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Aminulloh, Aminulloh, Utami, I.G.A. Lokita, Paramarta, I Made, Mahbub, Moh.. (1405). Fostering Student Engagement through Intercultural Language Teaching in EFL Classrooms: A Thematic Systematic Review. , (), -. doi: 10.22108/are.2026.150791.2868
Aminulloh Aminulloh Aminulloh; I.G.A. Lokita Purnamika Utami; I Made Suta Paramarta; Moh. Arif Mahbub. "Fostering Student Engagement through Intercultural Language Teaching in EFL Classrooms: A Thematic Systematic Review". , , , 1405, -. doi: 10.22108/are.2026.150791.2868
Aminulloh, Aminulloh, Utami, I.G.A. Lokita, Paramarta, I Made, Mahbub, Moh.. (1405). 'Fostering Student Engagement through Intercultural Language Teaching in EFL Classrooms: A Thematic Systematic Review', , (), pp. -. doi: 10.22108/are.2026.150791.2868
Aminulloh, Aminulloh, Utami, I.G.A. Lokita, Paramarta, I Made, Mahbub, Moh.. Fostering Student Engagement through Intercultural Language Teaching in EFL Classrooms: A Thematic Systematic Review. , 1405; (): -. doi: 10.22108/are.2026.150791.2868

Fostering Student Engagement through Intercultural Language Teaching in EFL Classrooms: A Thematic Systematic Review

Applied Research on English Language
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 12 آبان 1405
نوع مقاله: Research Article
شناسه دیجیتال (DOI): 10.22108/are.2026.150791.2868
نویسندگان
Aminulloh Aminulloh Aminulloh1؛ I.G.A. Lokita Purnamika Utami1؛ I Made Suta Paramarta1؛ Moh. Arif Mahbub* 2
1Universitas Pendidikan Ganesha, Indonesia
2Universitas Islam Jember
چکیده
Despite the growing body of empirical literature on intercultural language teaching (ILT) in EFL contexts, the field lacks a systematic synthesis that explains how ILT is actually enacted in classrooms and how it supports students’ cognitive, emotional, and behavioral engagement. To address this gap, this study presents a thematic systematic review of ILT in EFL settings. Following the PRISMA guidelines, this study identified 23 peer-reviewed articles published in Scopus-indexed journals between 2015 and 2025. Studies were selected through a rigorous full-text screening process based on prespecified inclusion and exclusion criteria. Data were extracted and analyzed using thematic synthesis to identify recurring patterns across ILT implementation, student engagement, and pedagogical conditions. The synthesized evidence reveals that ILT and student engagement are coherently intertwined across multiple dimensions. Well-scaffolded ILT strategies foster deeper engagement, whereas superficial cultural treatment yields limited pedagogical impact. The coherence between intercultural instructional aims and student responses emerges as a key explanatory mechanism. This review offers a holistic narrative positioning ILT as a pedagogy that meaningfully fosters student engagement. Practically, it underscores the need for carefully designed cultural scaffolding. For future research, we highlight critical gaps in the current literature and propose directions for engagement-oriented ILT inquiry, particularly in under-researched EFL contexts.
کلیدواژه‌ها
English-as-a-Foreign-Language (EFL), interculturality, intercultural language teaching (ILT), student engagement؛ thematic systematic review
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