JAMMO ISSN 2146-3328

Teaching English to Speakers of Other Languages (TESOL) encompasses diverse theoretical traditions and pedagogical approaches, yet continuing methodological competition can obscure the conditions under which particular instructional practices are effective. This article develops an integrative literature synthesis examining the relationship between theoretical perspectives, pedagogical practices, empirical evidence, and contextual conditions in TESOL. The study synthesises theoretical and pedagogical scholarship, empirical research, qualitative and classroom-based studies, systematic reviews, and meta-analyses across four analytical domains: curriculum and instructional design, pedagogical interventions and learning outcomes, classroom interaction and discourse, and language assessment. Rather than treating different forms of evidence as equivalent, the synthesis distinguishes their respective purposes, evidential scope, and implications for pedagogical decision-making.