Comparing Multi-Age and Homogeneous Classrooms in EFL Context: A Systematic Literature Review
DOI:
https://doi.org/10.24256/ideas.v14i1.7805Keywords:
Systematic literature review, multi-age classroom, EFLAbstract
Multi-age classrooms are still few and far between in Indonesia where the national policy is based on age-homogenous grouping in which students of the same chronological age are instructed together. Whilst this may make teaching simpler in administrative, it can limit approaches to inclusive and personalized learning, particularly in an English as a Foreign Language (EFL) setting where many learners will be very different in terms of their level of proficiency and need. This systematic literature review investigates the unique features of multi-age classrooms as opposed to homogenous classrooms especially in the field of EFL. PRISMA was used to evaluate 13 journal articles published between 2020 and 2025 from total 123 records. Five key elements of multi-age classrooms are identified by the findings such as peer learning and interaction, learner autonomy, identity and inclusivity, instructional flexibility, and social-emotional development. The review concludes that multi-age classrooms promote richer language learning opportunities and personalized pedagogy. For educators, these characteristics highlight both advantages and difficulties, particularly in environments with limited resources or multilingualism. The pedagogical dynamics and impacts of teaching EFL to multi-age classrooms are highlighted in this review.
References
Alwi, K. K., Zaman, Z., Bano Ghaffar, R., Tabasum, S., & Waqarul Hasan Article Info, S. (2021). Multicultural education Multi-age grouping in a montessori classroom effects positively on a child’s social and emotional Development. 7(4), 162–167. https://doi.org/10.5281/zenodo.4701151
Ariesinta, D., & Widyantoro, A. (2024). Peer tutoring to improve the speaking proficiency of multiage EFL students. IJEE (Indonesian Journal of English Education), 11(1), 181–196. https://doi.org/10.15408/ijee.v11i1.35087
Azzahra, K. R. (2024). Differentiated instruction in English lessons: teacher challenges. Jurnal Basicedu, 8(4), 3158–3164. https://doi.org/10.31004/basicedu.v8i4.8423
Black, N. (2022). Effects of a nontraditional multi-age learning environment on academic and social-emotional learning: a case study [Hamline University]. https://digitalcommons.hamline.edu/hse_all
Booth, A., Papaioannou, D., & Sutton, A. (2016). Systematic approaches to a successful literature review. https://www.researchgate.net/publication/235930866
Brubacher, K. (2023). Plurilingual identity positioning of newcomer children with emerging print literacy. Journal of Language Identity and Education. https://doi.org/10.1080/15348458.2023.2257793
Cerda, J., Bailey, A. L., & Heritage, M. (2020). Contexts for self- and co-regulated learning in a dual-language elementary school classroom. Language and Education, 34(5), 407–424. https://doi.org/10.1080/09500782.2020.1751194
Education Act: An Act to Reform the Law Relating to Education in England and Wales, Pub. L. No. 7 & 8, 1 (1944).
Elwick, S., & White, E. J. (2022). A paradox of age in early childhood education: a review of the literature and survey of Australian educators working with three-year-old Children. Educational Research for Policy and Practice, 21(3), 389–406. https://doi.org/10.1007/s10671-022-09311-6
Fletcher, J., & Everatt, J. (2021). Innovative learning environments in New Zealand: student teachers’ perceptions. New Zealand Journal of Educational Studies, 56, 81–101. https://doi.org/10.1007/s40841-021-00195-3
Garbutt, J. (2019). The landscape of teaching multi-age classes in a New Zealand Secondary School. Unitec Institute of Technology.
Kaur, M. (2017). To recognise, realise and differentiate the learning needs of students. Pertanika J. Soc. Sci. & Hum, 25(2), 503–510.
Kos, T. (2020). Exploring learning opportunities during mixed-age peer interactions in mixed-age secondary school EFL classrooms in Germany GERMANY. European Journal of Foreign Language Teaching, 4(4), 107–140. https://doi.org/10.5281/zenodo.3731529
Kos, T. (2021). Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms. European Journal of Applied Linguistics, 9(2), 331–364. https://doi.org/10.1515/eujal-2020-0001
Luspa, D. (2018). Mixed ability classes in EFL learning: problems and solution. ESTEEM: Journal of English Study Programme, 13–20.
Mason, D. A., & Burns, R. B. (1995). Teachers’ views of combination classes. Journal of Educational Research, 89(1), 36–45. https://doi.org/10.1080/00220671.1995.9941191
Pasiningsih. (2024). Challenges in implementing inclusive education in an Indonesian kindergarten: a case study. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 12(1), 67–80. https://doi.org/10.21043/thufula.v11i2.25699
Permendikbud. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah.
Ramadhan, N. J. H., Suti’ah, S., & Aziz, A. (2024). The implementation of inclusive education policy in Indonesia: a literature review. ESTEEM: Journal of English Study Programme, 311–317.
Ronksley-Pavia, M., Barton, G. M., & Pendergast, D. (2019). Multiage education: an exploration of advantages and disadvantages through a systematic review of the literature. Australian Journal of Teacher Education, 44(5), 24–41. https://doi.org/10.14221/ajte.2018v44n5.2
Saqlain, N. (2015). A comprehensive look at multi-age education. Journal of Educational and Social Research, 5(2), 285–290. https://doi.org/10.5901/jesr.2015.v5n2p285
Song, R., Spradlin, T. E., & Plucker, J. A. (2009). The advantages and disadvantages of multiage classrooms in the era of NCLB accountability. Center for Evaluation & Education Policy, 7(1), 1–8.
Stone, S. J., & Burris, K. G. (2019). Understanding multi-age education. Library of Congress Cataloging-in-Publication Data.
Taole, M. J. (2020). Diversity and inclusion in rural South African multigrade classrooms. International Journal of Inclusive Education, 24(12), 1268–1284. https://doi.org/10.1080/13603116.2018.1520310
Taole, M. J. (2022). English first additional language: Teachers’ written feedback practices in multi-grade classrooms in rural South African primary schools. South African Journal of Education, 42(4), 1–9. https://doi.org/10.15700/saje.v42n4a2145
Tarr, C. (2007). Early childhood education and care: learning from Finland. New Zealand Annual Review of Education, 141–150.
Tiernan, B., Casserly, A. M., & Maguire, G. (2020). Towards inclusive education: instructional practices to meet the needs of pupils with special educational needs in multi-grade settings. International Journal of Inclusive Education, 24(7), 787–807. https://doi.org/10.1080/13603116.2018.1483438
Triandini, E., Jayanatha, S., Indrawan, A., Putra, G. W., & Iswara, B. (2019). Metode systematic literature review untuk identifikasi platform dan metode pengembangan sistem informasi di Indonesia. Indonesian Journal of Information Systems (IJIS, 1(2), 63–77. https://www.google.com
Urma, C. R., & Callo, E. C. (2023). Pedagogical challenges and teaching practices of multigrade teachers in rural public elementary Schools. Advances in Social Sciences Research Journal, 10(12), 219–226. https://doi.org/10.14738/assrj.1012.16017
Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in software engineering. ACM International Conference Proceeding Series, 1–0. https://doi.org/10.1145/2601248.2601268
Wu, X. E., & Ko, J. (2024). Peer interactions during storybook reading on children’s knowledge construction: an experimental study on K2 and K3 children. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1253782
Zakia, M. G. (2017). Sistem pengelompokan peserta didik di sekolah dasar negeri. Manajemen dan Supervisi Pendidikan, 1(3), 201–207.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Lili Nandita Auliya, Agung Ginanjar Anjaniputra
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
