International Journal of Learning, Teaching and Educational Research

Teaching Factory-Based Learning and its Impact on Students’ Employability Skills

2025-12-13T15:38:14+00:00

Vocational schools aim to equip students with the knowledge and skills needed to compete in the job market. However, the high unemployment rate among vocational high school graduates has demonstrated the ineffectiveness of learning in vocational schools. The implementation of teaching factory-based learning in vocational schools was theoretically expected to strengthen students' employability skills, which consist of seven indicators: fundamental skills, essential skills, workplace skills, twenty-first century skills, learning and innovation skills, information media and technology skills, and life and career skills. This study used a longitudinal approach to analyze the development of students' employability skills after being involved in teaching factory-based learning for five semesters. The population in this study were students from three public vocational high schools in East Java, Indonesia. Proportional random sampling was used to determine the sample size. Descriptive analysis was used in this study to describe the development of students' employability skills. Meanwhile, multivariate analysis was used to determine the most effective teaching factory-based learning model in strengthening students' employability skills. This study found that students’ involvement in teaching factory-based learning for five semesters significantly improved employability skills. The most effective learning models for sequentially strengthening students' employability skills are dual systems, industry-based learning, production-based education and training, and competency-based training. This study recommends that vocational schools intensify practical learning as a key for strengthening graduates' employability skills. Furthermore, schools should strengthen collaboration with businesses and industry to implement TEFA-based learning more effectively.

https://doi.org/10.26803/ijlter.24.12.10

Digitally Enhanced Chunk & Check Learning: An Innovative, Instructor-Friendly Approach Powered by an Open-Source Tool for Effective Laboratory Instruction and Formative Assessment

2025-12-12T05:20:07+00:00

This study introduces digitally enhanced chunk & check learning, an innovative, user-friendly framework for active learning and formative assessment in laboratory instruction. Chunk & check learning uses familiar Google Workspace applications—Google Slides, Google Forms, and Google Sheets—for easy adoption. Central to this approach is the custom-built “Chunk & Check Creator”, which automatically segments instructional content into discrete learning chunks on Google Slides, each paired with formative assessment quizzes delivered through Google Forms. Students unlock subsequent chunks only after completing preceding quizzes and receiving instructor approval, ensuring mastery before progression. Instructors can monitor student learning progress in real-time through dynamic dashboards in Google Sheets, facilitating timely and targeted feedback. Implemented in a pharmaceutical science laboratory with 158 students and 13 instructors, the approach received high satisfaction ratings (students: 4.70/5 for approach, 4.56/5 for tools; instructors: 4.91/5). Students reported increased engagement, improved interaction with peers and instructors, and deeper understanding. Instructors valued real-time tracking and automation. Academic outcomes were strong, with formative quiz scores averaging over 90% and a final exam average of 72.40%. The open-source Chunk & Check Creator is freely available at https://tinyurl.com/Chunkcheckcreator, offering an effective, scalable, low-overhead solution for digital pedagogy.

https://doi.org/10.26803/ijlter.24.12.1

Leveraging Large Language Models to Detect Academic Anxiety in Indonesian English for Specific Purposes Students through Reflective Writing

2025-12-17T05:51:58+00:00

This study investigates the capacity of Large Language Models to identify academic anxiety in reflective writing produced by English for Specific Purposes students from Indonesia. It tackles two main issues: how well LLMs can identify anxiety from linguistic and environmental cues, and how anxiety-related language markers change depending on the type of activity and level of expertise. Employing a quantitative exploratory-correlational design, the study involved 600 undergraduate ESP students from Universitas Muhammadiyah Gresik. In addition to submitting two samples of reflective writing, each participant filled out a validated Academic Anxiety Inventory. To extract important language variables, such as lexical density, emotional Valence, modal usage, and syntactic complexity, transformer-based models (BERT, RoBERTa) were improved. Analytical reflections displayed greater lexical richness and syntactic complexity, but narrative reflections displayed more negative sentiment and hedging, according to MANOVA results, which demonstrated significant differences in anxiety markers. Higher-proficiency students demonstrated balanced rhetorical control and emotional tone, whereas lower-proficiency students exhibited greater signs of language anxiety. These results provide credence to the use of LLMs as non-invasive, scalable instruments for emotional diagnosis in ESP settings.

https://doi.org/10.26803/ijlter.24.12.17

The Influence of Personality and Teacher Support on Engagement and Academic Achievement in Vocational Education in China: A Five-Factor Model and Self-Determination Theory Approach

2025-12-13T15:14:24+00:00

This study aims to examine the influence of personality traits and teacher support on student engagement and academic achievement in Chinese vocational education. It is grounded in the five-factor model of personality and self-determination theory (SDT). Specifically, it sought to: (1) determine how the five personality traits predicted engagement and achievement and (2) assess the moderating role of teacher support in these relationships. Data were collected through a structured questionnaire from 372 vocational students across three Chinese provinces using a stratified random sampling technique. The analysis was conducted using Partial Least Squares Structural Equation Modeling (SmartPLS 4) to test both direct and moderating effects. The results indicated that openness, conscientiousness, extraversion, and agreeableness positively influenced student engagement and academic achievement, whereas neuroticism exerted a negative effect. Furthermore, teacher support significantly moderated these relationships by amplifying the positive effects of adaptive traits and mitigating the adverse impact of neuroticism. The study contributed new insights by integrating personality and motivation theories within a culturally contextualized vocational education framework, highlighting how supportive teaching could transform personality-driven tendencies into improved educational outcomes. These findings had practical implications for teacher training and curriculum design, aiming to foster engagement and performance in vocational education settings in China.

https://doi.org/10.26803/ijlter.24.12.8

Global Trends in ICT-Enhanced English Instruction: Insights from a Bibliometric Analysis (2000–2025)

2025-12-17T05:42:49+00:00

This study presents a comprehensive bibliometric analysis of research trends in the use of Information and Communication Technology (ICT) in English language teaching over a 25-year period (2000–2025). Drawing on 477 peer-reviewed documents retrieved from the SCOPUS database, this research investigates the temporal growth of scholarly output, identifies the most influential authors, sources, and countries, and maps the conceptual evolution of the field. The analysis employs advanced bibliometric tools, including Biblioshiny and VOSviewer, to examine co-authorship networks, keyword co-occurrences, citation patterns, and thematic developments. Results reveal a significant increase in research activity, particularly from 2010 onward, with a peak during the COVID-19 pandemic era. Malaysia and Indonesia emerge as leading contributors, while authors such as Yunus M.M. and Hennessy S. hold substantial academic influence. Core research themes include ICT integration, digital literacy, blended learning, and teacher professional development, demonstrating the field’s responsiveness to technological and pedagogical changes. Thematic mapping highlights the transition from foundational ICT use toward more sophisticated and context-specific applications in English instruction. These findings contribute to a nuanced understanding of the intellectual and social structure of the field, offering strategic insights for educators, researchers, and policymakers in navigating the evolving landscape of ICT-mediated language education.

https://doi.org/10.26803/ijlter.24.12.15

Between Assistance and Dependence: Artificial Intelligence and Critical Thinking. A Study on First-Year University Students

2025-12-12T05:54:21+00:00

This study examined the relationship between dependence on generative AI tools and the dimensions of critical thinking among first-semester students at a university in Trujillo, Peru. A quantitative, correlational, cross-sectional design was applied to a sample of 200 students, using validated Likert-scale instruments for AI dependence and for interpretation, explanation, inference, analysis, and evaluation. The results show moderate levels of AI use, primarily as support, alongside an uneven critical-thinking profile. AI dependence is negatively associated with the overall critical-thinking score and more strongly with inference and evaluation, whereas interpretation and explanation remain comparatively stronger. The regression models explain a meaningful share of the variance and suggest that unmediated AI use may displace self-regulatory processes in novice students. The study contributes empirical evidence from the Peruvian context—underrepresented in the regional literature—and offers practical guidelines for integrating AI as a verifiable pedagogical scaffolding that requires reconstructing reasoning and verifying sources. Curricular interventions aiseacher training in critical digital literacy are recommended, as are longitudinal and experimental studies to strengthen causal inference.

https://doi.org/10.26803/ijlter.24.12.6

Enhancing First-Year Students’ Japanese Speaking Skills Through Task-Based Language Teaching: A Case Study at Hanoi University

2025-12-13T15:57:40+00:00

This study examines the effectiveness of Task-Based Language Teaching (TBLT) in improving Japanese speaking skills among first-year students at Hanoi University. In conversation classes, TBLT was implemented to encourage students to use Japanese in real-world contexts. Using an explanatory sequential mixed-methods design, the research combined quantitative and qualitative approaches to offer a comprehensive understanding of learning outcomes. In the quantitative phase, 231 students participated in a preliminary survey, and 10 volunteers engaged in a five-week TBLT intervention. The results of a paired-samples t-test showed a statistically significant improvement in students’ speaking performance (t (9) = 6.88, p < .001, d = 1.37). These findings suggest that TBLT effectively boosts learners’ conversational fluency and accuracy. The qualitative phase, which involved semi-structured interviews and classroom observations, supported the quantitative results. Participants reported increased confidence, motivation, and engagement in real-world communication tasks. While TBLT demonstrated positive effects, several challenges were identified, especially for lower-proficiency learners who needed additional scaffolding. Overall, this study offers empirical and theoretical support for adapting TBLT to Japanese language education in Vietnam. The findings emphasize the importance of interactive, learner-centered methods in developing communicative competence in higher education contexts.

https://doi.org/10.26803/ijlter.24.12.13

Classroom Assessment Practices of Practice Teachers and Mentoring Support of Cooperating Teachers: Inputs for a School-Based Enhancement Program in the Philippines

2025-12-12T05:43:33+00:00

This mixed-methods descriptive-developmental study examined the classroom assessment practices of mathematics practice teachers and the mentoring approaches of cooperating teachers at Ifugao State University–Potia Campus, Ifugao, Philippines, during the academic year 2024–2025. The quantitative phase determined the practice teachers’ perceived level of competence in assessment literacy and the modes and activities they implemented, while the qualitative phase analyzed assessment activities reflected in detailed lesson plans and classroom demonstrations, as well as explored mentoring strategies of cooperating teachers. Data were gathered from nineteen (19) mathematics practice teachers through survey questionnaires, observation checklists, and semi-structured interviews, with the observation checklist data provided by their respective cooperating teachers. All research instruments were validated and tested for reliability to ensure accuracy and consistency. Findings revealed that mathematics practice teachers demonstrate a strong foundation in classroom assessment literacy and competency. However, ongoing guidance and targeted training are necessary to enhance their skills in feedback delivery, validity, inclusivity, and technology integration. Cognitive assessment tasks were dominant, emphasizing knowledge acquisition and problem-solving, while affective and psychomotor activities—such as recitation, group reporting, labeling, and graph construction—were also utilized. Mentoring practices of cooperating teachers involved modeling, feedback provision, encouragement of varied assessment modes, resource sharing, and fostering progressive independence. The study highlights the importance of sustained mentorship and professional development to strengthen assessment practices. Consequently, a cyclical and holistic program was proposed to enhance assessment literacy, mentoring, inclusivity, research engagement, and collaboration, ensuring well-prepared practice teachers and stronger partnerships between cooperating schools and universities.

https://doi.org/10.26803/ijlter.24.12.4

An Investigation into College English Teaching and 4C Skills Development: A Case Study of Higher Education in China

2025-12-17T06:16:43+00:00

The Chinese college English Curriculum continues to face numerous challenges in developing the 4C skills (creativity, critical thinking, communication, and collaboration). This study examines the current state of 4C skills development within the college English curriculum by investigating students' learning experiences and teachers' teaching practices. Concerning data collection and analysis, a questionnaire was administered to 400 undergraduates from four different colleges and universities in China to obtain descriptive statistics. Additionally, semi-structured interviews were conducted to gather views and experiences from instructors (n = 5) and students (n = 7), using thematic analysis. The research findings indicate that current English courses struggle to effectively cultivate the 4C skills among students, primarily due to an overly simplistic assessment framework, misaligned course objectives with student needs, and inadequate institutional incentives. Drawing on constructivist learning theory and competency-based education (CBE), this study develops an analytical framework to identify underlying causes and propose countermeasures. Theoretically, it establishes an analytical framework integrating constructivism and competency-based theory. Practically, it explores the adaptability and challenges of localising the 4C skills framework, offering actionable reform insights for higher education administrators and teaching staff.

https://doi.org/10.26803/ijlter.24.12.20

Enhancing English Listening and Speaking through Microlearning: Insights on Thai Learners’ Growth Mindset in Higher Education

2025-12-13T15:44:06+00:00

For decades, the limited communicative competence of Thai learners has been a recurring concern in English language education, particularly in the areas of listening and speaking, where traditional classroom methods often struggle to produce tangible, long-term fluency. This study proposes that English instructors in higher education can meaningfully integrate microlearning as a practical alternative to conventional teaching. Conducted over a four-week period through a mixed-method design, this research employed purposive and snowball sampling to recruit Thai undergraduates majoring in English, using pre- and post-tests delivered via AI-assured assessments, supplemented by growth mindset questionnaires and qualitative interviews. The analysis revealed that microlearning notably strengthened students' listening proficiency and fostered a more resilient growth mindset, while improvements in speaking performance, though present, did not yet reach the benchmark of international proficiency. Nevertheless, the inclusion of AI-based feedback proved valuable, offering clear, immediate, and constructive input that encouraged learners to refine their communicative performance. Beyond measurable skills, participants reported heightened motivation, confidence, and self-efficacy, all of which contributed to a more positive and proactive attitude toward language learning. Overall, this study concludes that microlearning offers a promising and practical pathway for improving listening proficiency and cultivating a positive mindset among Thai EFL learners, while suggesting that the attainment of higher speaking proficiency may require extended exposure and more complex communicative practice. Future research is therefore encouraged to explore the integration of microlearning with AI-supported assessments as a sustainable and scalable framework for advancing English communication skills in higher education contexts.

https://doi.org/10.26803/ijlter.24.12.11

Investigating Critical Reading Strategies and Challenges among Thai EFL University Students: A Mixed-Methods Study

2025-12-12T05:34:20+00:00

English as a Foreign Language (EFL) education widely acknowledges the importance of critical reading strategies in fostering individual scholarship. The revised Bloom’s Taxonomy served as a framework for interpreting and exploring these issues. This study aims to identify and analyze critical reading strategies and their challenges among EFL students in Thailand. This research focuses on the critical reading strategies employed by 75 Thai third-year students majoring in English at a university in Songkhla Province, Thailand, as well as the challenges they faced when reading academic English texts. Using quantitative methods through questionnaires and statistical analysis, as well as qualitative methods through interviews and thematic analysis, the data was collected through surveys (n=75) and interviews (n=13). The results show the dominance of low-level strategies, and that the main difficulties are vocabulary and understanding complex texts. The students tended to rely on basic strategies, primarily those associated with lower-order thinking skills (e.g., highlighting key words and rereading for context comprehension), while neglecting higher-order strategies (e.g., evaluating credibility or synthesizing ideas). The exploratory factor analysis showed six components relating to higher-order thinking skills, especially “Analyzing” and “Evaluating,” based on the revised Bloom’s Taxonomy. Limited vocabulary knowledge hindered the students’ critical reading abilities, as they reported struggling with complex texts or lengthy passages. This research contributes to extending the literature regarding the critical reading strategies utilized by Thai EFL students. Curriculum designers and educators in higher education should create supportive learning environments both inside and outside classes that enhance Thai students’ critical literacy.

https://doi.org/10.26803/ijlter.24.12.2

Digital Transformation in Higher Education: Integrating Higher STEM Education and Educational Technology in Pedagogical Innovation

2025-12-17T06:02:41+00:00

This study aims to propose solutions to improve the quality of training in the context of digital transformation and the requirements for innovation in higher education. Under the impact of the Industrial Revolution 4.0, traditional teaching methods are no longer suitable for the goal of developing the comprehensive capacity of learners. The study uses a mixed-method design including two phases: (1) a survey of 138 lecturers at Hai Duong University to assess the level of readiness and current status of digital transformation in teaching; (2) a pedagogical experiment with 80 electrical engineering students to evaluate the effectiveness of the model of integrating advanced Science, Technology, Engineering, and Mathematics (STEM) education with modern educational technology. The sample was selected using a stratified random sampling method. Data was collected through online questionnaires and analyzed pre-test/post-test by descriptive statistics and t-tests. The results show that the experimental group had a significant improvement in average score (t = 11.84; p < 0.001) compared to the control group (t = 2.12; p = 0.041). The model combining 6E, engineering design process, project-based learning, and the application of educational technology helped to increase interactivity, personalization, and learning effectiveness. The lecturer survey pointed out the main barriers in technical infrastructure, digital capacity, and institutional support. The study concluded that integrating STEM education and educational technology is a viable direction for pedagogical innovation in the digital transformation era.

https://doi.org/10.26803/ijlter.24.12.18

The Effectiveness of AI-Human Mediation in Recreating Literary Style: A Case of English/Arabic Poetry Translation

2025-12-13T15:18:18+00:00

Over the last three decades, computerized translation has witnessed accelerating developments in its forms, effectiveness, and terminology. Considering their ability to facilitate AI-human cooperation and evolving adaptability to diverse contextual nuances, emerging AI-driven translation tools have demonstrated remarkable progress in translation output quality. Despite the successive evolution in the types and performance of algorithmic translation software, these AI-powered translation tools continue to be challenged by the stylistic features of different text types, but most remarkably literary texts. This study addresses one of the least researched aspects in connection with the effectiveness of AI-driven translation software. The study aims to assess the quality and limitations of AI-powered translation enhanced with human prompt engineering in producing a stylistic translation of a poem from English into Arabic. The research methodology is guided by a hybrid methodology based on an experimental comparison between a professional human translation and a translation produced via AI-human interaction. The results show that LLMs’ shortcomings that disrupt the effectiveness of AI-HT mediation are related to AI’s decision-making limitations in applying translation strategies, algorithmic bias, sequential processing bias, and the lack of emotional intelligence. The results also imply that an effective AI translation requires independent human postediting rather than interactive AI-HT mediation. The study has profound implications for translation education, professional translation practices, and machine translation engineering programs.

https://doi.org/10.26803/ijlter.24.12.9

Designing an AI-Driven Career Guidance Framework in South African Higher Education: A User-Centric Approach

2025-12-17T05:47:36+00:00

The integration of Artificial Intelligence (AI) into career guidance systems presents a valuable opportunity to address the structural, informational, and psychological barriers that hinder effective decision-making for university students. This study outlines the development and implementation of a user-centred, AI-driven career guidance framework tailored for South African higher education institutions. Grounded in behavioural theory, particularly Social Cognitive Career Theory (SCCT), the framework was crafted using a qualitative research approach that incorporated insights from students’ focus group discussions and semi-structured interviews with lecturers. Findings show that students value personalised, context-sensitive guidance features, particularly those that link academic achievements to job market trends. Educators emphasised the need for system transparency, data security, and fair access to build trust and promote adoption. Results indicate AI-powered tools can boost students' confidence and career self-efficacy when integrated into academic support frameworks. The study highlights key contextual factors influencing career decision-making, such as the availability of reliable information, self-efficacy, the perceived usefulness of AI tools, and the digital readiness of institutions. The framework integrates machine learning profiling, personalised recommendations, and feedback loops, addresses inequalities, aligns education with labour-market needs, and helps students make career decisions. The evaluation findings show that stakeholders essentially embrace AI-powered guidance tools, though ongoing concerns include data privacy, confidence in the recommendations, and ensuring equal access. This paper offers a practical and theoretically informed model for career development interventions in developing contexts, serving as a blueprint for inclusive, scalable, and adaptable AI solutions in higher education.

https://doi.org/10.26803/ijlter.24.12.16

Navigating Loneliness and Solitude: A Comprehensive Literature Review of International Student Adaptation, Coping Strategies, and Institutional Interventions

2025-12-13T15:09:28+00:00

Loneliness among international students is both prevalent and consequential—linked to worse mental-health outcomes and lower engagement. In one large online sub-sample, screening positives reached 96%. This review employs social identity/identity negotiation and appraisal–coping and self-determination theories to analyze identity/belonging and coping mechanisms and network interactions and academic discourse through a critical narrative approach. PRISMA-aligned identification and reporting were used to improve transparency; the design is a critical narrative review with theory-informed thematic synthesis. The research combined data from 27 empirical studies while analyzing two reviews as separate entities. The research findings confirm the theoretical framework. showing four main findings: (1) an early post-arrival high-risk window; (2) identity threat/discrimination channeling appraisals toward low controllability and withdrawal-leaning coping; (3) language/academic-discourse thresholds depressing participation; and (4) friendship-network composition/role quality. Support origin differentiates trajectories (home-context vs host-context). Students need to develop control over their situation while building strong relationships with people who live near them so as to achieve better results. Institutions may consider one-path onboarding, invited-voice mentoring (with discourse scaffolds), visible anti-discrimination/empowerment cues, and housing-as-signpost—keeping routes into near-distance ties open. Volitional (autonomous) solitude can be adaptive, whereas avoidant solitude aligns with distress. Included studies were limited by mixed measures, scant moderator analyses, and predominantly cross-sectional methods. Future work could separate loneliness versus solitude motives, verify cross-language reliability, and adopt longitudinal models that test moderators.

https://doi.org/10.26803/ijlter.24.12.7

From Pen to Performance: Unpacking the Impact and Practicality of PTW Rubrics on Malaysian L2 Learners’ Self-Assessment

2025-12-17T05:37:33+00:00

One of the characteristics of an effective writing self-assessment tool for second language learners (L2) is its ability to provide meaningful feedback and foster autonomous learning. However, in assessing self-assessment for writing, a dearth of studies has addressed how the primary trait type of rubric could support learner engagement meaningfully and provide task-specific feedback. Utilizing Bachman's (2005) assessment use argument (AUA) validation framework, which focused on test usefulness qualities, this study investigated the impact and practicality of primary trait writing (PTW) rubrics as tools to evaluate students’ writing ability where the perceptions from both student self-assessments and teacher assessments were gathered. A qualitative approach using open-ended interviews was employed to gather data following the classroom implementation of the PTW rubrics with six Malaysian secondary school students. The verbatim transcripts were analyzed thematically using ATLAS. ti version 22. The findings revealed eight themes related to the impact and three themes related to the practicality of PTW rubrics. The themes showed that the PTW rubrics positively influenced student learning and were practical for self-assessment activities. This study introduces another strategy for evaluating L2 students’ writing skills as PTW rubrics are considered as a new tool for teachers to train students for self-assessment. Thus, students who can be independent learners and hold accountability in their own learning progress can be produced. This paper also adds to the existing body of knowledge by introducing a CEFR-aligned, self-assessment-oriented rubric that bridges theory and classroom practice for Malaysian L2 learners.

https://doi.org/10.26803/ijlter.24.12.14

Identifying Students’ Demand to Develop Project-Based Learning Model Integrated with Problem-Solving to Support Independent Research in Higher Education

2025-12-12T05:48:25+00:00

Problem-solving skills are vital in the 21st century, as technology-driven contexts demand open-minded thinking, innovation, and solution-oriented abilities. This study aimed to identify students’ demands in developing a project-based learning (PjBL) model integrated with problem-solving to support independent research competence in higher education. Conducted as a preliminary phase of a multi-year project, the research employed a descriptive quantitative design supported by qualitative interviews. The sample consisted of 98 undergraduate students selected through purposive sampling at STKIP Andi Matappa, with follow-up interviews involving three representatives. Data was analyzed using descriptive statistical techniques and thematic analysis. The results showed that although students were familiar with PjBL, they faced challenges in accessing resources, conducting literature reviews, and applying research methodologies. Their understanding of research processes was moderate, while knowledge of Yimer and Ellerton’s problem-solving stages remained low. Students emphasized the need for structured guidance, training workshops, and greater access to academic resources. These findings highlight the urgency of developing a contextually adapted PjBL model integrating orientation, planning, investigation, analysis-reflection, and communication stages to enhance students’ independent research abilities.

https://doi.org/10.26803/ijlter.24.12.5

Continuing Professional Development on Physical Sciences Educators’ Content Knowledge and Curriculum Decision-Making in Electrochemical Reactions

2025-12-17T06:20:49+00:00

Continuous professional teacher development (CPTD) programmes are widely recognised as essential for enhancing teachers’ subject knowledge and refining their pedagogical practices, ultimately contributing to improved learner outcomes. However, there is limited focus on how these programmes influence teachers’ content knowledge and pedagogical decisions when teaching electrochemical reactions in the South African education system. This study examined the influence of CPTD programmes on physical sciences educators' pedagogical content knowledge (PCK) and pedagogical decisions on electrochemical reactions. The study was framed within the PCK theoretical framework as a lens. This study used an interpretivist qualitative research approach, contextualised in one rural education district. Ten physical sciences educators were selected by employing a purposive sampling method. Data were gathered through semi-structured interviews and classroom observations. The data were analysed using thematic analysis. The findings show that educators' involvement in CPTD programmes significantly enhanced their pedagogical knowledge on electrochemical reactions, positively impacting their PCK in teaching these concepts. The study provides rtraining:tions for the Department of Education to intensify professional development programmes for physical science educators, ensuring minimal disruption to teaching while prioritising under-resourced schools and hands-on laboratory training; policymakers should enforce CPTD participation through the design of policy frameworks, and ensure continuous monitoring.

https://doi.org/10.26803/ijlter.24.12.21

Integrating Culturally Responsive Teaching and TPACK Frameworks in the Design and Validation of Indonesian Language Learning Tools for Multicultural Schools

2025-12-13T15:47:46+00:00

Although there is a rise in cultural diversity and the use of technology in education, numerous Indonesian educators struggle to successfully integrate cultural values and digital teaching approaches into language learning. Therefore, this study aims to design and validate Indonesian language teaching tools based on the Culturally Responsive Teaching (CRT) approach, integrated with the Technological Pedagogical Content Knowledge (TPACK) framework, for use in multicultural high schools. This study followed a simplified Borg and Gall model, focusing on three main phases: needs analysis, prototype development, and expert validation. The method focused on designing, improving, and evaluating educational tools that are culturally appropriate and integrate technology for learning the Indonesian language. Data were collected from Grade X teachers and students in ten multicultural schools in Asahan Regency, Indonesia. Results indicated a very high level of agreement among experts as measured using a Gregory Index score of 0.89; this represents a robust content validity of the educational resource materials. Thus, these materials have educational and culturally relevant validity and can be used in multicultural school settings. Testing the effectiveness of the teaching resources used with 60 students (30 in the experimental group and 30 in the control group) resulted in significantly improved learning outcomes for the experimental group (experimental mean posttest = 41.20) when compared to the control group (control mean posttest = 19.80). A Mann-Whitney U Test p-value of 0.000 also supported the results, indicating that incorporating culturally responsive education and technology-enhanced pedagogy increased students' engagement and understanding of Indonesian language learning. These results provide validation of the effectiveness of the developed teaching materials and demonstrate how applying the CRT and TPACK models can merge cultural relevance and technical pedagogy to support contextualized learning and inclusive learning practices. Local cultural stories are incorporated into the tool to enable students to express their identities while enhancing the TPACK model by including CRT principles. This study demonstrates a successful combination of culturally responsive education and technology-enhanced pedagogy—applications that have previously been underrepresented in research. This research has developed a design model that has been empirically tested and validated to combine the CRT and TPACK models to enhance the theoretical basis for culturally sustainable learning and establish a base for future research that explores inclusive and context-based language education in various educational settings.

https://doi.org/10.26803/ijlter.24.12.12

Social Interaction between Lecturers and Undergraduates in EFL Classrooms: A Case Study from a Thai University in the Age of AI

2025-12-12T05:38:53+00:00

This explanatory sequential mixed-methods study investigates how artificial intelligence (AI) is reshaping social interactions in Thai EFL classrooms amid the rapid spread of chatbots and AI-supported writing tools in language education (2020–2025). Grounded in Sociocultural Theory and the Interaction Hypothesis, the design combined a questionnaire administered across four undergraduate year levels with semi-structured interviews of eight purposively selected students. Descriptive statistics summarized the survey responses, while the interview data was analysed thematically. The findings show that students welcome AI for quick access to input, idea generation, and building confidence before speaking yet remain cautious about accuracy and overreliance, and many still prefer lecturer clarification for complex issues. A new contribution emerges in the form of a dual effect: pre-class AI preparation enables students to enter lessons better prepared and more confident, but it is also associated with fewer spontaneous in-class clarification questions, suggesting a subtle displacement of routine lecturer–student interaction. While AI can stimulate participation and reduce hesitation, it cannot replace teacher guidance, formative feedback, and relational rapport. Overall, the evidence supports a hybrid interaction model in which AI-supported preparation is paired with human-led dialogue during class. Implications extend beyond ZPD and the negotiation of meaning toward a whole-class ecology: brief, transparent rules for responsible AI use (verification and disclosure), protection of talk time through AI-off/AI-critique moments, and process-oriented assessment that includes light evidence of AI use and short reflections on revisions. Program-level alignment (equity safeguards, approved tools, and privacy/ethics policies) is recommended to keep expectations consistent. By documenting both the benefits and displacement risks of pre-class AI use, this study refines the sociocultural theory for the AI era. It offers scalable guidance for EFL programs in Thailand and across Asia.

https://doi.org/10.26803/ijlter.24.12.3

Exploring the Impact of Emotional Intelligence on Language Proficiency, Engagement, and Motivation in University-Level ESP Classrooms

2025-12-17T06:11:27+00:00

Emotional intelligence (EI) is critically important in educational contexts, particularly in language learning, where it aids learners in managing anxiety, building resilience, and sustaining motivation. However, it’s a precise relationship with key learning outcomes within healthcare university-level English for Specific Purposes (ESP) classrooms requires further investigation. This quantitative study, therefore, aimed to unravel the complex interplay between EI and English among university-level ESP students. In addition, it aims at identifying the effect EI components can have on the varying levels of ESP learners’ engagement and motivation. This study involved 80 ESP healthcare university-level, randomly chosen to ensure the representation of learners from different fields of study. English language proficiency among ESP learners was measured using a standardized test designed to evaluate the four language skills, followed by administering the Bar-On Emotional Quotient Inventory and the student engagement scale to measure the ESP students EI dimensions and their engagement levels. The findings demonstrated a significantly positive relationship between overall EI and language proficiency. Furthermore, results from Pearson correlation and regression analyses emphasized that specific EI dimensions, most notably self-awareness and empathy, served as major statistical determinants of improved academic performance and higher levels of classroom engagement. Consequently, this study advocates for the intentional integration of strategies oriented toward developing these EI dimensions into ESP curricula. Such an approach can enhance language skill development by fostering greater motivation and active participation, offering valuable guidance for educators, curriculum developers, and policymakers in creating more effective and transformative ESP learning environments.

https://doi.org/10.26803/ijlter.24.12.19