Pedagogical Approaches, Instructional Strategies and Teaching Methods in EFL/ELT Contexts

In this unprecedented era of transformation, the enduring mission of EFL/ELT remains the empowerment of individuals to communicate effectively, transcend cultural boundaries, and actively participate in a globalized society. By embracing these forward-looking directions, ELT educators, institutions, and policymakers play a pivotal role in equipping learners with the linguistic and critical thinking competencies essential for success in an increasingly dynamic and interconnected world.

            This article explores the most widely recognized and frequently employed approaches and methods in teaching English as a second or foreign language. Each approach or method is grounded in a distinct theoretical orientation and encompasses a set of strategies and instructional activities designed to achieve specific pedagogical objectives and learning outcomes. While numerous teaching methodologies exist, this discussion does not encompass every possible method. The absence of a particular method should not be interpreted as a reflection of its ineffectiveness or lack of relevance. Teaching English as a foreign language (EFL/ELT) should not be confined solely to grammatical features; rather, it must emphasize the use of language as a communicative tool. Consequently, EFL/ESL instruction ought to be communicative and interactive in nature. Through an analysis of the core principles and methods of EFL/ELT, it becomes evident that each method represents only one facet of the vast landscape of language education. Any instructional methodology—particularly in language teaching—must incorporate the principles of gradation, presentation, and repetition. Only by adhering to these foundational principles can educators determine what to teach, how to teach it, and formulate coherent instructional policies.