Equity in language access and comprehension as a growing priority in EFL education
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Abstract
As equity and justice become central themes in global education discourse, English as a Foreign Language (EFL) classrooms are increasingly scrutinised for their role in either perpetuating or dismantling educational disparities. This study investigates how equity and justice-oriented strategies (EJOS) influence language access and comprehension among undergraduate EFL learners in Indonesia, with particular attention to socio-economic status (SES). Using a convergent parallel mixed-methods design, the research involved 60 university students and combined pre- and post-test scores, classroom participation data, and semi-structured interviews. Quantitative findings revealed statistically significant improvements in language comprehension and high attendance across SES groups, with no significant differences in baseline proficiency. However, qualitative data uncovered persistent inequities in resource access, instructional clarity, and language policy enforcement. Translanguaging, peer collaboration, and inclusive teaching practices emerged as key enablers of equitable learning. The study highlights the need for institutional reform and pedagogical shifts to embed EJOS meaningfully in EFL instruction. Findings contribute to the ongoing call for culturally sustaining and socially responsive language education.
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