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

Teacher–Student Interactions in Face-to-Face and Online Learning: A Sociocultural Case Study in Malaysian Higher Education

2025-12-25T12:01:18+00:00

This study problematizes the way teacher–student interactions in higher education change as teachers and students transition from face-to-face to fully online learning. By using a qualitative case study conducted over six months at a Malaysian public university, audio-recorded and observational data were gathered from two instructors and approximately 70 students, including interviews with 10 selected participants. Findings show that face-to-face instruction offered structured guidance, immediate feedback, and rich interaction, which supported deeper engagement and learning. In contrast, fully online environments relied heavily on one-way delivery and asynchronous activities, which maintained access but limited dialogic exchange and self-regulated learning. These results suggest that online learning, while necessary for continuity, is not a complete substitute for in-person interaction, because it risks diminishing comprehension and outcomes related to critical thinking. These insights prompt critical questions about how teacher–student dynamics influence learning experiences and outcomes, particularly for achieving equitable education under Sustainable Development Goal 4. The study underscores the need for institutional readiness, particularly for policies and infrastructure that support effective digital pedagogy, and highlights the importance of teacher training for designing blended, interactive, feedback-rich online environments. It also calls for sensitivity to the cultural–technical interplay that shapes how educators and students navigate digital spaces, by ensuring that technology enhances rather than replaces the social dimensions of learning.

https://doi.org/10.26803/ijlter.24.12.26

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

Adoption of Technology in the Promotion of Translanguaging in African Higher Education

2025-12-25T12:57:35+00:00

This study investigates how Nigerian higher education institutions adopt technology for translanguaging, focusing on the influences of technological, organizational, social, and cultural factors. The researchers anchored the study using translanguaging theory, sociocultural theory of learning, and the technology acceptance model. A quantitative cross-sectional survey design was utilized to collect data from lecturers and students at two institutions in Nigeria. The researchers used Jamovi software to analyze the data and evaluate the reliability, validity, and significance of the hypothesized relationships. The availability of digital tools, the technical proficiency of lecturers and students, institutional support, and training programs significantly enhance the adoption of technology. Collaboration, peer-to-peer communication, and a positive attitude toward multilingualism influence the use of technology. The acceptance of indigenous languages impacts how people use technology for translanguaging. The study concludes that adopting technology can enhance multilingual proficiency, promote linguistic diversity, and improve educational outcomes. This study provides insights to guide policymakers and educators in using digital tools to implement translanguaging practices. These practices will help preserve and promote indigenous languages within the context of technology adoption for multilingual education in Africa.

https://doi.org/10.26803/ijlter.24.12.33

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

Keeping Pace with 21st Century Skills: The Role of Computer-Aided Design in Teaching Engineering Graphics and Design

2025-12-25T11:29:56+00:00

In the era of the Fourth Industrial Revolution, the cultivation of 21st-century skills, such as creativity, critical thinking, collaboration, and digital literacy, has become increasingly important in technical education. This study examined the role of computer-aided design (CAD) in enhancing the teaching and learning of Engineering Graphics and Design in South African schools. It addresses the gap in knowledge about teachers’ technological readiness and pedagogical integration by exploring their attitudes toward CAD use and its potential to develop essential learner competencies. Guided by an interpretivist paradigm, the study employed a qualitative systematic synthesis of 10 peer-reviewed articles published between 2020 and 2025, retrieved from SCOPUS, Google Scholar, and Web of Science. Using the PRISMA 2020 framework and the integrated TPACK–P21 framework, Boolean search strings related to “AutoCAD”, “engineering graphics and design”, and “21st-century skills” were applied. Thematic analysis revealed that teachers acknowledge CAD’s value in improving students’ spatial visualisation and fostering innovation, but widespread adoption is hindered by challenges such as limited access to technology, expensive software licences, and inadequate professional development. The study recommends targeted teacher training, curriculum updates, and sustainable resource allocation to support CAD integration in Engineering Graphics and Design instruction. By linking traditional drawing techniques with digital pedagogies, this research contributes to technology-integrated education and provides practical insights for advancing digital teaching strategies. Its findings extend beyond South Africa, offering globally relevant recommendations for aligning technical education with the demands of a rapidly evolving, technology-driven world.

https://doi.org/10.26803/ijlter.24.12.24

Technology Adoption in Primary Schools: Perspectives from Rural Bangladesh

2025-12-26T17:31:59+00:00

The digitalization of education from the early stages has been recognized by educationalists from across the world. Bangladesh, with the vision of digitalization in every sector, has been showing improvements in incorporating technology into education. However, the primary school level has not been able to keep pace with the implementation of basic technology, for example, computers, projectors, sound systems, etc., as much as the higher levels of education. Rural schools are being deprived of the facilities that created an invisible disparity between the urban and rural schools. This research aimed to investigate the factors that restrict technology adoption in rural schools, followed by suggested sustainable solutions for optimal results from teachers’ and administrators’ perspectives in the Bangladeshi context. This study followed a qualitative approach with eight different rural schools, involving fourteen individual interviews and one focus group discussion to gather data on the dynamics in participants’ experiences, perceptions, and suggestions. Strategic sampling was used to ensure reliability. Among the fourteen participants, five were school administrators and nine were teachers. The focus group involved three teachers to take part in a discussion. Data were analyzed thematically. The findings show that technology adoption will benefit the educational environment with teachers’ hands-on training, availability of technological equipment, funding from the government, and eliminating socio-economic barriers to provide an equal and harmonized educational environment for both urban and rural primary schools. The study recommends proper teacher training, sufficient funding for the required equipment, a distributed supply of technological support, and the recognition of other socio-economic problems and their solutions.

https://doi.org/10.26803/ijlter.24.12.40

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

Driving Factors and Constraints Influencing Primary School Teachers’ TPACK Development in Hybrid Communities of Practice in South Africa

2025-12-25T12:45:51+00:00

Despite the growing emphasis on TPACK as an important knowledge, many South African primary school teachers lack structured support to integrate technology effectively into teaching. This study explores the driving factors and constraints influencing primary school teachers’ development of Technological Pedagogical and Content Knowledge (TPACK) within hybrid Communities of Practice (CoPs) in South Africa. The research is grounded in Wenger's (1998) CoP social learning theory and Mishra and Koehler's (2006) TPACK model. A qualitative research approach was employed, involving a group of 12 purposefully selected teachers who participated in open-ended survey questionnaires, one-on-one semi-structured interviews, observational sessions, and in WhatsApp group chat screenshots, all of which were analysed through Atlas.ti. The findings showed the key elements outlined by Wenger (1998) in his CoP social learning theory emerged as key motivating factors for teachers’ acquisition of TK, PK, CK, and TPK. These key elements include community, shaped by social arrangements; practice, defined by problem-solving strategies; meaning, reinforced through repeated dialogues; and identity, enriched by the interaction of core members and newcomers. Conversely, community also acted as a constraint, as teachers’ personal characteristics and traits limited the acquisition and sharing of TK, TPK, TCK, and TPACK within their hybrid CoPs. Gaining an understanding of the relationships between specific factors and their varying effects on TPACK development may offer more focused insights for policymakers, including national governments and global organisations, such as the Commonwealth of Learning (COL) and, the United Nations International Children's Emergency Fund (UNICEF).

https://doi.org/10.26803/ijlter.24.12.31

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

Self-Efficacy in University Learning and Teaching: A PRISMA-Guided Systematic Review of its Multifaceted Dimensions

2025-12-25T11:21:57+00:00

This paper presents a systematic review of empirical research from 2020 to 2024 related to self-efficacy to illustrate the various roles of self-efficacy as an independent, mediating, and dependent variable in various aspects of university learning and teaching. Seventy-five peer-reviewed studies were selected following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guideline and analysed through a combined narrative and thematic approach. The final findings reveal that various forms of self-efficacy, namely, academic, digital, research, and entrepreneurial, could consistently predict positive academic achievement, engagement, and self-regulation. Self-efficacy is a significant mediator between instructional design, pedagogical support, learning environments, individual motivation, and performance, although these connections have not been thoroughly explored. The improvement of self-efficacy is influenced by educational, technological, and social factors in the digital and post-pandemic environment. In theory, these findings suggest that self-efficacy should be embedded in larger motivational and situational frameworks. In practice, the importance of gaining experience, formative feedback, digital abilities, and supportive institutional atmospheres is emphasised. However, current literature is limited by cross-sectional methods, conceptual ambiguity between specific domain structures, and limited cross-cultural perspectives. Addressing these methodological, conceptual, and contextual gaps will provide a more comprehensive and integrated explanation for the development of self-efficacy and its interaction as a predictor, mediator, and outcome in higher education systems.

https://doi.org/10.26803/ijlter.24.12.22

Tipping the Scale: Bringing the Disequilibrium to the Passive Learning Phenomenon

2025-12-25T13:24:15+00:00

The passive learning phenomenon, common in teacher-centred classrooms, persists in classrooms globally despite continuous calls for learner-centred pedagogies. The educational landscape is in dire need of a shift to not only promote learner-centredness but also to move towards autonomy-supportive pedagogical approaches. This paper aims to elucidate and explore the potential of the ‘Altered Flipped Classroom Pedagogy’, a context-specific active learning intervention, to enhance learner engagement and participation in an everyday traditional high school classroom. It originates from Bergman and Sams’ seminal work on the topic. It was, however, ‘altered’ to meet the needs of the South African context, where only an estimated 20,35% of the public high schools in the country have access to technology for teaching and learning purposes. The research is situated within Self-Determination Theory, as the design of the intervention addresses learners’ needs for autonomy, relatedness and competence. Using volunteer sampling, high school teachers self-selected to attend an online training session and received a training manual before implementing the intervention. The primary method of data collection was semi-structured interviews. Method triangulation was achieved through merging three alternative qualitative methods following the thematic analysis process. The primary findings demonstrate the potential of the AFCP to promote learner engagement, participation, and motivation. Further findings suggest that learners experienced greater autonomy and displayed more self-determined behaviors. When learners become more autonomous, they grow their ability to think independently, solve problems and take greater ownership of their learning.

https://doi.org/10.26803/ijlter.24.12.38

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

Artificial Intelligence Tools as Catalysts of Improved Spoken English: A Systematic Review of the Current Applications and Challenges

2025-12-25T12:35:19+00:00

A goal of English as a Second Language (ESL) learners is to be fluent in spoken English, yet challenges such as pronunciation difficulties, limited fluency, and low confidence persist. With the rise of artificial intelligence (AI), new tools have emerged to support oral language development, and the pedagogical value and limitations of these tools require systematic evaluation. This study conducted a systematic review of empirical research published between 2021 and 2025, was guided by the PRISMA framework and drew on studies in the ERIC and Sage databases. In total 11 studies were analyzed, covering AI applications such as natural language processing-based chatbots (e.g., ChatGPT), AI-powered presentation platforms (e.g., PitchVantage), speech recognition systems (e.g., Speechling, E-platforms), and assessment tools (e.g., Duolingo English Test). Findings show that these tools provide personalized, real-time feedback that enhances pronunciation, fluency, learner autonomy, and engagement. Nevertheless, persistent challenges include the accuracy and precision of feedback, learner dependency on technology, feedback quality and clarity, lack of contextual awareness, technical barriers, and access and inclusive issues, alongside ethical concerns over data privacy. The review concludes that AI tools complement but cannot replace human mediation, and recommends inclusive, context-aware, and ethically governed AI solutions that are integrated with teacher guidance to maximize their effectiveness in developing ESL speaking.

https://doi.org/10.26803/ijlter.24.12.29

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

Digital Teaching Innovation in Education: A Systematic Review

2025-12-25T13:10:39+00:00

Amid rapid digital transformation in education, the framework for digital teaching innovation is fragmented, with inconsistent evidence of its mechanisms. This study, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, reviewed 43 empirical studies published between 2021 and 2025. After screening for clarity and rigor, it analyzed data on definitions, determinants, and strategies. The study concluded that digital teaching innovation is a systemic transformation, integrating advanced technology with redesigned teaching methods. Key determinants include technological infrastructure, teacher capabilities, and student and organizational environments. This review identified five pathways to boost teacher innovation: fostering innovative thinking, merging technology with teaching and subject knowledge, using student-centered methods, enhancing professional collaboration, and aligning the institutional ecosystem. While Technological Pedagogical Content Knowledge and Substitution, Augmentation, Modification, Redefinition models guide practice, most efforts focus on enhancement. To advance digital teaching innovation, invest in infrastructure, teacher skills, and leadership. Recommendations include: (1) creating discipline-specific professional development for Technological Pedagogical Content Knowledge integration; (2) addressing digital infrastructure equity; (3) implementing distributed leadership and collaboration; and (4) evaluating beyond technology use to include learning outcomes.

https://doi.org/10.26803/ijlter.24.12.36

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

Higher Education in BRICS Countries Committed to the Sustainable Development Goals: Community Engagement and Research Practices

2025-12-25T12:09:45+00:00

The Sustainable Development Goals (SDGs) are a set of 17 social, economic, and environmental goals to be achieved by the year 2030. World leaders have committed to the 17 SDGs because there is an urgent need to shift the world onto a more sustainable path. Education for sustainable development (ESD) is necessary if BRICS nations are to achieve the SDGs and their targets by 2030. Higher educational institutions (HEIs) play an essential role in achieving sustainability as they nurture future leaders, policymakers, business owners, and professionals. Although the SDGs have been reported on in the scholarly literature, there is a call for more studies that explore how HEIs in developing countries, such as BRICS nations, contribute to the SDGs. Employing a qualitative document analysis of 60 documents, grounded in the principles of grounded theory, the purpose of this study was to explore how BRICS nations such as Brazil and South Africa have aligned their community engagement and research practices to contribute to the 17 SDGs. The findings revealed that HEIs should not limit the implementation of the SDGs in their community engagement and research practices. The curriculum content and teaching pedagogy should also be aligned with the ESD and the 17 SDGs. Further improvement will require adopting a holistic approach towards ESD in all core activities.

https://doi.org/10.26803/ijlter.24.12.27

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

Mapping the Usage of Definite and Indefinite Articles in Student and ChatGPT Essays: A Stylometric-Cartographic Approach

2025-12-25T13:01:30+00:00

This study set out to investigate, analyse, and compare the usage frequencies of two English articles, the definite article, the, and the indefinite article, a, in two discursive essay sets. One set was written by first-year, English second language, undergraduate students (SWDEs), while the other set was generated by ChatGPT (CGDEs). Both essay sets responded to the same essay topic at different times (2023 and 2024). Each set comprised 50 essays, with the SWEDE set consisting of 27,183 tokens, whereas the CGDE set had 25,010 tokens. SWDEs were selected using convenience sampling, and all the 50 CGDEs were generated individually. The study employed a Deleuzian-Guattarian cartographic mapping and stylometry as its theoretical framing. In addition, it utilised AntConc to analyse its data. Some of the findings of this study are as follows. Pertaining to SWDEs, the definite article, the, had more usage frequencies than the indefinite article, a. A similar pattern was observed concerning CGDEs. Across the two essay sets, SWDEs recorded more usage frequencies of these two articles than CGDEs, with the definite article, the, having the most occurrence frequencies than the indefinite article, a, in both sets. With reference to cartographic representations of these two articles in the two essay sets, the study observed that these two articles can have multiple and varying representations that foreground their unfixed, indeterminate, fluid, and impermanent nature. This particular ephemeral nature, results in the cartographic deterritorialisation of these two articles across the two essay sets. This view inherently perceives student writing as being in a state of flux and negates the orthodox framing of student writing as predictable, linear, and stable. The study ends with recommendations and caveats regarding the use of these two English articles by English L2 students and by LLMs such as ChatGPT.

https://doi.org/10.26803/ijlter.24.12.34

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

LEGO® Serious Play® Research: A Bibliometric Mapping of Themes, Trajectories and Frontiers (2015–2025)

2025-12-25T11:39:52+00:00

This study conducts a comprehensive bibliometric analysis of research on LEGO ® Serious Play ® (LSP) from 2015 to 2025, based on data from the Web of Science and Scopus databases. The total number of documents assessed in this study is 268 (169 from Scopus and 99 from Web of Science). Using co-citation, keyword co-occurrence, and literature coupling methods, the study outlines the knowledge structure, thematic development, and cross-disciplinary application of LSP in education, healthcare, and organizations. The study employs a multi-tool bibliometric analysis, following PRISMA guidelines for rigorous data curation, and uses keywords and search terms to map the intellectual and thematic landscape of LEGO® Serious Play research. The results demonstrate that constructivist theory, flow psychology, and participatory design possess strong conceptual foundations, with education-related research being the most prominent. However, the emergence of emerging fields such as psychological safety, human-computer interaction, and inclusive co-design indicates that the research field is moving towards diversification. Although the number of relevant publications is increasing, the field still suffers from methodological fragmentation, saturation of core field theories, and a lack of representation of non-Western research. The triangulated synthesis underscores the importance of longitudinal research, the development of a facilitator competency framework, and its integration with digital and embodied learning theories. This study summarizes six strategic directions for advancing LSP research, covering multimodal experimental design, cross-cultural adaptation, and open science ecosystems. This study not only provides an important action guide for future related research, but also provides a reference framework for sorting out emerging teaching technologies.

https://doi.org/10.26803/ijlter.24.12.25

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

Utilization of Artificial Intelligence Tools in Engineering Education among HEIs in Eastern Visayas, Philippines

2025-12-25T12:52:13+00:00

This study investigates the ways in which engineering faculty members and students in Eastern Visayas, Philippines, adopt and use artificial intelligence (AI) tools, assistants, and generative applications within teaching and learning. Using a quantitative descriptive–correlational design with purposive sampling, we surveyed 44 faculty members and 391 students across EVSU, SSU, ESSU, and BiPSU (formerly NIT/NSU) and analyzed responses using descriptive statistics, correlation tests, and group comparisons. Findings show broadly similar overall adoption rates between faculty members and students (no significant difference), but highlight role-specific patterns: faculty members more often use AI for grading automation, classroom management, and content verification, while students use AI more for computer-aided design, simulation, and creative outputs. Results revealed generally similar adoption rates between faculty members and students, with ChatGPT being the most widely used generative AI tool (Faculty: 94.1%; Students: 91.6%) and academic writing support being the most common purpose (Faculty: 67.6%; Students: 79.8%). Shared concerns include data privacy/security, ethical use, and usability/complexity. The study contributes: (1) a regional evidence base for AI adoption in engineering education; (2) an integrated TAM–IDT framework operationalized for HEI decision-making; and (3) role-specific implications for training, governance, and curriculum. We recommend institution-wide governance on responsible AI use, targeted capacity-building for faculty and students, and AI-literacy embedded in engineering curricula.

https://doi.org/10.26803/ijlter.24.12.32

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

The Mediating Role of Financial Literacy between Entrepreneurial Attitude and Intention among Technical and Vocational Education and Training (TVET) Students in Nigeria

2025-12-25T11:26:56+00:00

This study assessed Technical and Vocational Education and Training (TVET) students’ levels of financial literacy, attitude towards entrepreneurship, and entrepreneurial intention in Nigeria. It also examined financial literacy as a mediator in the relationship between Attitude towards Entrepreneurship and Entrepreneurial Intention. The Theory of Planned Behaviour (TPB) served as the conceptual foundation for this study. The study adopted a quantitative research design, and the participants consisted of students selected from a purposively chosen TVET institution (Federal College of Education, Technical, Ekiadolor). Two hundred and thirty-six (236) TVET students selected based on a simple random sampling technique participated in the study, A structured questionnaire, consisting of demographic information and 19 items, was adapted to measure financial literacy, attitudes, and entrepreneurial intention, serving as the data collection instrument. The questionnaire was validated by experts and pilot-tested among TVET students who are not part of the target population of this study. A Cronbach’s Alpha Coefficient of 0.70, 0.74, and 0.71 were obtained for financial literacy, attitude towards entrepreneurship, and entrepreneurship intention, respectively. Data generated from the study were analysed using mean and standard deviation, including the weighted average (W.A.) and Structural Equation Modelling (SEM) approach used to test the study’s hypotheses. Results revealed that while TVET students exhibited a high level of financial literacy and a positive attitude towards entrepreneurship, they, demonstrated a moderate entrepreneurial intention. The study also established a positive relationship between attitude towards entrepreneurship and entrepreneurial intention. Furthermore, financial literacy was found to mediate the relationship between TVET students’ attitudes toward entrepreneurship and entrepreneurial intention in the study context. Based on the results, it is evident that to effectively translate entrepreneurial intention into action, a multi-stakeholder approach is essential. This requires TVET institutions to embed financial literacy and attitude-shaping training within their curricular, supported by government policies and industry partnerships that provide practical mentorship and funding opportunities.

https://doi.org/10.26803/ijlter.24.12.23

From Classroom to Workplace: Contributions of Pursuing Graduate Studies on Personal and Professional Development

2025-12-25T13:27:13+00:00

The knowledge and skills gained in the classroom play a vital role in developing the professional abilities of graduate students as they enter the workforce. Using a qualitative approach, this study examined the experiences of seven selected graduates of the Master of Public Administration program at Mountain Province State University. Relying on interview narratives as the primary basis for discussion, this study found that pursuing graduate studies significantly contributes to participants’ personal and professional growth. Personal development aspects include career advancement, increased confidence, critical thinking and problem-solving skills, and communication skills. Professional development encompasses enhanced leadership abilities, improved policy analysis and development skills, expanded public sector expertise, proficiency in resource management, better decision making, and crisis management capabilities. Based on these findings, the study recommends the following: updating the curriculum to adapt to political and administrative disruptions; offering workshops and training sessions to foster skill development for real-world challenges; improving faculty expertise and classroom environments by providing conducive learning spaces; forming research collaborations with government and research institutions; promoting mentorship programs; engaging with alumni; and creating networking opportunities.

https://doi.org/10.26803/ijlter.24.12.39

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

The Contemporary Andragogical Framework: The Impact of Translingual Practices on the Development of South African Offenders’ Metalinguistic Awareness and Mathematics Understanding

2025-12-25T12:40:42+00:00

This paper explored the impact of translingual pedagogical practices on the synchronic development of metalinguistic awareness and mathematics conceptual understanding in an adult correctional centre classroom in South Africa. I reported on the functioning of translingual andragogical practices in the selected South African multilingual mathematics learning environment in. The epistemologies of the paradigm of pragmatism were employed. Through a mixed methods research approach, I collected quantitative data from 250 randomly sampled adult offenders through pre-testing and post-testing. Qualitative data were collected from 20 purposively sampled mathematics educationists. I used the latter methodological lens to collect and analyse data, which sought to address the research question: How do translanguaging approaches affect adult offenders’ metalinguistic awareness and mathematics conceptual understanding compared to traditional monolingual approaches? Findings were inferred from the analysis of data thematically and by SPSS, through the Andragogic theoretical perspectives. The findings identified the fundamental role of translingual predicated practices in the development of adult offenders’ multilingual competencies. The findings further underscored the position of translingual andragogical practices in the concurrent development of adult offenders’ mathematics conceptual understanding and metalinguistic awareness. This study contributes to the growing field of multilingual andragogy by demonstrating how translanguaging can be systematically integrated into mathematics learning environments to foster mathematics understanding and metalinguistic awareness. The andragogical framework presented offers guidance for educationists seeking to implement translanguaging approaches in correctional centre mathematics classrooms, while accommodating adult offenders’ learning preferences.

https://doi.org/10.26803/ijlter.24.12.30

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

Development and Validation of a Digital ESP Learning App, Based on Self-Regulated Learning Approach to Support Nursing Students' Speaking Skills

2025-12-25T13:15:17+00:00

There remains a lack of digital learning tools that focus on speaking skills within the context of English for Specific Purposes (ESP) in Nursing. Most available English learning applications are designed for general English, which creates an urgent need for the development of a specialized digital learning tool that supports nursing students in improving their speaking proficiency. Therefore, this study aims to design and validate an innovative digital learning application, E-SPAI, to enhance nursing students’ speaking skills through the integration of a self-regulated learning approach and expert participation during the validation process. The study employed the Four-D instructional design model, consisting of the stages of define, design, develop, and disseminate. Data were collected using online questionnaires, semi-structured interviews, and focus group discussions involving ESP educators, nursing students from six Health Polytechnics in Indonesia, and professional practitioners with simple random sampling. Both qualitative and quantitative analyses were conducted based on feedback and scores obtained from the design, development, and expert validation stages. The results show that E-SPAI achieved average validation scores of 3.80 from experts, 3.83 from practitioners, and 3.60 from users, with an overall mean of 3.74. These findings confirm the feasibility and suitability of E-SPAI as a digital learning application that provides nursing students with interactive features and menus designed to facilitate speaking practice within the ESP Nursing context. E-SPAI can therefore serve as an effective alternative medium for enhancing nursing students’ speaking competence in international communication.

https://doi.org/10.26803/ijlter.24.12.37

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

Implementation of Deep Scaffolding Based on Realistic Mathematics Education to Improve Thinking Errors of Students with Mild Intellectual Disabilities in Solving Numeracy Problems

2025-12-25T12:27:10+00:00

Students with mild intellectual disabilities (MID) often struggle with numeracy concepts, particularly in representing geometric forms, performing arithmetic operations and applying mathematics to real-life contexts. This study aimed to examine how deep scaffolding grounded in Realistic Mathematics Education (RME) could remediate thinking errors of MID students in solving contextual numeracy problems. Using an interpretative qualitative approach with an exploratory single-case study design, one student (S1) with MID was selected from 61 participants identified through the Culture Fair Intelligence Test (CFIT). Data were collected through contextual numeracy worksheets, semi-structured interviews and observation, then analysed thematically using the mindful–meaningful–joyful scaffolding framework. The results revealed a significant transformation in S1’s cognitive and emotional engagement. Initially, S1 was unable to represent or solve contextual problems. Through mindful scaffolding, S1 identified and corrected reasoning errors; meaningful scaffolding helped link prior experiences to mathematical contexts; and joyful scaffolding fostered confidence and reflective awareness. By the final session, S1 successfully solved multi-step numeracy tasks and demonstrated improved metacognitive and spatial reasoning abilities. This study highlights that deep scaffolding, when integrated with RME, not only enhances conceptual understanding but also promotes emotional resilience and reflective learning in students with MID. Theoretically, it expands Freudenthal’s progressive mathematisation by incorporating affective and metacognitive dimensions. Practically, it offers an inclusive pedagogical model that can guide teachers in designing empathetic, contextual and transformative numeracy instruction for diverse learners.

https://doi.org/10.26803/ijlter.24.12.28

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

Barriers to Refugee Teachers’ Professional Development Integration into the National Education System: A Study of Bokolmayo Refugee Camp, Bokolmayo, Ethiopia

2025-12-25T13:06:17+00:00

Refugee camp teachers’ professional development (PD) is the backbone of equitable and quality education, particularly in crisis-affected contexts. However, the host state policy is less responsive to inclusive PD, specifically in terms of accrediting camp teachers’ prior qualifications and providing them access to accreditation, neglecting global commitment to refugee inclusion in general and teachers’ PD in particular. Despite the recognition of systemic barriers faced by camp educators, little is known about how institutional and policy-related barriers shape camp teachers’ access to formal accreditation in Ethiopia. Thus, the study explored both institutional and policy-related obstacles that significantly predict camp teachers’ perceptions of PD accessibility. Using a cross-sectional design, data were collected from 81 randomly selected camp teachers through a structured survey questionnaire that captured data on PD barriers and demographic information rated on a 5?point Likert scale. Welch’s analysis of variance (ANOVA) indicated no significant group difference according to teaching experience, gender, and age (F(2, 56.3) = 1.04, p = .36). However, the regression analysis indicated that both institutional and policy-related barriers predict PD perception (R² = .42, p < .001). The findings reveal that PD perception is shaped by structural exclusion, such as a lack of a structured PD pathway, accompanied by the unrecognition of pre-refugee certification. Therefore, addressing these deep-rooted PD obstacles is vital for achieving the SDG 4 target for system inclusive and national pledges under the Comprehensive Refugee Response Framework (CRRF) for camp teachers’ accreditation pathway through comprehensive, structured, and equitable PD.

https://doi.org/10.26803/ijlter.24.12.35