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Oral-corrective feedback (CF) has often been a significant concern in Teaching English as a Foreign Language (TEFL). This study sought to investigate teachers’ and students' attitudes toward the oral CF in traditional and technology-enhanced classes. It also investigated the extent to which teachers' attitudes toward the oral CF matched their practices. A mixed-methods design was used for the study, utilizing data from questionnaires, observations, semi-structured interviews, and focus-group discussions. A sample of 162 female Iranian EFL students studying English at a private school participated in the study. The results showed that explicit correction (26%) and metalinguistic feedback (32%) were rated much more positively by the majority of students. Furthermore, the results indicated that they were more accustomed to receiving oral-feedback from the teacher in face-to-face classes than text- or audio-based feedback in technology-enhanced lessons. In addition, teachers' attitudes toward the CF were categorized into four themes: students' affective responses to CF, reasons for providing CF, timing of CF, CF in face-to-face instruction, and technology-enhanced instruction. The findings also showed that teachers' expressed beliefs about the frequency of CF provision predicted their practices, in many cases. This research has implications for EFL teachers and materials developers.

EN:

This study explored the relationships between English as a medium of instruction (EMI) effectiveness factors and students’ EMI course satisfaction. In addition, responding to the call for adaptive EMI, it also examined how students and teachers’ background characteristics could shape such relationships. Using the convenience sampling method, 821 undergraduate students participated in the survey. The study affirms that three EMI effectiveness factors positively predict student EMI course satisfaction, while characteristics that are related to how students approach learning have the most effect on their satisfaction with EMI courses. These findings also affirm the complexity of student EMI course experiences, when considering both student and teacher demographic and background differences. The moderating effect of English proficiency and prior EMI experience differs significantly among such factors and student satisfaction. This research highlights that a cross-cultural outlook is more influential for Taiwanese students and courses with local teachers, while teaching characteristics are a stronger predictor for male students. The significance of each factor may fluctuate within diverse national contexts and is influenced by students and teacher backgrounds. Understanding and adapting to these contextual nuances will play a key role in elevating overall student satisfaction with EMI courses.

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The intricate nature of socio-scientific issues has gained traction among researchers in recent decades. This study explores educational research focused on socio-scientific issues over the last 21 years (2002-2023) using the bibliometric method. The analysis of 350 Scopus-indexed articles was conducted, examining publication trends, influential contributors, and research trajectories through citation, co-occurrence, and co-citation analyses. Co-citation analysis reveals a complex intellectual structure within the field, with a dominant cluster of influential authors and several smaller, specialized research communities emerging. Analysis revealed that the major themes discussed by the examined articles include the nature of science, climate-change decision-making, and education for sustainability, which are crucial in addressing contemporary challenges in education and society. This study highlights the significance of fostering interdisciplinary cooperation and integration of technological aspects into future research. It also identifies the necessity of addressing gaps in research resources, improving knowledge accessibility, and strengthening international collaborations for the field's advancement.

EN:

Literacy is an essential component of any elementary-school classroom. To address shifting understandings of literacy and how to teach it, Alberta has developed a new language-arts curriculum. This curriculum, however, was developed in a context where schools have a long history of not serving Indigenous children well, including not meeting their needs through literacy programs (Hare, 2011). Alberta Education, through the English Language Arts and Literature (ELAL) curriculum, claims to better address those needs. The purpose of this research is to examine how the ELAL curriculum and its implementation aligns with the field of language and literacy, and in particular, Indigenous literacy scholarship, namely Peltier’s (2016/2017) Wholistic Anishinaabe Pedagogy and Reese’s (2018) Critical Indigenous Literacy. Data included both an analysis of the curriculum and semi-structured interviews with literacy instructors/scholars and in-service teachers. There were several key findings: English only processes, sparce attention to feelings throughout the curriculum, an absence of critical literacy, and inappropriate text selection. This paper is significant, as it shows the complexities and promise of being a non-Indigenous literacy scholar, thinking deeply about places of resonance and tension in literacy in ways that Indigenous scholars are already writing about.

EN:

This study investigated the role of interactivity on the protégé effect, and explored how biology teachers can utilize it in their classrooms to reduce rote learning and facilitate long-term retention. This investigation utilized the generative learning theory, and adopted a non-equivalent quasi- experimental research design involving 60 students. The instruments used for this study include a stimulus instrument titled, Teachers’ Instructional Guide on Ecology of Population (TIGEP), which was used as guide for teaching ecology with the protégé effect, and three response instruments. The first, the Population Ecology Requirement Test (PERT), was used to show the required knowledge for the respondents on the protégé effect, while the second and third, the Population Ecology Achievement Tests (PEATs; version 1 and 2), helped to assess the learners’ performances. Results, obtained using analysis of covariance and Bonferroni post-hoc analysis, indicated that the protégé effect significantly influenced the performances of students on immediate tests (Fcal = F(3,55) = 24.47 > Ftab = 8.57, p < 0.001) and on the long-term retention of Biology concepts (Fcal = F(3,55) = 16.25 > Ftab = 8.57, p < 0.001). This study showed that interactivity, via the protégé effect, provides a strong indication for improving academic performance and retention of learned concepts in biology, as it assists in consolidating and integrating learned concepts.

EN:

Virtual Reality (VR) technology in learning activities assists in visualizing abstract phenomena of physics concepts. This technology supports the delivery of effective and meaningful learning experiences. The main objectives of this study, therefore, are to analyze the level of students' readiness to use VR technology in higher education, and to analyze the factors most affecting students' readiness to use VR technology in physics learning. The research employed a questionnaire-survey method with 127 physics education students from a university in Indonesia, distributed based on age, gender, study level, geographical background, and family economic status. Data collection uses a Likert-scale questionnaire containing ten factors of student readiness for using VR. Data analysis techniques included percentages, the Pearson Product Moment Correlation, and multiple regression. The results of this study indicate that the level of students' readiness to use VR technology falls into the intermediate category (71%). The two factors most influencing students' readiness, that were identified from the correlation coefficients, are the availability of access to VR devices and basic technical skills in operating VR technology. Students' readiness to use technology in learning serves as the basis for determining which steps should be prioritized to prepare for technology-enhanced learning, ensuring that the technology positively impacts the learning quality.

EN:

This study investigated the level of emerging digital technologies’ competencies of Science, Technology, Engineering, and Mathematics (STEM) pre-service teachers. It employed a descriptive survey research design. A sample of 357 STEM pre-service teachers from a Nigerian university were selected purposively, based on the criteria that they were willing to participate in the online test. The Science, Technology, Engineering and Mathematics Emerging Digital Technologies’ Competencies Test (STEM-EDTCT, r=0.84) was used to collect data online, through a Google form. The data collected were analyzed using descriptive mean, standard deviations, simple percentages, and inferential statistics (independent t-test and analysis of variance). The results showed that the level of emerging digital technologies’ competencies of STEM pre-service teachers was low, regardless of their mode of entry into the university. The study also found a significant gender difference in the level of digital competencies, with male pre-service teachers scoring higher than their female counterparts. Based on the findings, it is recommended that Nigeria’s policy on pre-service teacher-training should focus on acquiring skills and competencies, particularly in digital technologies. STEM pre-service teachers should be equipped with known and emerging technologies to enable them to deliver knowledge and information effectively.

EN:

In this study, an instrument was developed to measure an instructor’s value and incorporation of intersectionality theory in the classroom. Through a Delphi study, a list of items was devised, and then a pilot study was conducted to collect responses from 161 participants. The result is the development of the Intersectionality Pedagogy Scale, a 23-item scale with a single factor that measures intersectionality pedagogy. The implications for this study will be discussed, along with recommendations for further research.

EN:

In undergraduate university courses, the assessment methods often lack variety, which can lead to significant stress for both students and educators. It is becoming increasingly apparent that incorporating a range of assessment types could alleviate this stress and better accommodate diverse learning styles (Leite et al., 2010). Elective Grading (EG) is an approach to assessment that empowers students to determine their own grade weighting, based on their own learning goals and progress. EG can be implemented by using simple algebraic formulas to increase or decrease the original grade by the amount elected by the student. Using computer-based spreadsheet technology, EG can be included in a dynamic system that responds to the student's work, rather than relying solely on the instructor's evaluation. This article explains the rationale behind adopting an EG system, exploring a different option for students to re-weigh tests and assignments to reduce the perceived impact of each assessment, with no grade inflation. This flexible approach can mitigate student stress and anxiety, and practical strategies for its implementation across the curriculum. EG can enhance student learning and engagement from both the instructor's and the students’ perspectives. Students can use EG to adapt their own assessment preferences that may reduce stress and improve learning outcomes.

EN:

This study investigates the transition of pre-service English teachers from university to high-school teaching, focusing on the challenges of applying theoretical knowledge in practical classroom settings. The research highlights how the integration of experiential learning and mentorship can effectively bridge the gap between theory and practice. Through a qualitative analysis of pre-service teachers in the Mekong Delta region of south-western Vietnam, this study identifies key challenges such as classroom management, student engagement, and the implementation of student-centred teaching methods. It also explores the transformative impact of hands-on teaching experiences and mentor guidance on the professional development of these teachers. The findings suggest that incorporating more experiential learning opportunities and structured mentorship into teacher-education programs can significantly improve pre-service teachers' preparedness for high-school teaching. This study underscores the need for educational reforms that emphasize practical training, alongside theoretical instruction, to enhance the effectiveness of teacher education.

EN:

This study examines the management of education in a crime-prone area, specifically through a case study in the Binduriang district of Rejang Lebang district of Bengkulu province, Indonesia. This area is known for its high crime rates, which are especially associated with drugs, gambling, theft, and robbery. The study used a descriptive qualitative approach, collecting data through semi-structured interviews and open-ended questionnaires from nine school principals and 10 teachers in the Binduriang subregion. The data analysis used thematic analysis, which included transcription, manual and NVivo coding, categorization, and subject identification to ensure strict pattern recognition and reliable findings. The results show that the main challenges in managing Binduriang education include limited human resources, insufficient financial resources, and a lack of community participation and educational awareness. The study also highlights a number of solutions implemented, such as improving teachers' skills through workshops, and collaborating with security forces and other stakeholders. In addition, the study proposes practical plans to improve the quality of education, including the formation of a strong management team. It also aims to contribute to the understanding and resolution of educational management problems in crime-prone areas, and can serve as a model for other regions facing similar challenges.

EN:

This study explored the pedagogical strategies employed by grade 12, life-sciences teachers in township schools to teach complex concepts, such as genetics and meiosis, using improvised teaching resources. Resource constraints in South African township schools often limit learners’ access to traditional teaching materials and technologies. In response, this research examined how teachers adapt and innovate their methods to effectively convey abstract life-sciences concepts. An embedded mixed-methods design was utilized, with a purposive sample of four life-sciences teachers from diverse township schools, selected to reflect varied teaching experiences and resource availability. Data was collected through interviews and classroom observations, offering insights into their instructional practices. Thematic analysis of interview data and systematic observation of classroom activities revealed a range of creative and adaptive pedagogical approaches. Instructors commonly adopted collaborative, learner-centred, and inquiry-based teaching methods. They employed creative strategies, including designing hands-on activities, using analogies, and incorporating real-life examples to enhance learners’ understanding. Collaboration among teachers and the use of community resources also emerged as key strategies for enriching the learning experience. The findings underscore the resilience and ingenuity of grade 12, life-sciences teachers in overcoming resource constraints to create effective educational environments. This study contributes to the understanding of the interplay between pedagogy and resource availability in underserved educational settings, providing valuable insights for educators, policymakers, and curriculum developers aiming to enhance science education in resource-limited contexts.