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Annotated Bibliography: Teaching Strategies for English as a Second Language (ESL) Students Student Name Institution Course Instructor Date AlSaqqaf, A., Yang, Y., & Hu, K. (2024). The Effectiveness of the Incentive Autonomous Learning Strategies (IALS) Module to Improve Chinese Non-English Major Undergraduates’ EFL Speaking Proficiency. Journal of Language Teaching and Research, 15(3), 843-852. https://doi.org/10.17507/jltr.1503.17 The research focused on using the Incentive Autonomous Learning Strategies (IALS) to enhance the oral performance of Chinese non-English significant graduates. The researchers adopted a scientific approach. The study adopted a quasi-experimental design based on quantitative data obtained over 14 weeks. Baseline assessments were conducted for both the control and test groups. Post-test assessments were done, and the results were compared to the pretest. A paired sample t-test significantly improved the test group’s oral English as Foreign Language (EFL) performance. The control group's mean score (51.08 to 54.98) showed less significant improvement than the test group's (50.52 to 71.60). These results show that IALS can potentially improve EFL's oral performance. Future research should focus on the application of IALS in their countries. This source is credible and does not present any notable biased information. Lertcharoenwanich, P. (2022). The Effect of Communicative Language Teaching in Test Preparation Course on TOEIC Score of EFL Business English Students. Journal of Language Teaching and Research, 13(6), 1188-1195. https://doi.org/10.17507/jltr.1306.06 This study examines the impact of communicative language teaching (CLT) on learner’s TOEIC scores as well as attitudes toward its use. This article integrates qualitative and quantitative data. Specifically, pretests and official TOEIC scores were employed to collect qualitative data, whereas semi-structured interviews with participants helped collect quantitative data. The study recruited 68 Business English learners selected using a purposive sampling approach. The participants were categorized into a control cluster (taught leveraging traditional approaches) as well as an experimental cluster (taught leveraging CLT). Quantitative analysis was done using t-tests, standard deviations, and means. The data shows that the experimental cluster scored substantially higher in TOEIC tests compared to their control cluster counterparts. Qualitative data was analyzed using content analysis, and it sugges...