PODCAST-BASED LEARNING AND ITS EFFECT ON EFL STUDENTS’ MOTIVATION IN SPEAKING ENGLISH
Main Article Content
Abstract
This study addresses the urgent need to align English as a Foreign Language (EFL) education with Sustainable Development Goal 4 (SDG 4) on quality education. Despite global advocacy, a significant gap remains between intercultural policy goals and actual classroom realities. This Systematic Literature Review (SLR) aims to synthesize pedagogical strategies, instructional materials, and teacher perspectives linking intercultural communication to SDG 4. Using the PRISMA protocol, 20 selected articles from 2020 to 2025 were thematically analyzed. The findings reveal that transformative strategies such as telecollaboration and Project-Based Learning (PBL), supported by culturally responsive materials (such as picture books) and digital tools, are effective in fostering global citizenship and student empathy. However, systemic barriers such as rigid curricula and a lack of teacher training continue to hinder optimal implementation. The study concludes that achieving SDG 4 in EFL classrooms requires a holistic transformation integrating decolonial pedagogies, social justice frameworks, and strong institutional support to empower teachers as agents of change.
Article Details
References
Alek, Assoc, & Raswan. (2024). Democratic and moderate values in multicultural, multiethnic, and multilingual classrooms : foreign language educators in Indonesian Islamic higher education (W. Kurniawadi, Ed.; 1st ed.). Wawasan Ilmu.
Allehaby, E., Razoumova, O., & Ciabatti, N. (2025). Intercultural Awareness in the Academic English Classroom at a Saudi University.Teaching and Researching Interculturality in the Middle East and North Africa (1st ed.).
Asif, T., Guangming, O., Haider, M. A., Colomer, J., Kayani, S., & ul Amin, N. (2020). Moral education for sustainable development: Comparison of university teachers’ perceptions in China and Pakistan. Sustainability (Switzerland), 12(7). https://doi.org/10.3390/su12073014
Azis, H., Rahmi, W., Nasar, I., & Bito, G. (2025). Educating for Sustainability: The Impact of ICT on Promoting Sustainable Development Goals in Education. Proceedings of the 4th International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2024, 13-14 December 2024, Ruteng, East Nusa Tenggara, Indonesia. https://doi.org/10.4108/eai.13-12-2024.2355552
Bustamante, S. J. I. (2023). Exploring aspects of global citizenship in undergraduate students at Universidad del Norte.
Chiraz, T. (2025). Algerian University Teachers’ Perceptions of Integrating Global Citizenship Education in EFL Oral Classes [Thesis, Abdelhafid boussouf university Centre]. http://dspace.centre-univ-mila.dz/jspui/handle/123456789/4217
Hidayati, R., Silvhiany, S., & Inderawati, R. (2025). Literature for Empowerment: Using Picture Books to Promote SDG Awareness and Reading Skills in Indonesian Junior High Schools. Voices of English Language Education Society, 9(2), 314–328. https://doi.org/10.29408/veles.v9i2.30255
Hoang, T. N. H., & Ngo, N. T. D. (2025). Current practices and future directions in Sustainable Development Goal 4 through intercultural competence in general English program curricula. International Journal of Research Studies in Education, 14(2), 111-122. https://doi.org/10.5861/ijrse.2025.25812
Karkar-Esperat, T. M. (2025). Teaching Multilingual Students Through Culture and Language. Routledge. https://doi.org/10.4324/9781003636670
Klayklueng, S. (2022). Intercultural Competence Development: An Interpretivist Study of the Perspectives of Teachers of Thai Language at a Singapore University [Doctoral Thesis]. The University of Western Australia.
Mayorga, M., & Marcela, L. (2024). Decolonizing inclusion: navigating colonial legacies and reimagining just and equitable educational practices in Colombia. [Master’s Thesis, National Pedagogical University]. http://hdl.handle.net/20.500.12209/20449
McClung, R. J., Liao, Y.-H., & Barr, M. D. (2023). Teaching Sustainable Development Goals Through Collaborative Tandem Learning in a Post-COVID-19 Era. https://doi.org/10.1007/978-3-030-91262-8_19-1
Ortiz-García, W. R., & Ochoa-Alpala, C. A. (2025). Sustainable Development Goals: Contributions from the Colombian ELT Community Research. HOW, 32(2). https://doi.org/10.19183/how.32.2.855
Ourrag, Kadri, F. G., Elouali, R., & Zohra, F. (2024). The Impact of Culture Teaching on EFL Classes and its Role to Enhance Global Citizenship: Case of Master Students at The University of Ain Temouchent [Thesis, UNIVERSITY OF AIN TEMOUCHENT].
Öztürk, S. Y., & Ekşi, G. Y. (2025). Fostering Intercultural Competence through Telecollaboration on SDGs: A Multinational Study With Student Teachers. Sage Open, 15(4). https://doi.org/10.1177/21582440251393115
Ramos, P., & Mauricio, Y. (2024). Teacher-designed Cultural EFL Materials Related to Students’ Critical Intercultural Awareness [Master’s Thesis, Externado University of Colombia]. https://bdigital.uexternado.edu.co/handle/001/24655
Shafa, Basri, M., Abduh, A., & Patak, A. A. (2020). Multicultural education-based instruction in teaching english for Indonesian islamic higher education. Asian EFL Journal, 27(32).
Sierra-Piedrahita, A. M. (2024). Social Justice Language Education and Critical Language Education: Integrating Perspectives for Teacher Education in Colombia. Folios, (60), 113–127. https://doi.org/10.17227/folios.60-18781
Sun, L. (2025). Reading the word and the world: enacting a critical intercultural pedagogy in EFL teacher preparation through challenging global youth literature. Asia-Pacific Journal of Teacher Education, 53(2), 172–190. https://doi.org/10.1080/1359866X.2025.2471965
Torres-Carrion, P. V., Gonzalez-Gonzalez, C. S., Aciar, S., & Rodriguez-Morales, G. (2018). Methodology for systematic literature review applied to engineering and education. IEEE Global Engineering Education Conference, EDUCON, 2018-April. https://doi.org/10.1109/EDUCON.2018.8363388
Yusupova, M., Gazieva, S., Abdullayeva, Z., Umarova, Z., Akhmedova, M., & Kambarova, M. (2025). Integrating Project-Based Learning in English Language Teacher Education for Sustainable Development Goals (SDGs). IJoLE : International Journal of Language Education, 9(2), 245–267. https://doi.org/https://doi.org/10.26858/ijole.v1i2.74938