The title of the paper is "A Systematic Review of the Eclectic Approach Application in Language Teaching," and it primarily focuses on analyzing existing research on the use of the eclectic approach in language teaching. The research question guiding the paper is to identify trends and outcomes in studies that have examined the application of the eclectic approach in language teaching over recent years.
The purpose of the study is to systematically review and synthesize research conducted on the eclectic approach in language teaching since 2016, aiming to provide insights into its effectiveness, methodologies, learning outcomes, and pedagogical implications. The scope of the study is limited to articles published in English between 2016 and 2021, explicitly investigating the eclectic approach in teaching English.
The methodology involved searching for relevant articles across seven databases, including EBSCO, Scopus, and Web of Science. The researchers identified 432 articles, of which 47 met the inclusion criteria for this systematic review. The articles were coded based on research design, location, context, education level, learning outcomes, and pedagogical implications. The review employed a combination of quasi-experimental, mixed methods, and qualitative designs among the selected studies.
Key findings from the review indicate that the eclectic approach has been most frequently studied in India, Saudi Arabia, and Indonesia. The majority of the research focused on secondary and higher education levels, with a significant portion conducted in classroom settings. The review found that the eclectic approach positively impacts language learning, particularly in enhancing achievement, retention, language skill acquisition, and learner motivation. The adoption of the eclectic approach was identified as a significant pedagogical implication, with many studies recommending explicit training for teachers to effectively implement this approach.
The study concludes that the eclectic approach is widely recognized for its flexibility and effectiveness in language teaching. However, it also highlights gaps in the existing research, particularly the need for more studies in South America and Europe, as well as investigations into the application of the eclectic approach to specific language components such as grammar and writing. The study emphasizes the importance of future research to explore these areas and provide a more comprehensive understanding of the eclectic approach's impact on language education.