TESOL Today

Effect of Bilingual Education on EFL Students Performance Enrolled at Congo Christian Bilingual University

Mumbere Malonga Mashauri — 2025-12-30

This study is conducted in the area of bilingual education and English as a foreign language. It evaluates the impact of a bilingual education programme on students' English language performance at the Christian Bilingual University of Congo in the first year of the academic year 2023-2024. Applying a quasi-experimental method, students’ English performance was tested both prior to and after their participation in class activities during the academic year 2023-2024 through pre- and post-tests on listening, speaking, reading, grammar, vocabulary, and casual expression. A sample of 110 students was drawn using defined criteria for homogeneity and relevance. Statistical analysis revealed significant improvements in students’ post-test performance across all language areas. The findings support the effectiveness of university’s bilingual education model in promoting students' productive and receptive English language skills. Based on these outcomes, the study recommends a phased increase in English instruction, targeted teacher training, and institutional support for sustainable bilingual teaching practices.

Teaching for All: Exploring Moroccan Teachers’ Use of Differentiated Pedagogy in Multicultural Classrooms

Bendraou Rachid — 2025-12-30

This paper seeks to investigate the use of differentiated pedagogy (DF) in Moroccan education as a means of facing diversity challenges. A structured questionnaire was distributed to 60 Moroccan EFL teachers to gather quantitative data on their perceptions, experiences, and practices in using differentiated instruction to meet the needs of culturally diverse students. The views of the teachers provide a glimpse of the challenges they experience in implementing differentiated instruction and their strategies to make it effective. The research underscores the vital role of informed teachers and ongoing professional development in fostering a respectful, culturally responsive pedagogy. It fosters inclusive classrooms where all students feel valued, helps close the achievement gap, and enhances student success. This research demonstrates the necessity of adjusting pedagogy to different profiles of students in Moroccan schools and elsewhere.

English Exposure and University Students' Perceptions of English Learning Programs in India

Saranyaraja Muthumaniraja — 2025-12-30

This study investigates how cumulative exposure to English across kindergarten, junior High, and senior high shapes university students’ perceptions of their learning outcomes in India’s multilingual context. A total of 115 students were classified into Low (n = 28), Medium (n = 19), and High Exposure (n = 68) groups and evaluated across five areas: effectiveness, satisfaction, confidence, support, and recommendation. Although no statistically significant differences were found among the three exposure groups, descriptive trends indicated that students with greater cumulative exposure to English generally reported higher levels of satisfaction, confidence, and perceived learning support. These findings suggest that increased exposure to English may contribute to more positive learning experiences and greater confidence, even though the differences were not statistically significant in the present study. These findings suggest that greater exposure to English may enhance students’ confidence and perceived support, despite the lack of statistical significance, underscoring the need for targeted interventions for Low-Exposure learners.