The undeniable prevalence of Englisha s a Lingua Franca (ELF) is juxtaposed with the insufficient recognition of its extensive use in local English education. This research offers critical insights into the disparity between ELF theory and research, drawing on a thorough examination of the last 5 to 8 years across various databases, including peer-reviewed empirical studies. The findings underscore the widespread use of English as a lingua franca among individuals from ASEAN countries. However, there is a noticeable scarcity of research addressing the incorporation of English as a Lingua Franca (ELF) into programs aimed at preparing future teachers and the execution of English language teaching. The review delves into two primary domain questions and advocates for a reassessment of conventional approaches, particularly in light of the historical reliance on Native Speaker (NS) English as the exclusive benchmark for language proficiency, with NSs serving as the predominant models
