English Education Research Papers - Academia.edu (original) (raw)

2025

This research is a descriptive study that aims to get an idea of the interest in reading short story at the students of SMP Negeri 3 Samaturu Kolaka. Overall respondents are students of class IX SMP Negeri 3 Samaturu totaling 65 people. The data collection technique used was to spread the Likert scale questionnaire to the respondents. The questionnaire contains 20-point declarations, which consisted of 13 items of positive statements and 7 negative items. The data obtained in this study were processed and analyzed by scoring and coding techniques and result showed that 4 respondents or 6.15% of respondents who have a low interest in reading; 29 respondents or 44.62% of respondents who have a moderate interest in reading; 32 respondents or 49.23% of respondents who have a high interest in reading. Based on the criteria used, interest in reading short stories of grade IX students of SMP Negeri 3 Samaturu said to be sufficient if the percentage of respondents reading interest category is being increased percentage of respondents' categories of high interest to reach 60% or more. Therefore, the percentage of respondents reading interest categories plus the percentage of respondents currently high interest categories reached 93.85%, it was concluded that the students' interest in reading short stories at grade IX SMP Negeri 3 Samaturu Kolaka was adequate.

2025, Journal of English and Education

This study aimed to describe the increase in reading comprehension through a jigsaw model at the seventh grade students of SMP Negeri 2 Kolaka Samaturu. The design of the study is a Classroom Action Research. This research data was process data and action outcome that obtained through observation, tests, and interviews. The data sources of this study were teachers and students. The results showed that the jigsaw model can improve the quality of learning in reading comprehension both in the aspect of learning outcomes as well as aspects of the learning process. In the aspect of the test results as well as aspects of the learning process, both showed significant improvement. In the first cycle of the obtained value of the test results of students were still more at the enough category, i.e. 53.13% of the total number of students. Similarly to aspects of the learning process, in the first cycle, only 12, or 37.5% of students who obtained excellent category. In the second cycle, an incr...

2025, English Review: Journal of English Education

The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in...

2025, English Journal

This past school year we (a high school English teacher, a teacher educator, and two teacher candidates in English education) worked with tenth-grade students at a high school in rural, eastern Kentucky whom we might call "struggling" readers. They had not performed well on the reading section of the Measure of Academic Progress (MAP) standardized test at the end of ninth grade, and as a result, the school administrators placed them in Level D English, the lowest track of four class levels, so that they could receive targeted instruction based on their low MAP scores. Not surprisingly, perhaps, many of these students told us at the beginning of the school year that they despised reading. Several more told us that they were not good readers; their stated evidence for such: "I don't understand what I read." Yet all of them, as so many "struggling" students we had met in the past, had strong interests and opinions that led us to believe that they had w...

2025, UNIHEZ JOURNAL OF HUMANITIES AND EDUCATION HEZEKIAH UNIVERSITY ISHIALA – UMUDI, IMO STATE NIGERIA VOL. 5 NO. 1

This study investigates the implications of community-induced strategies on the sustainable educational development of secondary school students from disintegrated families in Delta State, Nigeria. The study adopted the descriptive... more

2025, History is Now Magazine

The Diary of a Young Girl is one of the most important pieces of Holocaust literature. Despite facing several censorship issues, it still occupies a respectable spot in the list of books most widely read around the world. The book provides various insights about life during the gruesome period. There's no doubt that it is an eminent source of study. But at heart, it remains the diary of a teenager. Anne's innocence, humor, and insecurities are reflected through her entries, making the reader empathize with her. Aside from all the complications of transitioning from a child to an adult, teenage life is full of hope and vivacity. It is the time when an individual is driven to prove their worth and bring about some change. If this zeal is corrupted by a race-obsessed dictator, things are bound to get dark and the rest is history.

2025

The objective of the study is to find out the correlation between students’ reading fluency and their reading comprehension achievement of the eighth grade of MTs Paradigma Palembang in the academic year of 2014/2015. The method used was descriptive quantitative method through correlational study. The data were collected by using oral reading fluency and reading comprehension test. Sixty eight students were involved in the study and the data were analyzed by test analysis. The result showed that 58.5 % students had poor reading fluency (at risk category), 38.5 % students had average reading fluency (some risk), and had 3 % good reading fluency (low risk category). Besides that, the result also showed 76.4 % students had poor reading comprehension achievement, 20.6 % students had average reading comprehension achievement, and 3 % students had good reading comprehension achievement. There was a significant correlation between reading fluency and reading comprehension achievement R 8.3...

2025

In this study, we shared findings from selected student teachers in National Institute of Education (a teacher education institution in Singapore) who have created eportfolios that presented their learning and teaching practicum experiences. The eportfolios were constructed with the aim to document their learning journey and teaching practices, and to reflect and showcase what they have achieved. Data were extracted from their eportfolio artifacts in order to seek evidence of their teacher identity formed during this process. The main research questions addressed in this paper were: -What type of teacher identity was reflected through pre-service teachers' use of eportfolios?‖; and -How their teacher identity developed in different contexts over time?‖ The paper concluded that student teachers' identities evolved as they went through the teacher education program. Such identity constructions are never fixed, and develop under the influence of student teachers' surrounding contexts and experiences.

2025, English Review: Journal of English Education

This study was set out to investigate the efficacy of homogeneous and heterogeneous pushed output based instruction on upper-intermediate EFL learner� speaking complexity. To do so, 41 (17 males and 24 females) EFL learners were selected from University of Zabol based on the results of OPT. Then, they were put in control and experimental groups based on the predetermined criteria. Retelling and decision making tasks were used in the treatments of experimental groups while control group received placebo during 15 sessions, twice a week. Public versions of IELTS speaking test were used as pre/post-test. The results of Independent sample t-test indicated that experimental groups outperformed control group. On the other hand, statistical analyses showed no significant differences between male and female speech complexity. To sum up, the findings demonstrated the fruitful effects of collaborative pushed output activities on speaking sub-skills. Likewise, the results suggested the impleme...

2025, English Review: Journal of English Education

This case study aimed to investigate the use of the social media video application, TikTok, to support ten EFL teachers in Indonesia to develop videos for storytelling with their students. In this study, a two-week training program consisting of face-to-face and online sessions was conducted to facilitate the teachers to explore TikTok affordances and tell stories in the form of TikTok's Duet. The data were collected from TikTok videos produced during the program and the teachers' preand post-training reflective notes. The findings show the teachers' shifted view of TikTok as non-educational entertainment to an educational platform that could facilitate interactive and interesting storytelling with students. The teachers were aware that while the short duration of the TikTok video was beneficial for easy sharing and engagement with students, it affected the length of the unfolding stages of the story. In creating a TikTok video for storytelling, the teachers found modifying original stories into a one-minute interactive video challenging. More support is thus required to provide teachers with pedagogical, technological, and language content knowledge that allows them to develop teaching resources relevant to their student's language learning needs and social and economic backgrounds.

2025, Duta Sains Indonesia

Penelitian ini membahas peran strategis pendidikan Islam dalam meningkatkan kualitas sumber daya manusia (SDM) di Indonesia. Pendidikan Islam dipahami sebagai sistem yang tidak hanya menekankan aspek kognitif, tetapi juga integrasi nilai... more

2025

Aunque los programas dedicados a formar profesionales en las diferentes áreas del saber se conforman de diferentes componentes, prácticamente todos comparten dos en común: la teoría y la práctica, tal como sucede en los programas de educación. El objetivo de este artículo es proponer las bases para un nuevo modelo de fundamentación de los programas de Educación en Idiomas Extranjeros. Para el efecto, se parte del análisis crítico de tres modelos: modelo artesanal, modelo de ciencia aplicada y modelo reflexivo, los cuales han sido utilizados en los programas de educación en general y en los programas de idiomas extranjeros en particular. El modelo curricular que se propone se fundamenta en teorías educativas, enfoques curriculares y modelos pedagógicos contemporáneos. Finalmente, se destacan algunas de las fortalezas del modelo. Palabras clave: programa de educación en idiomas extranjeros, modelo artesanal, modelo de ciencia aplicada, modelo reflexivo, modelo basado en el currículo.

2025

This classroom narrative proposes a process for reinventing academic research and writing in secondary schools for the 21st Century. We build on Macrorie's (1988) I-Search paper, drawing on affordances of Web 2.0 technologies and culture, to initiate the iSearch 2.0 process. iSearch 2.0 consists of four phases: 1) messing about and trying on questions; 2) exploring and expanding the edge of knowledge; 3) publication; and 4) reflection and self-assessment. This new academic research and writing process makes it possible for students to investigate and try out possible research topics, actively participate in the social construction of knowledge, trace sources efficiently, create meaningful products, and distribute information (regarding both the process and products of research) widely. iSearch 2.0 allows students to receive feedback from broad publics during the process of research and also to utilise multiple methods and compositional modes for self-reflection. Assessment strategies for iSearch 2.0 can incorporate interest communities outside the school and should consider the process and products of inquiry.

2025

This cognitive ethnographic study explored the mental processes that professional actors used when making artistic choices while engaged in creative practices to begin a conversation about how the theatrically gifted and talented population is viewed, researched, and educated in non-arts subjects. Professional actors at two sites were observed, videotaped, and interviewed over several rehearsals during play production. The major thematic findings indicated that artistic decision making results from actors engaging in a cyclical process of private work, affective validation, and collaboration. Implications for teaching theatrically gifted students call for classroom environments and processes that echo theatrical rehearsal structures, while engaging the imagination through personal connection and discovery.

2025

Law is a tool used to establish pulic order, is binding and coercive. However, public order wich is the purpose of the law will only be achieved if the exiting theory in law is in accordance it's the reality in society. Include terms of economic and business. Design and editing services are one of the business that are in great demand by students. With the economic conditions that are still limites, most student providing design and editing services choose to use cracked software as a production tool. Even the ban on this matter is contained in the Copyright Act number 28 of 2014. This research is a qualitative research with analytical descriptive approach and deductive analysis method. While the approach use is legal psychology and maqāṣid al-sharī'ah. The psychology of law result from of this study conclude that the cause of violations of the use of cracked software by some students of editing and design services is individual factor contains factors forming individual behavior, environmental, and environmental interaction factors. Public views are also factor that support violation behavior. Meanwhile, according to the maqāṣid al-sharī'ah, this violation cannot be justified even though the students providing editing and design services do not have venture capital, because it is not in accordance with the principles of sharī'ah economics and violates the hifdzul māl concept.

2025

This research reports the effectiveness of students' and a teacher's reflection on their learning and teaching happened in a large class with limited time. The study showed that the processes of action research in action (setting, focus, investigation, response, reflection and task) identified three problems happened in action. Students came to the class late, they did not pay much attention in speaking lesson review and they did not try to response teacher's questions. Those problems may be students' obstacles to speak. Also the study investigated how action researcher procedures (plan, act, observe, reflect, revise and report) and awareness-raising could solve the problems and enhance students to reach their speaking goal with confidence in a large class with limited time at their own pace. Action research procedures were used to study the processes and participants' outcomes. The awareness-raising discussion prompts were used to increase students' reflection on their language learning achievement, especially speaking English. The data obtained from students' and a teacher's action research procedures indicated that enhancing students to reach their goal the students themselves had to change their learning behaviors and also I as a teacher and researcher had to used variety of teaching techniques and various theories in all steps of teaching, pre-while and post teaching. Tuckman's model, stages of forming, storming, norming and performing, with one plus technique encouraged students to come to the class on time. Teacher's roles: helper, encourager, facilitator and motivator were one of the factors to encourage students' learning and to have students slightly change from negative to positive attitudes towards language learning. Planning step (goal-setting) with learner contract also helped them to have more systems and more time to practice speaking English outside of classroom. Using question and answer techniques focusing on individual response enhanced them to participate with confidence in speaking in a large class and limited time. Finally, awareness-raising helped students to think carefully about how to improve their language learning at their own pace. The study was carried out with forty first-year engineering students of the college of Industrial Technology, King Mongkut's University of Technology North Bangkok taking 810301: English I course. They were asked to participate in the activities while they were attending their regular class. The data were collected from both students and a teacher's reflection on the outcomes of action researcher procedures and the processes of action research in action. The research showed that the processes of action research in action, action research procedures, Tuckman's model, teacher's roles, goal-setting, question & answer technique and awarenessraising could enhance students to reach their English speaking goal at their own pace.

2025

Initiation, Response, and Feedback(IRF) sequences are the most frequent interaction network in any classroom contexts. IRF sequences have been examined profusely in previous studies and were reported to be negatively correlated with participation opportunities (Kasper, 2006; Cazden, 2001; Ellis, 1994).In all these studies, all contingent factors of any classroom context which might influence interaction network have been overlooked. Therefore, IRF sequences have been improvidently considered as static and inflexible interaction patterns which are unfolded invariantly in classroom. Based on video- taped data from ten English as a foreign language (EFL) classes, which were analyzed within conversation analysis framework, this study uncovered a modified version of IRF sequences labeled as ISRF (Initiation, Struggle, Response, and Feedback) sequences. Previous literature reported that IRF sequences offer very limited learning opportunities. ISRF sequences, on the other hand, have been s...

2025, Shakespeare's Revelations Part Two

A comprehensive series of essays and articles that cover and explain the "Shakespeare Authorship Debate", a recent controversy among literary, dramatic and academic circles who have formulated and established their own views and opinions with regard to authorship of some 36 plays and several volumes of poetry attributed to the "Bard of Avon". It explains why this great literary fraud was perpetrated, by whom and how a relatively obscure son of a farmer/property developer from Stratford-upon-Avon was wrongly presumed to be the greatest living playwright and poet the world has ever known.

2025, Jurnal Ilmiah Mahasiswa Fkip Prodi Bahasa Inggris

Tujuan penelitian ini adalah untuk mengetahui ada atau tidaknya hubungan antara penguasaan past tense dan kemampuan menerjemahkan teks narasi pada siswa kelas sebelas SMA N 3 Rambah Hilir. Penelitian ini merupakan penelitian descriptif kuantitatif yang mana penelitian ini mempunyai tujuan untuk membuat gambaran atau deskripsi tentang suatu keadaan secara objektif. Berdasarkan analisa data dapat disimpulkan bahwa terdapat hubungan yang lemah antara penguasaan past tense dan kemampuan menerjemahkan teks narasi pada siswa kelas sebelas SMA N 3 Rambah Hilir. Dengan diperolehnya korelasi product moment"r xy " sebesar 0,137. Dengan df sebesar 19, diperoleh r tabel pada taraf signifikansi 5% sebesar 0,433 dan pada taraf signifikansi 1% 0,549. : Past tense dan teks narasi.

2025, Reading Research Quarterly

As censorship efforts intensify across the United States, educators, librarians, and literary advocates are increasingly engaging in acts of resistance to protect students' right to read. This qualitative study examined acts of resistance reported in digital journalism. We asked: (1) What acts of resistance against book banning are reported in digital journalism, and who is enacting those acts of resistance? (2) How might these acts of resistance be visually mapped and linked? and (3) What does a consideration of these mapped and linked acts of resistance mean for educators and advocates dedicated to preserving and fostering young people's right to read? Using an abductive method based on Brinkmann's notion of stumble data, we analyzed 68 articles detailing 115 resistance acts. Drawing from critical pedagogy, viral justice, and visual theories, we created six graphic maps highlighting nine core acts of resistance and 22 engaged actors. Our key findings include an overwhelming number of anti-censorship advocacy groups as well as universally aligned youth voices in favor of access to books and young people's right to read when compared to organizations working to ban books. Our maps also present a visual summary of the many ways that educators and literary advocates resist censorship and book-banning attempts. We argue that mapping resistance offers not only a powerful research method but also a pedagogical practice: one that can be used to help teacher candidates and literacy scholars critically examine contemporary censorship, develop tools for principled resistance, and inspire critical action.

2025, Academy Publication

The study was an endeavor to investigate the impact of self and peer assessment on learner autonomy and its dimensions as well as language proficiency. It also aimed at finding the students attitude toward practicing the technique. The study enjoyed a quasi-experimental pretest post test design. To meet the objectives, 49 intermediate participants were assigned to a control (25 participants) and an experimental group (24 participants). Students proficiencies were investigated in both pretest and post test using the same versions of PET. Students' level of autonomy was also studied in both pre-test and post-test utilizing a multidimensional learner autonomy questionnaire. Self-assessment was utilized over a three-month period in 25 sessions. T-test analysis of the results of the post test proficiency test revealed no impact of the technique on language proficiency. Although the t-tests run to analyze the different dimensions of the questionnaire showed the improvement in just three dimensions of learner autonomy, an improvement in learner autonomy in general was indicated. To study the participants' attitudes toward self assessing themselves, the researcher asked the participants to write about their experience. The content analysis of the participants written experts indicated their positive attitudes toward using the technique.

2025, Direktorat Pembinaan Sekolah Menengah Atas eBooks

2025, Journal of English Education

People are not born with the genetic imprint of particular culture because it is the set of knowledge and behavior and the interpretation of both as habits acquired and learned by the members of society through interaction and socialization by using different media such as film. Lilting is a film that presents the issue of cultural value. It is a British drama that cultivate a vibrant dynamic between Western way of life and Asian stories. This qualitative descriptive research focused on the exploration of intercultural values from the perspective of Western-Asian Way of Life to find out the differences among British, Chinese and Indonesian culture. Data were obtained from audio visual material of lilting film and other documents, e.g. newspaper and journal about lilting film. The techniques of data analysis were done by watching, writing some notes, data reduction, data display, and drawing conclusion. The result shows that lilting contains some cultural knowledge especially the di...

2025, EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS

This article attempts to present the way to increase students’ speaking skill through project assessment in Project-Based Learning (PBL) approach. This article was explored in qualitative design using descriptive method to find out how the project assessment runs and functions and find out the students’ perception of project assessment. Assessment is an activity to answers the question of what is the result such as what is being learned by the students, what is the impact being made by instruction, what is working, what is not working, what can students do and what is the faculty accomplishing. And then, it measures the students’ achievement that can cover three aspects of learning namely cognitive, affective and psychomotoric. Project assessment in Project Based Learning is offered to increase the students’ speaking skill because it is an assessment of assignment that must be completed by students in particular period of time. The assignment is contextualizes learning by investigat...

2025

This chapter investigates the perceived erosion of critical academic skills among 745 university students due to dependency on AI tools. The survey measured six key constructs: AI Dependency (AID), Cognitive Offloading (CO), Motivational Decline (MD), Academic Skills Erosion (ASE), Academic Integrity Awareness (AIA), and External Pressures (EP), using a five-point Likert scale. Path Analysis was employed to examine the interrelationships among these constructs. The results revealed a strong positive relationship between AID and both CO and MD, which indicated that the increased reliance on AI leads to reduced cognitive engagement and diminished academic motivation. Additionally, CO and MD were positively associated with ASE, which means that students who offload cognitive tasks and experience MD are more likely to exhibit deteriorating academic skills. While AIA had a weak negative relationship with AID, EP showed a moderate positive association and highlighted the role of academic stress in driving AI reliance.

2025, English Education Journal

Problem statement of this research was whether there was any significant influence of students' writing anxiety on the writing self-efficacy at SMP Negeri 3 Baubau. Objective of the research was to find out significant influence of writing anxiety toward writing self-efficacy at SMP Negeri 3 Baubau. Data collection in this research used a questionnaire as the instrument, the level of writing anxiety and writing self-efficacy of students. The data obtained were analyzed by descriptive statistical analysis, prerequiset analysis, and inferential statistical analysis. Based on the the research of the study, it was concluded that the significance value was 0.001. Since the obtained value lee than 0.05, so (Ho) is rejected and the alternative hypothesis (Ha ) is accepted. This means that there is a significant influence of writing anxiety toward writing self-efficacy on grade eight at SMP Negeri 3 Baubau Keywords: writing anxiety, writing self-efficacy Rumusan masalah penelitian ini adalah apakah ada pengaruhu yang signifikan pada kecemasan menulis dan efikasi diri menulis pada siswa kelas delapan SMP Negeri 3 Baubau. Tujuan penelitian ini adalah untuk mengetahui apakah ada pengaruh yang signifikan pada kecemasan menulis terhadap efikasi diri menulis pada siswa kelas delapan SMP

2025, English Education Journal

The problem statement of this research was whether the dominant reading strategy used by grade eight students at SMP Negeri 17 Baubau. From the problem statement, this research aims to know the dominant reading strategy in English subject activity used by grade eight students at SMP Negeri 17 Baubau Data collection in this research was carried out using a research instrument in the form of a questionnaire to determine the category of students' reading strategy. The data obtained were analyzed by descriptive statistics. The result indicated that the mean score for the metacognitive reading strategy was 2.79, the mean score for the cognitive reading strategy was 2.81, and the social reading strategy was 2.61. From those results, it could be concluded that the dominant reading strategy used by grade eight students was the cognitive strategy.

2025, International Journal of Theory and Application in Elementary and Secondary School Education

This research aimed to find out whether there was a significant difference of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using a conventional method by expecting the Buzz Group technique improved EFL students’ writing skill achievement at SMP Negeri 7 Baubau, Southeast Sulawesi. Design of this research was a quasi-experimental in which there were 22 students in both control and experimental groups. The findings of this research obtained: 1) the mean score of EFL students’ writing skill at pretest in experimental class was 51.09 in low category and the mean score of posttest was 72.18 in high category; 2) the mean score of EFL students’ writing skill at pretest in control class was 49.82 in low category and the mean score of posttest was 56.36 in moderate category; 3) the score of Asymp. Sig. (2-tailed) from hypothesis test was 0.000 in which it was less than 0.05. Therefore, this research concluded that there w...

2025, English Review: Journal of English Education

This study investigated how Yemeni EFL students perceive computer-assisted language learning, the extent to which CALL is implemented in their learning of English in and outside their faculties and the difficulties they encounter when implementing CALL. Data were collected through a questionnaire that targeted 74 Yemeni EFL students and then analyzed by using SPSS 21 st version. Results revealed that the students who participated in this study perceive CALL positively (overall mean = 4.1144 out of 5) and believe in its effectiveness in developing their language skills and making their EFL learning enjoyable and interesting. Moreover, Female students showed a higher overall positive attitude towards CALL as compared to their male counterparts and that was reflected in their implementation of CALL too. A significant correlation was also found between students' perceptions of CALL and their computer competence in the favor of those students with higher computer competence while no significant correlation was found in relation to age. The results have also revealed that CALL's implementation by many of the participants is still low. Unavailability of internet and lack of CALL tools at their faculty; in addition to students' lack of computer competence are viewed as the major barriers to CALL implementation by the Yemeni EFL students understudy. As per the results, the study recommends Yemeni Universities to provide CALL tools and internet for their EFL classrooms and libraries and to train students to use technology for English learning purposes. It also recommends Yemeni EFL students to invest technology at hand for their EFL learning.

2025, English Education Journal

The purpose of this study is to investigate and examine the image and representation of women in the Pakistani media, focusing on prejudice, portrayal, and their roles within society. Despite the emergence of modern feminism and social progress, Pakistani women continue to face oppression. Recognizing the influential power of the media, this research aims to examine its potential to bring about social change when approached with sincerity, as it possesses the ability to shape public opinions and attitudes. To accomplish this, a qualitative research approach has been adopted. The study involves the collection and analysis of data from specific talk shows aired on various news channels within the Pakistani media landscape. By focusing on these talk shows, the research seeks to explore the media's role in presenting and discussing key aspects of the Aurat March, a women's rights movement in Pakistan. The results show that the problem arises from the misunderstood discourse rela...

2025, EPALE

EPALE, yetişkin öğreniciler için hem dijital bir öğrenme ortamı hem de disiplinler arası etkileşimi teşvik eden bir ağ işlevi görmektedir. Avrupa Birliği tarafından desteklenen EPALE (Electronic Platform for Adult Learning in Europe), yetişkin öğrenicilere yönelik olarak tasarlanmış çok dilli ve dijital bir öğrenme ağıdır. İngilizce eğitiminin bu platforma entegrasyonu, bireylerin yaşam boyu öğrenme süreçlerini desteklediği gibi, girişimcilik becerilerinin gelişmesine de katkıda bulunmaktadır. Bu çalışma, İngilizce öğretiminin yaşam boyu öğrenme çerçevesindeki işlevini, EPALE sistemiyle bütünleşmesini ve girişimcilik perspektifiyle ilişkisini ele almaktadır.
Sefa SEZER

2025, Matondang Journal

Qualified as an international language of communication and development, English is used worldwide and is essential for a country's development. This subject is taught in Malagasy public institutions from the sixth grade and is more advanced in private schools. Rural contexts, which are sometimes complicated and relatively weaker, compared to urban areas, in terms of technology and didactic materials, have an impact on the adoption of this language. The scarcity of linguistic immersion is among the challenges that rural education must face. A number of written questionnaires and oral interviews have been addressed to the target population, such as rural students, English teachers in public and private high schools, parents of students, and educational leaders or advisors. The XLSTAT statistical software was used to derive results that affirm the need to consider the contexts of English teaching and learning in rural areas, as well as the impacts of the linguistic environment. Th...

2025

IRA BOARD OF DIRECTORS Linda B. Gambrell, Clemson University, Clemson, South Carolina, President Barbara J. Walker, Oklahoma State University-Stillwater/Tulsa, Tulsa, Oklahoma, President-elect Kathryn Au, SchoolRise LLC, Honolulu,... more

2025

Reading is one of important skills that should be mastered by the students in learning English. It cannot be separated with comprehension, because reading needs comprehension. It means that reading comprehension is a process for getting knowledge by understanding the meaning of the context. This study examines the effectiveness of story mapping technique in teaching reading comprehension at SMP Muhammadiyah Kediri in academic year 2016/2017. The eighth grade students of VIII-E class consisting of 23 students were participated in the study. To conduct the study, pre-test were administered before applying the treatment, while post-test were administered after applying the treatment. Quantitative method and pre-experimental approach were applied in this present study and t-test was used to analyze the data. The analysis resulted in the finding that the score of post-test exhibited significantly better than the score of pre-test. Then, the score of t-test was 13.33 at the degree of free...

2025

At the beginning of its growth, humans obtain protein to grow and develop from breast milk (ASI). Breast milk is the best nutrition for babies. Breast milk contains all the nutrients a baby needs to meet his nutritional needs during the golden period and its contents are adapted to the conditions of each baby. There are still many mothers in Indonesia who give formula milk to their children so that the amount of exclusive breastfeeding in Indonesia is still relatively low. This research was conducted to test breast milk levels of infants aged 6-12 months and infant brands of formula X aged 6-12 months which are widely circulating in the market. This study uses the kjehdahl method, determination of protein content by the kjeldahl method is an indirect method, namely through the determination of N levels in the material. There are 2 samples used in this study, they are breastfeeding samples of 9 month old babies and samples of infant formula milk X 6-12 months. Each sample was duplica...

2025

This study is a library study which mainly reviews a previous study conducted in 2013 on a teacher's lived experience of teaching vocabulary to students with hearing impairment in a public school for students with special need in Bantul, Indonesia. In that study, the students are considered mild hearingimpaired. Most of public special schools (Sekolah Luar Biasa Negeri/ SLB Negeri) in Indonesia have not accomodated students with hearing impairment sufficiently, particularly for students in level of junior high school. The condition is due to the insuitable English subject curriculum for students with hearing impairment. The pros and cons arise when it comes to design speaking materials for the students in Indonesian context. This is due to the students' physical condition who have difficulties to hear sound and to speak. Besides, students with hearing impairment are notequally appreciated tonormal/well-functioning students. The conclusion of the study is students' right to learn English have to be accomodated and the suggested methods are either lipreading or sign language. The government through Ministry of Education and Culture is suggested to facilitate the students by designing appropriate English subject curriculum for the students.

2025

The purpose of this study was to examine the intersection between and among creativity, cognition, composition, and creativity. Researchers studied hundreds of adult students from several California community colleges and private universities by means of surveys, observations, and interviews to augment an extensive historical literature review. Results show that the majority of students across settings value creativity in composing in various genres, as demonstrated in Jefferson's Declaration of Independence. All college writing programs should strive to create and foster community to support students as they develop their writing skills and practice across disciplines and genres. Teaching strategies meant for one genre can easily apply to other genres, so educators should recognize, discuss, and promote experimentation with various devices, strategies and skills across the genres. Educators should liberally encourage composition students to write in various genres, such as the erasure poem rewriting of a term paper. We should recognize, discuss, teach, and promote the connections between cognition, composition, and creativity within community. Educators, therefore, need to return to a liberal arts approach to composition instruction in which we encourage creativity consistent with the latest research in cognitive science as well as the reflections of emerging college writers and the observations of rhetoric and creative writing faculty in order to restore a more creative curriculum and reject the over-emphasis on accountability. Contains three figures.

2025, JELT

Using literature in a language classroom can give students plenty of chances to pick up new words, sentence structures, and other rich linguistic inputs. It can also allow them to comment, defend, and reflect on themselves. A teacher can encourage and support the students' engagement in the language classroom by employing literary texts. Numerous scholars have examined the advantages of employing literature in language classes and expressed the opinion that it can give students rich stimuli for expressing themselves in their target languages. It can help learners practice the four language skills-speaking, listening, reading, and writing-in addition to exemplifying grammatical structures and presenting new vocabulary. Literature can introduce students to many learning modalities. The mother tongue support for learning a second language was the main focus of NEP 2020. This paper tries to explore ways to use literature in a language classroom in some innovative ways, especially in the context of primary-level vernacular schools in Assam, where it is observed that most of the students from rural areas struggle to acquire the English language. This paper also attempts to develop some modules that use localized contextual examples and literature to teach the English language.

2025, International Journal of Research in English Education

This study presents a comparative analysis of Competency-Based Language Teaching (CBLT) and traditional English teaching models in the context of Vietnamese regional universities. Drawing on national reforms such as the 2018 General Education Program and the National Foreign Language Project, the research aims to evaluate the pedagogical effectiveness, curriculum orientation, assessment practices, and learning outcomes associated with both models. A mixed-methods design was employed, including surveys with 250 students and 30 instructors across five local universities, supplemented by curriculum document analysis and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and ANOVA, while qualitative data were thematically coded to uncover key perceptions and implementation challenges. Findings reveal that while traditional models offer structural clarity and familiarity, CBLT demonstrates stronger alignment with 21st-century skills, communicative competence, and learner autonomy. However, challenges such as inadequate infrastructure and limited teacher training hinder full implementation. The study concludes with practical recommendations for phased adoption of CBLT through localized curriculum reforms, faculty development programs, and integration of digital tools.

2025, International Journal of Research in English Education

This study scrutinized the probable significant relationships among Iranian EFL learners’ academic self-efficacy, metacognitive reading strategies, and reading comprehension test performance. Relevantly, the significant predicting roles of the learners’ metacognitive reading strategies as well as academic self-efficacy for reading achievement were statistically investigated, increasing the depth of the study. Furthermore, the probable significant differences between the learners’ academic self-efficacy as well as the utilization of metacognitive reading strategies were investigated across three reading proficiency levels. To this end, 100 BA students, majoring in English Language Teaching at Islamic Azad University-Neyshabur Branch-Iran participated. Three standard instruments were employed, including academic self-efficacy and metacognitive reading strategies questionnaires along with the reading comprehension section of a TOEFL test. The study followed a quantitative correlational design. Since the normality of data was proved, the parametric statistical analyses, including descriptive statistics, Pearson's correlation coefficients, multiple regression analyses, and one-way analysis of variance were employed. The findings demonstrated significant positive relationships among the learners’ reading achievement, academic self-efficacy, and utilization of metacognitive reading strategies. In addition, it was found that metacognitive reading strategies can better predict reading comprehension than the learners’ academic self-efficacy. Academic self-efficacy was also proved as a significant predictor of the learners’ utilization of overall metacognitive reading strategies. No significant differences were proved between three proficiency levels in the utilization of metacognitive reading strategies as well as academic self-efficacy. The findings have some insightful pedagogical implications as well as some useful hints for language teachers and syllabus designers.

2025, International Journal of Research in English Education

The introduction of Communicative Language Teaching (CLT) to teach English at the secondary levels of education in Bangladesh is a relatively recent phenomenon. English Language Teaching Improvement Project (ELTIP) jointly funded by the Government of Bangladesh and DFID of the UK Government developed the English textbook for classes nine and ten. The CLT approach is considered to improve the language abilities especially ‘communicative competence’ of the learners. But some researchers pointed out that CLT approach is not working well in Bangladesh. Proper implementation of CLT is now a challenge for the policymakers of the country. The present study aims at exploring the challenges in implementing CLT at the secondary level of Bangladesh and the country’s demand for such abilities in school and the workforce. Based on both primary and secondary sources of data and information, the study comprises of empirical survey (through questionnaires), classroom observation scheme, textbook evaluation, and so on. Classroom observation and interview of the secondary students and English teachers proved that communicative activities such as group work, pair work, individual activities, role play, and simulation do not happen in the classes due to the negative attitude of both the teachers and students towards CLT. As a result, implementation of CLT is facing challenges all over the country especially in the non-government schools of rural areas. In most of the cases, the lack of proper knowledge of CLT and motivation of both teachers and students are the cause of failure of CLT approach and a threat to the advancement of English Language Teaching (ELT) in Bangladesh.

2025, Eğitim Her Yerde

Küreselleşmenin hızlandığı ve dijitalleşmenin eğitim alanında belirleyici bir rol üstlendiği günümüzde, yabancı dil öğrenimi, özellikle de İngilizce, bireylerin hem akademik hem de profesyonel yaşamlarında önemli bir yeterlik haline gelmiştir. Bu bağlamda, teknolojik araçların ve inovatif uygulamaların dil öğretimi süreçlerine entegrasyonu, yalnızca öğrenme verimliliğini artırmakla kalmayıp aynı zamanda öğrenme deneyiminin niteliğini de dönüştürmektedir (Godwin-Jones, 2018). Özellikle Adobe Photoshop ve InDesign gibi içerik ve tasarım odaklı yazılımlar, öğrencilerin dil öğrenme süreçlerinde görsel destek ve yaratıcı üretim imkânı sunarak, öğrenmeyi çok boyutlu bir deneyime dönüştürmektedir.

2025, International Journal of Research in English Education

As a possible and influential factor in academic success, student growth mindset has recently received attention. However, the number of the studies concerning the effects of growth mindset on language skills in the context of Iran is not considerable and no study has specifically examined the influence of growth mindset on Iranian EFL learners’ vocabulary development. To fill this gap, this study was conducted in order to investigate if the intervention has any significant effects on Iranian EFL learners’ vocabulary development compared to those who do not receive such intervention. A quasi-experimental design in the form of pre- and posttest was used in this study. To homogenize the participants in terms of their proficiency, OQPT was used. Subsequently, out of 78 learners, sixty Iranian intermediate language learners were randomly assigned into two groups of control group receiving conventional vocabulary training and experimental group receiving a growth mindset intervention besides the conventional method for vocabulary learning. Vocabulary knowledge of the students was tested with the help of a vocabulary knowledge test that was specifically prepared and developed by researchers. To investigate if using growth mindset intervention had positive effects on learning English vocabulary by the learners in each control and experimental groups, two sets of paired-samples t-test were conducted. Afterwards, to explore which method had been more effective, the mean scores of the posttests of the control and experimental groups were compared by executing an independent two-sample t-test. The results revealed that implementing growth mindset intervention had positive effects on vocabulary development of EFL learners. Accordingly, this study has pedagogical implications for EFL teachers and students, as well as material designers.

2025, International Journal of Research in English Education

The aim of this study was to examine the impact of metacognitive-cooperative training on the writing skills of Iranian EFL learners. The study employed quasi-experimental design. To this aim, four intact classes were randomly allocated into three experimental groups and one control group. The findings from the initial assessments indicated that the individuals involved in the study exhibited a similar level of language competence and writing skills, ascertained by the Oxford Quick Placement Test (OQPT) and a pretest specifically designed to evaluate writing abilities. Consequently, a total of 120 Iranian EFL learners, selected from a subject pool of 160 individuals at the upper-intermediate level, were designated as the participants for this study. The selected subjects were subsequently divided into four distinct groups, namely three experimental groups (EG1, EG2, EG3) and one control group (CG). The experimental groups (EG1, EG2, and EG3) received instruction on cooperative learning, metacognitive strategies, and a combination of metacognitive and cooperative learning, respectively. Conversely, the control group (CG) adhered to a conventional curriculum for writing. Subsequently, a posttest was conducted. Having conducted the Wilcoxon-Signed Rank Test, the researchers figured out that the instructional methods of cooperation, metacognition, and metacognitive-cooperation significantly influenced the improvement of writing skills among Iranian EFL learners. Based on the outcomes of the ANCOVA test, the researchers reached the conclusion that the metacognitive-cooperative group exhibited superior performance compared to the groups that received solely cooperative or metacognitive instruction. The study’s pedagogical implications have been thoroughly discussed.

2025, International Journal of Research in English Education

This study endeavored to explore the beliefs that Iranian English for Academic Purposes (EAP) teachers held and scrutinize the extent to which their beliefs can correspond to their actual practices in EAP context. To these ends, a mixed mehod study was conducted in which 40 EAP teachers (20 English teachers & 20 subject-area teachers) teaching EAP courses in Universities of Medical Sciences in Iran participated in this nationwide study. The quantitative data gathered through a belief questionnaire was analyzed by SPSS software and the qualitative data collected through interview and observation of EAP courses was analyzed through content analysis. Analyses of the gathered data disclosed that the participants held different beliefs in terms of teaching strategies so that they did differently in their reading-based performances as well as the teaching and learning strategies. Besides, it was revealed that unlike subject-area teachers whose beliefs and performance were derived from their content-related concerns, English teachers’ beliefs and performance were presided by the students’ real needs, interest, and what is substantiated in the current literature. Within the EAP community of teachers and teacher educators, not only novice teachers who aim to enter into the EAP teaching mainstream can benefit from the findings, but also EAP teachers currently teaching such courses can gain the advantage of reflecting upon the beliefs and their actual practices. In addition, the findings may have implications for all EAP teachers to verbalize tacitly held beliefs, think consciously about them, and be aware of existing challenges and critical areas in EAP teaching.

2025, International Journal of Multilingualism and Languages for Specific Purposes, 2 (1)

This study explores the potential influence of reading and interpreting literary texts on EFL (English as a Foreign Language) students' perceptions of the Self and the Other. Literary texts are often proclaimed to conceal underlying structures and deeper meanings, with one of their significant effects being the alteration of the reader's sense of worth. Focusing on Algerian University students majoring in English, this research investigates the different ways these learners approach literary texts and the extent to which such engagement contributes to their perception of identity and otherness. A total of 100 third-year students participated in the study, which employed both a questionnaire and interviews. The questionnaire encompassed an array of question types, including multiple-choice and five-point Likert scale items. Additionally, a short-term experimental intervention was conducted to examine how literary reading may enhance students' self-image and their sense of viewing cultural otherness. The findings provide strong evidence of the positive role that literary texts' content can play in advancing EFL students' self-growth and self-worth. Both the qualitative and quantitative results suggest that focusing on the psychological and reflective dimensions of literary content nurtures more tolerant and empathetic attitudes toward the Self and the Other within the Algerian context. The treatment results through an independent samples t-test revealed considerable improvements in the experimental group's post-test scores, reinforcing the positive impact of literary engagement. Furthermore, the study found that Algerian EFL students 31

2025, International Journal of Research in English Education

Rested on postmodern thought patterns and their contributions to English language education in the guise of the alternative assessment paradigm, the present study investigated Iranian EFL teachers’ knowledge of and attitudes towards postmodern approach to language assessment. The thematic analysis proposed by Braun and Clarke (2006) was used for analyzing the data. Three core themes were extracted: low levels of assessment literacy among teachers, lack of alternative assessment tools, and the dominance of psychometric legacy. These themes were highly indicative of misalignment of participants’ stated knowledge and attitudes with the postmodern approach to language assessment. The concept of the alternative assessment paradigm and its virtues in education were vague for participant teachers. Indeed, teachers’ knowledge of and attitudes towards classroom assessment generally appeared to diverge from the major tenets of postmodern approach and were more inclined to modernist approach. In other words, the pendulum of the Iranian education system has not swung from the modernist testing paradigm to postmodern assessment paradigm. It is hoped that the insights gained in the light of the discussions be a short step in the long way journey to attain successful modes of classroom assessment.

2025, International Journal of Educational Management and Development Studies

Mathematics and English are the two most important subjects that learners should prioritize. Mathematics enhances analytical reasoning, problem-solving, and critical thinking skills that are significant across various fields and real-life situations, while English fosters strong communication skills, which are vital for understanding instructions, expressing thoughts, and succeeding in almost every subject and career path. This study explored the predictive effects of nutritional status, eating habits, and physical activity on English and Mathematics performance among 565 seventh-grade students selected through stratified cluster random sampling from two schools in Cabuyao City, Laguna, Philippines, during the 2024-2025 school year. It addressed the gap by examining the mediating role of eating habits in the relationship between physical activity and academic performance in Mathematics and English. The study used valid and reliable instruments and applied multiple regression bootstrap technique, and mediated linear regression bootstrap technique to analyze data. The results showed that most respondents were underweight, had satisfactory English and Mathematics performance, and reported high perceived levels of eating habits and physical activity. Regression analysis revealed that poor eating habits negatively affect performance in both subjects, while increased physical activity improves English scores. Eating habits were found to mediate these effects more strongly in Mathematics (60.9%) than in English (40.1%) and acted as a suppressor variable between physical activity and academic performance. The results have significant implications for English and Mathematics teachers, parents and guardians, organizational supervisors, policymakers, and future researchers.

2025, International Journal of Research in English Education

The objectives of the present ethnography were three-fold: exploring the MA TEFL students' expectations of the Advanced Writing course taken as part of their coursework in the MA program, unearthing the actual classroom practices implemented, and eliciting any possible suggestions for its improvement. To this aim, stimulated recall and ethnographically-oriented qualitative research were used to interview nine MA students at IAU, Isfahan Branch and unravel their perspectives concerning the writing course they had passed. Non-participant observation was also used to triangulate the data and verify the students' responses regarding the expectations/problems of the course and the classroom practices besides cyclical data analysis to find the recurring patterns and themes in the data. Results showed the most serious problems were lack of enough writing practice during the course, limited class hours, and lack of feedback on students' writings. The prevalent classroom practices, on the other hand, were covering the APA writing style, teaching how to write the different sections of a research report, and working on essay writing during the first few sessions of the course. Finally, the top suggestions made by the students were adding practical writing activities to the course, having more writing courses, taking advantage of group work for students to monitor each other's work and provide peer feedback, and offering the course right before students take their thesis rather than in the first semester of the MA program. These findings can heighten the educator's awareness and contribute to a better understanding of students' needs/expectations regarding academic writing. Overall, by addressing the gap in understanding advanced EFL learners' expectations, this study can have practical implications that directly impact the teaching of writing. It can guide curriculum development, inform instructional approaches, enhance learner motivation and engagement, promote learner autonomy, and improve instructional materials, ultimately leading to more effective writing instruction and improved outcomes for advanced EFL learners.