The ADDIE Model in Secondary English Language Education in Suriname: A PRISMA 2020 Systematic Literature Review

Silsyano Soerianto Modiwirijo, Antony Mzuma Josia, Muhibuddin Fadhli, Deka Dyah Utami, Ence Surahman

Abstract


This study is a systematic literature review (SLR), conducted following the PRISMA 2020 reporting guideline, of the intersection between the ADDIE instructional design model and secondary-level English language education in Suriname. A structured search of scholarly search engines, Google Scholar and Suriname-specific institutional and multilateral-agency repositories identified 32 records, which were reduced to 27 after duplicate removal and screened for relevance, yielding 16 sources assessed at full-text/full-content level. None of the 16 sources met all three criteria, revealing a critical evidence gap regarding ADDIE, secondary education, and English teaching in Suriname. The 16 eligible sources were instead synthesized narratively along two strands: eleven sources on ADDIE-based instructional design in EFL/ESL contexts internationally and five sources on the structure, challenges and ongoing reform of Suriname's secondary English education system. The synthesis shows that ADDIE is a well-validated framework for developing English-language materials, courses and teacher training elsewhere, and that Suriname is simultaneously undertaking a Ministry of Education-led, IDB-supported reform of secondary English education, yet the two bodies of knowledge have not yet been connected in the literature. The review concludes with a research agenda for applying ADDIE within Suriname's ongoing reform effort and for closing this gap through original, context-sensitive empirical research.

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References


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