Keywords
Abstract
The teaching of English as a Foreign Language (EFL) continues to face complex pedagogical challenges in diverse educational contexts worldwide. This theoretical–analytical study examines contemporary issues in EFL teaching, including curriculum overload, imbalance between theory and practice, assessment limitations, challenges related to technology integration, and learner motivation. Drawing on internationally recognized scholarship published within the last decade, the article synthesizes key theoretical perspectives to identify persistent gaps between pedagogical objectives and classroom practices. The analysis highlights the need for communicative-oriented instruction, coherent assessment models, and sustained professional development for teachers. The study contributes to ongoing discussions on improving the quality of EFL instruction by offering theoretically grounded implications applicable across varied educational contexts.
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