Revisiting Teacher's Roles under Competency-Based English Teaching Curriculum: A Systematic Literature Review
Main Article Content
Abstract
With the advancement of science and technology in the context of globalization, English education has changed to adapt to new conditions. In particular, the competency-based English teaching curriculum (CBETC) has recently been applied in many places. However, the effectiveness is not high. The reason is that the role of teachers, the primary implementers of the curriculum, has not been maximized. Therefore, this literature review aims to summarize and synthesize the characteristics of teachers’ roles in CBETC. Springer, Eric, and ScienceDirect databases and other articles by hand searching were evaluated using a comprehensive search strategy, including electronic databases, to identify relevant studies published from 2015 to 2025. The study used the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method. After analyzing the data, 37 studies were included in the review because they were relevant to the study, and data were extracted and synthesized using thematic synthesis. The findings of this study indicate that EFL teachers assume diverse roles, including controllers, assessors, managers, facilitators, fostering autonomous learning, shaping a dynamic and student-focused language learning environment, and improving self-directed learning throughout students’ language acquisition journey. This study’s findings enhance the quality of teachers’ teaching process by prioritizing students’ needs, interests, and lifelong learning.
Keywords:
Teachers' roles, CBETC, teaching process, literature review
References
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[19] M. Petticrew, H. Roberts, Systematic Reviews in the Social Sciences: A Practical Guide, Blackwell Publishing,
https://fcsalud.ua.es/en/portal-de-investigacion/documentos/tools-for-the-bibliographic-research/guide-of-systematic-reviews-in-social-sciences.pdf, 2006 (accessed on: May 27th, 2025).
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[22] T. T. Phuong, H. B. Duong, G. N. McLean, Faculty Development in Southeast Asian Higher Education: A Review of the Literature, Asia Pacific Education Review, Vol. 16, No. 1, 2015, pp. 107-117,
https://www.academia.edu/10796493/Faculty_development_in_Southeast_Asian_higher_education_a_review_of_literature.
[23] C. K. Ly, Teachers’ Roles on English Language Teaching for Promoting Learner-centered Language Learning: A Theoretical Review, International Journal of TESOL & Education, Vol. 4, No. 2, 2024, pp. 78-98,
https://doi.org/10.54855/ijte.24425.
[24] L. V. Lier, The Ecology and Semiotics of Language Learning: A Sociocultural Perspective, Kluwer Academic Publishers,https://www.academia.edu/17667205/Leo_van_Lier_The_Ecology_and_Semiotics_of_Langua_Book_Fi_org_1/, 2004 (accessed on: June 5th, 2025).
[25] U. Umar, The Important Roles of Teachers in English Language Teaching (ELT), Journal of English Language and Literature, Vol. 6, No. 1, 2021, pp. 69-80, https://doi.org/10.37110/jell.v6i1.117.
[26] N. Selwyn, Education and Technology: Key Issues and Debates, Bloomsbury,https://dokumen.pub/education-and-technology-key-issues-and-debates-9781474235914-9781474235921-9781474235952-9781474235938.html/, 2016 (accessed on: June 10th, 2025).
[27] L. S. Keiler, Teachers’ Roles and Identities in Student-centered Classrooms, International Journal of STEM Education, Vol. 5, No. 1, 2018, pp. 34, https://doi.org/10.1186/s40594-018-0131-6.
[28] A. Weideman, Assessment Literacy and the Good Language Teacher: Insights and Applications, Journal for Language Teaching, Vol. 53, No. 1, 2019, pp. 103-121,
https://doi.org/10.4314/jlt.v53i1.5.
[29] G. Gay, Culturally Responsive Teaching: Theory, Research, and Practice (2nd ed.), Teachers College Press,
https://faculty.washington.edu/rsoder/EDUC305/305genevagay.pdf, 2010 (accessed on: June 15th, 2025).
[30] A. J. Liddicoat, A. Scarino, Intercultural Language Teaching and Learning, Wiley-Blackwell, https://www.academia.edu/100014920/Intercultural_Language_Teaching_and_Learning/, 2013 (accessed on: June 17th, 2025).
[31] D. Carlgren, Competency-based Curriculum Transition: A Conceptual Framework. Competency-Based Education, Vol. 6, No. 2, 2020, pp. 1-8, https://doi.org/10.1002/cbe2.1229.
[32] A. F. Alharbi, R. S. Surur, The Effectiveness of Oral Assessment Techniques used in Efl Classrooms in Saudi Arabia from Students and Teachers’ Point of View, English Language Teaching, Vol. 12, No. 5, 2019, pp. 1-19, http://www.scielo.org.co/scielo.php?pid=S1657-07902021000100145&script=sci_abstract.
[33] E. Durán, K. García, Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses, Profile: Issues in Teachers’ Professional Development, Vol. 23, No. 1, 2021, pp. 145-160,
https://doi.org/10.15446/profile.v23n1.85931.
[34] J. Harmer, The Practice of English Language Teaching (5th ed.), Pearson Education, https://fliphtml5.com/lijqd/ixsf/The_practice_of_English_Language_Teaching_%285th_Edition%29_%28Harmer%2C_Jeremy%29_%28z-lib.org%29/, 2015 (accessed on: June 19th, 2025).
[35] T. V. Le, T. M. Mai, T. L. N. Tran, L. T. Nguyen, Teacher Perspectives about English Language Teaching Reforms in Vietnamese High Schools, Ho Chi Minh City Open University Journal of Science - Social Sciences, Vol. 14, No. 4, 2024, pp. 3-18,https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/2781.
[36] B. J. Zimmerman, Becoming a Self-regulated Learner: An Overview, Theory Into Practice,
Vol. 41, No. 2, 2002, pp. 64-70, https://doi.org/10.1207/s15430421tip4102_2.
[37] P. Singh, M. P. Singh, The Role of Teachers in Motivating Students to Learn, TechnoLearn: An International Journal of Educational Technology, Vol. 11, No. 1, 2021, pp. 29-32,
https://ndpublisher.in/admin/issues/TLv11n1f.pdf.
[38] P. S. Annisa, B. Saragih, H. T. Bancin, Teacher Roles used in English Classroom Interaction, Jurnal Darma Agung, Vol. 29, No. 1, 2021, pp. 135-145,
https://scispace.com/pdf/teacher-roles-used-in-english-classroom-interaction-x7j8ggc6zs.pdf.
[39] J. Harmer, How to Teach English (2nd ed.). Pearson Education Limited,
https://ia600407.us.archive.org/21/items/HowToTeachEnglish/How%20to%20Teach%20English%20Harmer%2C%20Jeremy.pdf/, 2007 (accessed on: June 24th, 2025).
[40] G. Cosgun, D. Atay, Fostering Critical thinking, Creativity, and Language Skills in the EFL Classroom through Problem-based Learning, International Journal of Curriculum and Instruction, Vol. 13, No. 3, 2021, pp. 2360-2385,
https://ijci.net/index.php/IJCI/article/view/583.
[41] J. Hattie, H. Timperley, The Power of Feedback, Review of Educational Research, Vol. 77, No. 1, 2007, pp. 81-112,https://simvilledev.ku.edu/sites/default/files/PD%20Resources/Hattie%20power%20of%20feedback%5B1%5D.pdf.
[42] M. Zahroh, L. Z. Alfian, N. K. Maheswari, S. D. Sinta, N. Fakhrani, The Importance of Educators' Role in Applying the Essence and Principles of Learning., Curricula: Journal of Curriculum Development, Vol. 2, No. 1, 2023, pp. 73-86, https://www.researchgate.net/publication/374062549_The_importance_of_educators'_role_in_applying_the_essence_and_principles_of_learning.
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