Developing and Assessing Communicative Competence in Young Learners in Diverse Contexts: Insights from a Scoping Review
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Abstract
This scoping review examined research on English education for young learners, focusing on methodologies, communicative competence components, and assessment techniques. A total of 1,856 articles were initially identified, with 37 selected through a rigorous three-stage screening process. These studies, sourced from 10 leading journals, were analyzed for methodologies, focus themes, educational contexts, and assessment techniques. Quantitative methodologies dominated the research (75.6%), with qualitative and mixed methods accounting for 18.9% and 5.4%, respectively. Despite diverse educational contexts, such as variations in language policies and socioeconomic factors, qualitative approaches remain underutilized. Regarding communicative competence, 67.5% of studies focused on linguistic knowledge, particularly grammatical competence, while interaction strategies and pragmatics were rarely addressed. This imbalance limits understanding of the interconnected components of communicative competence. Assessment techniques were predominantly independent measures (56.7%), such as standardized tests, with non-independent measures, including classroom-level evaluations, underrepresented. These findings highlight a lack of qualitative methods that capture young learners’ developmental needs and contextual diversity. This review underscores the need for methodological diversity and qualitative approaches to better reflect the complexities of young learners’ education. It offers valuable insights for advancing language education policies and practices in Japan and other Asian contexts.
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