills.

Answered by Article 5: Wang et al.'s (2022) identification of ICT-based tools like flipped
classrooms could also offer a solution to improving the engagement and effectiveness of
English-speaking instruction.

2. Gap in Article 2 (Kiruthiga E. & Dr. Cristopher 2024): Focuses on technical learners but
does not explore technology's role in supporting language learning.

Answered by Article 4: Santhanasamy & Yunus (2022) address the importance of integrating
technology through the flipped learning approach, which could be applied to vocational
learners to enhance their language skills.
3. Gap in Article 3 (Budi Sanjaya & Wahyu Hidayata 2022): Limited use of diverse
assessment techniques for evaluating Arabic-speaking skills.

Answered by Article 1: The comprehensive analysis in Lamessa Oli et al.'s (2023) work
suggests the need for more holistic and student-centered methods of teaching language,
similar to what could be applied to Arabic-speaking skills.

4. Gap in Article 4 (Santhanasamy & Yunus 2022): Lack of focus on individualized feedback
and student motivation in flipped classrooms.

Answered by Article 3: Budi Sanjaya & Hidayata (2022) address the issue of student
motivation through self-assessment techniques, which could be integrated into flipped
learning environments to enhance student engagement and learning outcomes.

5. Gap in Article 5 (Juan Wang et al. 2022): Lack of sustained research and focus on younger
learners in English-speaking skills studies.

Partially Answered by Article 4: Santhanasamy & Yunus (2022) address the use of flipped
learning with younger and tertiary students, though there remains a need for more research
specifically targeting primary and secondary school learners.

C. Gaps That Remain Unanswered Across All Articles

1. Teacher Training and Development: While several studies identify the importance of
teaching methods, none of them address the gap in training teachers to effectively implement
new techniques like TBLT or flipped learning. The need for comprehensive teacher training
programs remains unaddressed.

2. Institutional/Systemic Reforms: Although several articles focus on methods to improve

student engagement, none of the studies delve deeply into institutional or policy-level
reforms necessary to facilitate large-scale adoption of innovative language teaching practices,
especially in vocational or less-resourced educational contexts.

3. Focus on Younger Learners: Article 5 mentions a gap in research focusing on younger

learners, but none of the articles provide a solution. Most of the studies are focused on
tertiary or vocational students, leaving primary and secondary education relatively
unexplored.

4. Longitudinal Studies: The gap identified in Article 5 regarding the lack of long-term,
sustained research into English-speaking skills remains largely unanswered. None of the
articles propose longitudinal studies to track the development of speaking skills over time.

D. Emerging Issues from Unanswered Gaps

1. Sustainability of Pedagogical Innovations: Without addressing teacher training and

development, the sustainability of innovative teaching methods like TBLT or flipped learning
is questionable. Teachers need ongoing support and training to adopt these methods
effectively.

2. Inclusion of Primary and Secondary Learners: As noted, younger learners are largely
overlooked in the research, especially in terms of how innovative teaching methods (e.g.,
flipped learning) can be adapted for them. There is a critical need to explore how these
methods can be tailored to suit younger age groups.
3. Policy and Resource Allocation: The implementation of innovative teaching methods
requires institutional support, including curriculum reforms and the provision of adequate
resources, especially in underfunded or vocational education contexts. Without systemic
changes, these methods may remain limited to small, experimental groups.

4. Long-Term Effectiveness: While studies show short-term benefits of methods like TBLT
and flipped learning, there is little research on their long-term effectiveness. More
longitudinal studies are needed to determine whether these methods produce lasting
improvements in language proficiency.