Instructional Design in TEFL: Challenges and Innovations in English Language Teaching

Abstract

This article explored the evolving role of Instructional Design (ID) in Teaching English as a Foreign Language (TEFL), focusing on both challenges and a review of current practices. Drawing on diverse theoretical frameworks, such as behaviorism, cognitivism, constructivism, and cognitive load theory, the review examined how established instructional design models such as ADDIE, 4C/ID, and Merrill's First Principles have been applied in language teaching. Key challenges identified include limited teacher training in ID, contextual and cultural limitations, technological barriers, and institutional misalignment. In response, the review highlighted emerging innovations such as AI-enhanced learning, flipped classrooms, culturally responsive pedagogy, and collaborative instructional design. These developments reflect a transition towards more adaptive, inclusive, and learner-centered approaches to English teaching. The review concluded with implications for practice to further integrate instructional design into TEFL in meaningful and sustainable ways.