International Journal of Learning, Teaching and Educational Research

Impact of Artificial Intelligence Integration in Adapting Narrative Essays into Multimodal Videos on EFL Students' Writing Literacy

Eva Fitriani Syarifah — 2026-02-28

The integration of artificial intelligence (AI) in language education has gained increasing scholarly attention. However, empirical studies exploring its pedagogical use in transforming students’ written texts into multimodal representations to enhance writing literacy particularly in EFL contexts remain limited. Addressing this gap, this study investigates the impact of AI-assisted adaptation of narrative essays into multimodal videos on EFL students’ writing literacy development. Grounded in multimodal literacy theory which views meaning making as the composition of multiple semiotic resources and sociocultural theory which conceptualizes learning as mediated through tools and social interaction, this study adopts a qualitative case study design. The participants consisted of 12 second-semester undergraduate students enrolled in an English as Foreign Language (EFL) Writing course at a university in West Java, Indonesia, selected through purposive sampling. Data were collected through classroom observations, document analysis of students’ narrative essays and AI-generated videos, semi-structured interviews, and students’ reflective learning journals. AI-powered video generation tools were utilized to transform narrative texts into multimodal compositions integrating visual, audio, and textual elements. Data were analyzed using thematic analysis to identify recurring patterns related to students’ writing literacy development. The findings indicate that AI-supported multimodal transformation facilitated students’ deeper understanding of narrative structure, including plot development, character construction, and conflict resolution. Furthermore, the process enhanced students’ metacognitive awareness of writing. Students also reported higher motivation and engagement compared to traditional text-based writing tasks. This study contributes to AI-enhanced language pedagogy by proposing a pedagogical framework for integrating multimodal literacy in EFL writing instruction.

https://doi.org/10.26803/ijlter.25.2.10

Integrating Generative AI in Language Education: A Systematic Review of Pedagogical, Ethical, and Technological Themes

Wang Cong — 2026-02-28

Artificial Intelligence (AI) has emerged as a transformative force in language education offering innovative solutions for personalized instruction, real-time feedback, and inclusive learning environments. While several systematic reviews have explored AI in language learning broadly, few have specifically targeted generative AI using a combined Systematic Literature Review (SLR) and Bibliographic Coupling Analysis (BCA). This study fills this gap by synthesizing findings from 19 peer-reviewed articles published between 2020 and 2024 in the Web of Science database, using a dual approach that combines a SLR and Bibliographic Coupling Analysis to explore the educational potential and thematic development of AI in language learning. The review examines how AI facilitates adaptive learning paths, enhances language skills development, supports assessment and teacher roles, improves accessibility for diverse learners, and raises critical ethical and cross-cultural considerations. Using the PRISMA framework to guide the selection and synthesis process, and bibliographic coupling to identify intellectual linkages, the analysis reveals six main research clusters: personalized and adaptive learning, language skill enhancement, AI-driven assessment, inclusivity and accessibility, ethical and critical engagement, and system usability. According to the literature, AI supports learner autonomy, promotes engagement, and addresses various learner needs, although challenges such as digital inequality, algorithmic bias, and over-reliance on technology persist. In alignment with Sustainable Development Goal (SDG) 4: Quality Education, this study underscores the importance of inclusive, ethical, and learner-centred AI integration. Future research should address the long-term impacts of AI in education, ensure equitable access, and balance technological advancement with pedagogical integrity. This review provides practical recommendations for integrating generative AI into language classrooms, highlights the pedagogical opportunities and challenges associated with AI adoption and outlines future research directions related to long-term learning outcomes and equitable AI implementation.

https://doi.org/10.26803/ijlter.25.2.26

The Impact of Augmented Reality on Motivation, Engagement and Language Proficiency in EFL Education: A Systematic Review

Mohammed Z M Qaddoura — 2026-02-28

Although Augmented Reality (AR) has gained increasing attention as an innovative tool in English as a Foreign Language (EFL) education, existing empirical findings remain fragmented, context-bound, and lack a systematic synthesis that integrates affective and cognitive learning outcomes alongside methodological trends. In particular, limited systematic reviews have explicitly examined how motivation, engagement, and language performance are analysed and interpreted across recent AR-based EFL studies. Addressing this gap, this study presents a systematic review of the effects of AR on motivation, engagement, and language performance in EFL education. Guided by the PRISMA 2020 framework, 14 empirical studies published between 2022 and 2025 were systematically identified from the DOAJ, ERA, and ERIH Plus databases. Data were analysed using descriptive trend analysis to examine research designs, samples, educational contexts, and targeted language skills, complemented by thematic synthesis to identify recurring analytical patterns and dominant research themes. The findings demonstrate that AR integration consistently produces positive effects on affective outcomes, including learner motivation, engagement, collaboration, and anxiety reduction, as well as cognitive outcomes such as improvements in reading, listening, speaking, and vocabulary performance. Regional analysis indicates that studies conducted in Arab countries report moderate but steady gains in motivation and achievement, though large-scale adoption remains constrained by limited infrastructure and insufficient teacher preparedness. In Malaysia, emerging studies reveal positive teacher attitudes and encouraging outcomes, particularly in speaking and reading skills, highlighting AR’s potential alignment with national educational reforms. Three dominant research themes are identified: (1) comparative effectiveness of AR-enhanced and traditional instruction, (2) curricular integration and teacher professional development, and (3) affective engagement and experiential learning processes. Overall, the review concludes that while AR represents a powerful pedagogical innovation aligned with constructivist and experiential learning principles, its sustainable impact depends on systematic pedagogical design, robust data-driven evaluation, and comprehensive teacher training.

https://doi.org/10.26803/ijlter.25.2.1

Self-Efficacy and Attitudes of Learning Disabilities Teachers Toward the Use of Artificial Intelligence in Education: Evidence from Saudi Arabia

Ohoud Bin Dajam — 2026-02-28

In line with recent trends toward integrating artificial intelligence (AI) in special education, this study examined learning disability teachers’ perceptions of self-efficacy and attitudes toward using AI and explored their relationships with gender, academic qualification, years of teaching experience, and participation in training courses related to AI applications in education. A descriptive qualitative approach was employed, and data were collected through an electronic questionnaire administered to 114 teachers of students with learning disabilities in the Eastern Province of Saudi Arabia. Descriptive statistics and correlational analyses were used to analyse the data. The findings indicated that teachers showed moderate self-efficacy and positive attitudes toward AI, with only a small gender difference in attitudes and a very small positive correlation between self-efficacy and attitudes. These results suggest the importance of targeted professional training programs and contextual institutional support to enhance the effective integration of AI in educational practice, while avoiding assumptions of broad or uniform impact. The study contributes to the objectives of Vision 2030 by informing professional development initiatives, supporting instructional practices, and identifying directions for future research in AI-supported special education.

https://doi.org/10.26803/ijlter.25.2.17

Career Adaptability of Higher Vocational College Students under Home-School Collaboration in China

Rui-qi Sun — 2026-02-28

Despite growing interest in family influences on career development, little is known about how parental involvement shapes career adaptability among Chinese higher vocational college students and through what psychological mechanisms. This study examines the effect of students’ perception of parental involvement on career adaptability, with self-leadership as a mediator. Survey data were collected from 939 students in several higher vocational institutions in China. Reliability and validity were assessed using SPSS and AMOS, and hypotheses were tested using regression-based mediation analysis with bootstrapping. Perception of parental involvement positively predicted self-leadership (? = .320, p < .001) and career adaptability (? = .340, p < .001), and self-leadership positively predicted career adaptability (? = .474, p < .001). Bootstrapping results indicated a significant partial mediating effect of self-leadership. These findings suggest that students who perceive higher levels of parental involvement are more likely to develop stronger self-leadership skills, which in turn enhance their ability to cope with career-related challenges and transitions. These findings advance understanding of the mechanisms linking family factors to students’ career development in Chinese higher vocational education, and offer practical implications for parents, higher vocational colleges, and policymakers to develop coordinated home-school career interventions that cultivate students’ self-leadership and ultimately strengthen their career adaptability.

https://doi.org/10.26803/ijlter.25.2.8

Root Causes of Non-Reading and Struggling Reading in Filipino: Towards Developing Courses of Action and Development of Reading Program Conceptual Models

Raquel Mañago Reapor — 2026-02-28

Despite the sustained implementation of literacy programs by the Department of Education (DepEd) in the Philippines, non-reading and struggling reading in the Filipino language continue to persist in high school. This study aimed to (a) examine the underlying causes of such reading difficulties based on the lived experiences of students and the perspectives of parents, teachers, and selected DepEd officials; (b) propose appropriate courses of action; and (c) develop conceptual models for reading programs. Data was gathered through interviews, memoing, and focus group discussions among a total of 36 participants and were analyzed thematically. Findings revealed that non-reading was primarily associated with limited social resources, challenges in social adjustment, experiences of mistreatment and discrimination, and negative attitude toward reading. Struggling readers, on the other hand, were affected by issues related to educational quality, inadequate learning resources, limited social support, developmental disabilities, mental and emotional challenges, family interdependence, and attitudes toward reading. Based on these findings, the study recommended strengthening learning support networks, engaging experts and individuals with specialized training, revisiting and enhancing teacher education curricula, and implementing relevant and sustainable extension programs. Two conceptual models for reading programs were developed, anchored on the identified root causes. The findings underscore that effective reading interventions must be responsive to the actual needs of non-readers and struggling readers, as perceived by DepEd officials and parents. The study contributes to literature by addressing the persistent gap between literacy challenges identified since 2018 and the literacy programs implemented by DepEd from 2002 to 2024.

https://doi.org/10.26803/ijlter.25.2.24

Designing and Evaluating an Ethnopedagogy-Based Flipped–SRL Framework for Developing EAP Reading Materials for Management Students

Asti Gumartifa — 2026-02-28

This research is driven by the need to improve learning quality in higher education to be flexible, interactive, and with a student-centered approach in the digital era. This research aims is to design and evaluate English for Academic Purposes (EAP) reading materials integrated with Ethnopedagogy-Based Flipped Learning (FL) and the Self-Regulated Learning (SRL) model in a small group trial through an e-learning platform. Ethnopedagogy-based learning materials support the model in enhancing academic literacy for management students in higher education. It used the Research and Development (R&D) method which includes needs analysis, model design, learning tool development, validity and practicality evaluation. The results showed that the developed reading material and learning model are valid, practical, and relevant, as demonstrated by expert validation, instrument validity and reliability tests as part of small group trials. The e-learning-based FL–SRL integration produced a learning structure that aligns with the three phases of SRL, where forethought, performance, and self-reflection can facilitate active engagement, self-reflection, and independent learning for students. The novelty of this research is that it systematically integrates ethnopedagogy, FL and SRL into one integrated framework for developing EAP reading materials for management students. Overall, this development provides contribution in practical direction for students, educators and curriculum developers in designing learning experiences contextually and responsively for the student-centered challenges of 21st-century learning. It shows that there is strong potential when looking to integrate EAP reading material into the FL-SRL model to foster contextual and sustainable learning in higher education.

https://doi.org/10.26803/ijlter.25.2.15

AI-Driven Learning Tools and Gender Equity: Rethinking Inclusive Digital Pedagogies in Higher Education

Adelfa Cabigas Silor — 2026-02-28

The effect of AI empowerment was further explored regarding academic performance, digital interaction, and gender equity in the tertiary education sector. Through an explanatory sequential mixed-method research design, 210?undergraduate students and six faculty members of a Philippine state university were engaged in the study. Quantitative data came from pre- /post-test results, a digital engagement survey, and an emerging Gender-Inclusive Pedagogy Perception Scale (GIPPS) scale; qualitative data include the focus group interviews with students, follow-up interviews with faculty, and classroom?observations. The results indicated that the learning gain of students who were instructed with AI-integrated knowledge was statistically higher (M = 5.40) than that of students in traditional instruction lessons (M = 2.10), d = 1.06, which had a large effect size. AI?users also indicated significantly more digital engagement, t (208) = 5.02, p < 001, d =.70, as well as more positive views of gender-inclusive pedagogy, t(208) = 3.41, p =?001, d = 0.47. A one-way ANOVA was significant?for gender identity on GIPPS scores, F(2, 207) = 4.15, p = 017, ?² =. 04, and the?highest perceived inclusivity came from LGBTQ+ students. Qualitative findings indicated that AI was perceived as a non-judgmental feedback partner, that consistent AI responses may diminish gendered expectations, and that AI-mediated lifelong feedback can bolster learning confidence with faculty mediation. Findings were used to design an Inclusive AI Pedagogy Framework grounded in Social Cognitive Theory, Gender Schema Theory, and Feminist Pedagogy. Results add to evidence that AI-infused?tools can hold promise for learning success and fostering gender-responsive and inclusive DLEs when used with critical teacher mediation and equity-sensitive design.

https://doi.org/10.26803/ijlter.25.2.6

Pre-Learning Supervision Evaluation: Integration of 4Cs and 21st Century Graduate Profile Dimensions

Eny Winaryati — 2026-02-28

The 21st century education requires the mastery of critical thinking, creativity, communication, and collaboration (4Cs) skills integrated into instructional practices. The research findings indicate that the implementation of 4Cs in Lesson Plans (Rencana Pelaksanaan Pembelajaran/RPP) remains suboptimal, both in terms of the equitable distribution of indicators and their alignment with graduate profile dimensions. This condition highlights the importance of in-depth evaluation at the pre-instructional stage to assess the readiness of lesson plans in supporting twenty-first-century competencies. The novelty of this article lies in offering a comprehensive evaluative approach to lesson plans on the topic of Redox Reactions, emphasizing the integration of 4Cs skills and eight graduate profile dimensions. A systematically developed supervision matrix instrument was employed, encompassing document components, learning objectives, instructional strategies, assessment, learning media, and classroom management, thereby providing a holistic overview of lesson plan readiness. The objectives of this study were: (1) to evaluate the pre-instructional stage through analysis of lesson plans on Redox Reactions with a focus on the integration of 4Cs and graduate profiles, and (2) to assess lesson plan readiness in supporting effective, contextual, and competency-oriented twenty-first-century learning. This study employed a descriptive qualitative approach with senior high school (SMA/MA) chemistry lesson plans as the research object. Data were collected using several triangulation techniques, including document analysis, indirect observation, and evaluator source triangulation. The results indicate that instructional planning was developed comprehensively and aligned with Problem-Based Learning (PBL), Understanding by Design (UbD), 4Cs, and the Pancasila Student Profile; however, it still requires strengthening through the explicit inclusion of Learning Outcomes (Capaian Pembelajaran/CP) and the completion of reflective documents such as teacher journals. Recommendations. Teachers are advised to strengthen the explicit inclusion of Learning Outcomes within the Teaching and Learning Flow (Alur Tujuan Pembelajaran/ATP) to clarify the relevance between objectives and expected achievements, as well as to incorporate teacher journals as a medium for continuous reflection. In addition, the explicit articulation of 4Cs skills and Pancasila Student Profile dimensions in lesson plan documents should be reinforced to ensure more directed instructional implementation.

https://doi.org/10.26803/ijlter.25.2.22

Mathematics Teachers’ Changes in Knowledge for Teaching Conditional Probability Through Lesson Study

Duyen Thi Nguyen — 2026-02-28

In recent years, probability has become an important content strand in high school mathematics curriculum around the world. Consequently, research on the knowledge for teaching probability has attracted significant interest. However, studies addressing the knowledge for teaching conditional probability remain limited. This study investigated the changes in high school mathematics teachers’ knowledge for teaching conditional probability in Vietnam through lesson study. Lesson plans, classroom observations, reflection discussions from a convenience sample of three teachers were used as data in the current study. The data was analyzed using qualitative methods. The findings indicated changes in the teachers’ knowledge for teaching conditional probability across four domains: Common Conditional Probability Knowledge (CCPK), Specialized Conditional Probability Knowledge (SCPK), Knowledge of Conditional Probability and Students (KCPS), and Knowledge of Conditional Probability and Teaching (KCPT). Specifically, the results revealed significant shifts in teachers’ conceptual understanding of the topic, including its nature, meaning, and related formulas. The study further documented significant progress in the teachers’ pedagogical knowledge: improving proficiency in visual representations; enhancing capacity for anticipating and monitoring student thinking and misconceptions; and focusing on leveraging real-world contexts for conceptual introduction. Collectively, these advancements illustrated the positive impact of lesson study on developing knowledge required for teaching conditional probability. Suggestions about future research to support teachers with various experiences in learning to teach new mathematical topics are included.

https://doi.org/10.26803/ijlter.25.2.13

Mobile-Assisted English Vocabulary Learning: A Systematic Review of Platforms, Learning Outcomes, and Implications (2019-2025)

Haiping Duan — 2026-02-28

While mobile-assisted vocabulary learning (MAVL) has gained considerable scholarly attention, systematic synthesis of its platforms, learning outcomes, and pedagogical implications remains limited. This systematic literature review examined 36 empirical studies (2019-2025) to identify mobile platform types, analyse learning outcomes, and synthesise implications for research and practice. Following PRISMA guidelines, searches were conducted in Web of Science, Scopus, and ERIC databases using keywords including "mobile," "vocabulary," and "learning." Studies were screened using inclusion criteria specifying empirical research on mobile-based English vocabulary learning in ESL/EFL contexts. Thematic analysis was employed to categorise platforms and identify learning outcomes. Findings reveal six platform types, with game-based applications receiving the greatest research attention, followed by self-learning applications. Three learning outcomes are reported: enhanced word retention through spaced repetition, receptive and productive vocabulary development via multimodal input and interactive exercises, and increased motivation through gamification. However, deeper vocabulary aspects—including lexical organisation, collocation knowledge, and contextual usage—remain underexplored. Four implications emerge: research designs should incorporate longitudinal methodologies, applications require context-responsive features, vocabulary instruction requires multiple dimensions beyond breadth, and teacher facilitation is proven essential. Despite sample size and database limitations, this review provides evidence-based guidance for educators integrating mobile technology and researchers developing pedagogically informed vocabulary learning applications.

https://doi.org/10.26803/ijlter.25.2.4

Integration and Impact of GenAI-Coursera in Philosophy-Based French Language Learning on Speaking Skills, Academic Resilience, Critical Thinking Competence, and Self-Evaluation

Siti Umaya — 2026-02-28

The purpose of this study was to investigate the impact of AI-Coursera technology integration in philosophy-based French language learning on critical thinking, self-evaluation, academic resilience, and speaking skills. A quasi-experimental method was used which involved 250 students divided into two groups: an experimental group and a control group. The experimental group received a philosophy-based French language learning intervention with AI-Coursera technology, while the control group received conventional French language learning. Data analysis used MANOVA, t-test, and effect test. The results showed that the integration of GenAI-Coursera in French language learning significantly improved speaking skills, academic resilience, critical thinking skills, and self-evaluation. Improved speaking skills were evident in the use of new language, fluency, and in-depth responses to philosophical questions. Critical thinking skills were enhanced, evident in the use of critical ideas and the reinforcement of French terminology. Academic resilience was enhanced, evident in the ability to resolve conflicts or problems during the learning process. Furthermore, self-evaluation skills were evident in the ability to assess and improve speaking skills. The improvement of all competencies occurs due to GenAI-Coursera's features (discourses, reflective phases, and feedback) and philosophy-based French language teaching principles. Therefore, the use of GenAI-Coursera technology in philosophy-based French language learning not only improves speaking skills but also higher-order thinking skills. This research implies that foreign language teaching requires learning design and the use of GenAI to improve higher-order thinking skills and foreign language competencies.

https://doi.org/10.26803/ijlter.25.2.20

Enhancing Conversational Competence with Short Simulation-Based Clips in a Thai University First-Year EFL Course

Nattana Boontong — 2026-02-28

This study has examined whether short, simulation-based animated clips strengthen listening and speaking skills in a Thai university first-year EFL course. Using a convergent mixed-methods design, the study employed a one-group pretest–posttest quantitative design complemented by qualitative interviews to examine a clip-supported instructional intervention. One intact cohort (n = 34) completed pre- and post-assessments of listening and speaking during the intervention. The quantitative results showed significant gains in both listening and speaking performance (p < .001), with large, paired effect sizes (listening d = 1.22, speaking d = 1.30). To complement these findings, semi-structured interviews with a select number of students and the course instructor were analyzed thematically to explore the learning processes and instructional feasibility. The qualitative findings indicated that dual-channel input, familiar everyday scenarios, and brief post-clip micro-drills (60–90 seconds) supported comprehension, the noticing of language forms, and greater speaking engagement and confidence. The integration of quantitative and qualitative findings informed a practical, instructor-led model that converts multimodal input into immediate speaking practice. The results suggest a scalable, low-preparation approach for enhancing listening-to-speaking development in EFL contexts.

https://doi.org/10.26803/ijlter.25.2.11

Artificial Intelligence and Gamification Literacy in Higher Education Language Learning: Insights from a Gamified Diagnostic Test

Fazila Artykbaeva — 2026-02-28

The rapid integration of artificial intelligence (AI) and gamification into higher education has transformed approaches to teaching, learning, and assessment. This study introduced and validated a case-based gamified diagnostic test for language education. The test was designed to measure students’ literacy in AI, gamification, and ethical–pedagogical competence in English as a foreign language (EFL) learning contexts. A purposive sample of 227 undergraduate pre-service teachers from Zh.A. Tashenev University (Kazakhstan) participated in the study. A mixed-methods research design was used, integrating quantitative data from gamified diagnostics and qualitative insights from a post-test group discussion with students. The diagnostic instrument, implemented on the Wayground gamified platform, incorporated adaptive scoring, leaderboards, real-time feedback, and progress visualization to foster engagement and reflective learning. Quantitative data included performance indicators (total score, accuracy, completion time), while qualitative reflections captured students’ motivation, ethical awareness, and perceptions of usability. Results reveal moderate to high literacy levels across all domains, with the highest scores in ethical awareness (M = 74.19, SD = 24.01). ANOVA results confirmed significant differences in accuracy across readiness levels (F(2,224) = 634.36, p < .001). Strong correlations among AI literacy, gamification literacy, and ethical awareness (r = .73–.94, p < .01) demonstrated the interconnected nature of cognitive, motivational, and ethical dimensions. The findings support the main hypothesis that gamified diagnostics can enhance digital pedagogical competence by combining engagement, ethical reflection, and data-driven learning. The study offers a replicable framework for integrating responsible AI and gamification training in higher education.

https://doi.org/10.26803/ijlter.25.2.27

Effectiveness of the READI Model in Foundational Reading Literacy Across Diverse Primary Education Contexts

Prana Dwija Iswara — 2026-02-28

The persistent problem of low early reading proficiency among primary school students represents a global educational challenge, as evidenced by national literacy assessments and international learning poverty reports. This study examines the READI Model (Reading Engagement and Development for Initial Literacy) as an integrative pedagogical approach designed to strengthen foundational reading literacy by combining phonological instruction, learner engagement, and sociocultural support. Using a mixed-methods sequential explanatory design, the study involved 90 students and 9 teachers from primary schools situated in urban, semi-urban, and rural contexts in Indonesia. Quantitative results indicated substantial improvement across key foundational reading domains, including phonemic awareness, letter–sound knowledge, reading fluency, and comprehension. These findings were reinforced by qualitative evidence highlighting adaptive teaching practices, active student participation, and strengthened school–family collaboration as central mechanisms supporting literacy development. The study demonstrates that the READI Model offers a scalable and context-responsive framework for early literacy instruction. Its integration of cognitive, motivational, and sociocultural dimensions provides important implications for literacy policy, teacher professional development, and the design of inclusive foundational literacy interventions in diverse educational contexts globally.

https://doi.org/10.26803/ijlter.25.2.2

Recontextualizing Pancasila-Based Citizenship Education through an Instructional Design Model: A Design-Based Study in Indonesian Elementary Schools

Yadi Ruyadi — 2026-02-28

Amid growing concerns over the gap between national character education mandates and their implementation in elementary school classrooms, this study aims to develop and validate an instructional model for strengthening Pancasila character within the Pancasila Education subject in Indonesian elementary schools. The study addresses challenges in aligning cognitive competencies with character objectives, inconsistent instructional practices, and the lack of context-responsive character education models. Using a mixed-method Research and Development (R&D) design adapted from Borg and Gall (1983), the research was conducted at Elementary School Plus 2 Al Muhajirin Purwakarta from March to November 2025. Data were collected through classroom observations, questionnaires, interviews, and character assessment rubrics, and analyzed using qualitative analysis and descriptive statistics. The findings show that teachers consistently integrated Pancasila values into learning objectives, applied active pedagogies, and aligned instruction with character-based assessment. The school’s SI MUGIA RAYA program supported value internalization through structured extracurricular activities. The developed five-phase instructional model—Value Orientation, Knowledge Exploration, Collaborative Inquiry, Moral Reflection, and Character Action—proved effective in enhancing students’ tolerance, cooperation, honesty, responsibility, and moral awareness. Teachers demonstrated high readiness in implementing the model. The study concludes that integrating instructional design, school culture, and reflective learning is essential for effective character formation. The validated model offers a culturally grounded framework for strengthening Pancasila character in primary education.

https://doi.org/10.26803/ijlter.25.2.18

Effectiveness of Task-Based Language Teaching (TBLT) in English Speaking Instruction: A Systematic Review

Tongjing Guo — 2026-02-28

This systematic review synthesized empirical evidence on the effectiveness of Task-Based Language Teaching (TBLT) in English speaking instruction and the mediating role of socio-affective and environmental factors. It assessed the impact of TBLT on learners’ English-speaking abilities by examining evidence from diverse educational contexts. A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, resulting in the selection of 16 empirical studies published between 2015 and 2025. The findings indicated that TBLT is highly effective in enhancing overall speaking proficiency and specific linguistic competencies. More critically, the synthesis revealed that these linguistic gains are not merely direct outcomes but are fundamentally mediated by TBLT’s unique capacity to foster supportive, interactive learning environments, which in turn significantly boost learners’ confidence, motivation, and engagement. Furthermore, the analysis identified a synergistic cycle wherein the emphasis on authentic, collaborative tasks reduces speaking anxiety and increases learners’ willingness to communicate. This enhanced psycho-social disposition acts as a critical factor, driving the active experimentation with language and refinement of skills through meaningful practice. Thus, the evidence positioned TBLT as a powerful method not only for developing measurable speaking skills but also for transforming the learning environment and the learner’s emotional relationship with speaking English, thereby integrating skill development with the cultivation of essential psycho-social dispositions. To fully investigate TBLT’s long-term effect on English speaking instruction, future research should employ larger samples and longer time periods, as well as mixed methods designs.

https://doi.org/10.26803/ijlter.25.2.9

Enhancing South African Mathematics Teachers’ Big Ideas Knowledge and Self-Directed Learning: A blended Learning Professional Development Intervention

Dorothy Laubscher — 2026-02-28

The South African school mathematics curricula does not emphasize the big ideas, these are only briefly mentioned and there is no elaboration on the benefits of teaching according to the big ideas. Additionally, professional development for school teachers in South Africa does not focus on teaching according to the big ideas in mathematics. Hence, the principal intention of this research was to ascertain how to enhance mathematics teachers’ self-directed learning, by developing knowledge of big ideas in mathematics. Within a blended learning professional development programme, the study conceptualizes teachers’ engagement with the big ideas in mathematics, utilizing self-directed learning as the guiding framework. This basic qualitative empirical study purposively selected all the Senior Phase and Further Education and Training mathematics teachers at a school (n = 5). Data was generated from an initial and concluding focus-group interview and activity submissions from a blended learning professional development programme. The study’s findings suggested it was effective in developing the participants’ self-directed learning characteristics, collaboration, lifelong learning and increased motivation. Simultaneously, the acquisition of big ideas knowledge resulted in improved curriculum continuity, initiated teachers to relook at the way that they teach mathematics to promote a more coherent and integrated learning experience, highlighted the real-world relevance and encouraged them to self-direct their learning in the future. Consequently, this study has the potential to close the identified gap in literature and to form the basis for designing and creating in-service professional development programmes and possibly even pre-service training programmes for mathematics teachers in the future.

https://doi.org/10.26803/ijlter.25.2.25

Learning Design Architecture of Visual Feedback and Gamified Design in Secondary Mathematics: Effects on Student Learning and Performance

Tirivanhu Muchuweni — 2026-02-28

Digital learning platforms in secondary mathematics frequently employ visual cues such as correctness icons, hints, and progress bars to guide student thinking and motivation. These elements constitute a learning architecture that influences how students process information and solve mathematical problems. Despite the widespread use of visual feedback and gamified features in digital mathematics tools, research remains fragmented and lacks a theory-guided synthesis focused specifically on secondary mathematics, particularly concerning cognitive demands. This study presents a systematic review, conducted in accordance with PRISMA 2020, to investigate how visual feedback and gamified design impact motivation, cognitive engagement, and problem-solving in secondary mathematics environments. Three academic databases (ERIC, ScienceDirect, and SpringerLink) were searched for studies published between 2018 and 2025. Studies were screened based on a mathematics focus, secondary school level, and the utilisation of visual or gamified feedback in digital settings. A total of 32 studies met the inclusion criteria and were analysed through a narrative, theory-guided synthesis informed by Cognitive Load Theory. The findings reveal that layered hints, immediate correctness signals, and clear progress indicators facilitate mathematical reasoning by reducing extraneous cognitive load, while high-salience competitive prompts may increase distraction during multi-step tasks. Based on these findings, the review proposes a visual-feedback design framework grounded in Cognitive Load Theory, which elucidates how digital design choices shape learning processes in secondary mathematics. Practical implications are outlined for teachers, instructional designers, and researchers aiming to create visually efficient and student-supportive learning environments.

https://doi.org/10.26803/ijlter.25.2.16

Teacher Communication Strategies for Supporting Participation and Engagement Among Deaf and Hard-Of-Hearing (Dhh) Students: A Systematic Review

Syar Meeze Mohd Rashid — 2026-02-28

This systematic literature review synthesizes empirical evidence from forty studies published between 2007 and 2025 to examine how teacher communication strategies support participation, social interaction, and academic engagement among deaf and hard-of-hearing (DHH) students. Guided by PRISMA 2020 and appraised using the mixed methods appraisal tool (MMAT 2018), the review integrates qualitative, quantitative, and mixed-methods research across diverse educational contexts. Thematic synthesis identified eight interrelated domains: multimodal and technological communication, adaptive pedagogy, environmental and acoustic accessibility, student agency, peer collaboration, teacher competence, cultural–linguistic identity, and interactive literacy engagement. Findings indicate a clear pedagogical shift from predominantly auditory-based instruction toward multimodal, visually accessible, and technology-supported communication practices. Effective teacher communication is characterized by flexibility across visual, auditory, and tactile modes, supported by assistive technologies and relational responsiveness. However, persistent challenges remain, including disparities in teacher preparation, access to assistive technologies, and uneven regional representation in the literature. This review highlights the importance of sustained teacher professional development, inclusive policy frameworks, and cross-cultural collaboration to strengthen communicative equity and support meaningful inclusion for DHH students in classroom settings.

https://doi.org/10.26803/ijlter.25.2.7

Associations Between Teaching Challenges, Professional Self-Esteem, and Instructional Knowledge Among Out-of-Field Teachers: The Mediating Role of Coping Mechanisms

Charlyn Maybituin Capulong — 2026-02-28

This study examined how the challenges encountered by out-of-field senior high school (SHS) teachers are associated with their professional self-esteem and instructional knowledge, and whether coping mechanisms mediate these relationships. Using a quantitative, cross-sectional design grounded in a post-positivist paradigm, data were collected from 313 out-of-field SHS teachers in public secondary schools offering Academic Tracks in Northern Mindanao, Philippines. Aided by a structured self-report survey instrument, the relationship between the challenges experienced by out-of-field SHS teachers and their coping mechanisms, professional self-esteem, and instructional knowledge was analyzed using Partial Least Squares Structural Equation Modeling. Results revealed that challenges associated with teaching outside one’s field are significantly and negatively linked with both professional self-esteem and instructional knowledge, with a stronger association observed for instructional knowledge. Coping mechanisms showed a significant positive association with both outcomes and partially mediated the relationships between the challenges and teacher outcomes, further indicating a buffering but limited protective role. While all hypothesized paths were statistically significant, effect sizes and explained variances were modest, reflecting the complex, multifactorial nature of teacher experiences in out-of-field contexts. The findings extend social cognitive theory and the Technological Pedagogical Content Knowledge framework by demonstrating that individual coping and self-regulatory processes, while important, are insufficient for fully offsetting the effects of persistent role misalignment. The results underscore the need for institutional and systemic interventions¾including but not limited to targeted professional development, mentoring, and better alignment of teaching assignments—to support the professional identity and instructional competence of out-of-field SHS teachers.

https://doi.org/10.26803/ijlter.25.2.23

Exposing ChatGPT-Assisted Plagiarism in Student Assessment in Higher Education: Linguistic and Non-linguistic Clues

Faisal Said Al-Maamari — 2026-02-28

ChatGPT offers second language writers’ limitless opportunities for engagement with this technology. This exploratory study focuses on Gen-AI academic plagiarism in the context of unsupervised written assessment and pursues the concept of opportunity in traditional academic fraud theory, in an attempt to evaluate its applicability to Gen-AI academic plagiarism. The research questions aimed to gather perceptual and textual observations by departmental faculty regarding their students’ unpermitted use of ChatGPT in written assessments. Thirteen experienced faculty members in the English and Translation Department at a publicly funded university in the Sultanate of Oman completed a questionnaire asking them to identify clues of plagiarism evident in their students’ written work. Additionally, assessment artefacts in the form of 15 student-authored literature reviews were examined in search of these clues. Using an inductive, mixed-methods approach, the analysis drew on faculty members’ growing understanding of the affordances of large language models, coupled with their situated knowledge of their students’ writing abilities in terms of the lexico-grammatical and discoursal features characterising their submitted texts. The findings were summarized in a model which highlighted the interrelationships amongst the various factors leading to writer disengagement principally manifested through language, subject-matter, and behavioural clues. The paper concludes by adopting a utilitarian, pragmatic perspective on academic plagiarism, with a view to transforming these limitations into opportunities for writer engagement and, ultimately, learning.

https://doi.org/10.26803/ijlter.25.2.14

Enhancing Writing Skills of Indonesian EFL Pre-Service Teachers: A Mixed-Method Study of the Visual-based C-KPO Model

Amrina Rosyada — 2026-02-28

Writing in English is considered one of the most challenging skills to acquire, requiring a range of adaptable approaches to overcome common obstacles such as generating ideas, constructing sentences, and developing coherent paragraphs. While numerous studies have only investigated methods to overcome these challenges, many have focused on partial learning dimensions, leaving specific issues unaddressed. This paper presented a novel model integrating three writing dimensions (Course Knowledge, Process, and Output) with a visual literacy approach, termed the visual-based C-KPO writing model. This model was specifically designed to improve various writing skills, including idea generation, word classification, sentence structure, and the composition of coherent paragraphs. The study employed a mixed-method research design with 50 EFL pre-service teachers enrolled in a Basic Writing course at the English Education Program, Universitas Indraprasta PGRI. Stratified random sampling was used to select the sample and data collected using questionnaires and written assessments and analyzed through correlational and thematic analyses. The findings demonstrated a significant positive correlation of 0.477 (r value) between the use of the model and improved writing performance. Furthermore, thematic analysis of student feedback showed that the model provided a more engaging learning experience in enhancing these specific writing skills. These results suggest that a visual-based, integrated approach can be a successful pedagogical tool for addressing fundamental writing challenges in EFL contexts.

https://doi.org/10.26803/ijlter.25.2.5

Evaluating the Impact of the DIPEC–STEM Teaching Model on Secondary Students’ Computational Thinking: A Quasi-Experimental Study in Colombia

Marvis William Morales-Teheran — 2026-02-28

This study examines changes in computational thinking (CT) associated with the implementation of the DIPEC–STEM teaching model in technical upper-secondary education. Using a quantitative, one-group pretest–posttest quasi-experimental design, the intervention was implemented over one academic period in three public institutions in Medellín, Colombia. Participants (N = 130) were selected through non-probabilistic multistage sampling (purposive selection of institutions and convenience sampling of intact classes). CT was measured before and after the intervention using an adapted version of the Computational Thinking Test, assessing four CT dimensions: decomposition, pattern recognition, abstraction, and algorithmic thinking. Pre–post differences were evaluated using paired-samples inferential analysis and effect sizes (Cohen’s d). Results indicated a statistically significant improvement in overall CT performance after the intervention, with a large effect (d = 0.8957). Dimension-level effects were strongest for algorithmic thinking (d = 1.22) and pattern recognition (d = 0.76), modest for abstraction (d = 0.28), and slightly negative for decomposition (d = –0.20), evidencing differentiated patterns across CT skills. Additionally, a student perception survey administered to a subsample (n = 31) yielded consistently positive ratings regarding the clarity of the DIPEC–STEM sequence and the usefulness of the activities. Overall, the findings suggest that DIPEC–STEM is associated with meaningful gains in CT—particularly in skills related to algorithmic structuring and pattern analysis—within the constraints of authentic public-school settings.

https://doi.org/10.26803/ijlter.25.2.21

Integrating Multimedia for Pedagogical Transformation in ODeL: Cognitive, Pedagogical, and Equity Perspectives

Khanyisile Yanela Twabu — 2026-02-28

Pedagogical transformation in open distance e-learning (ODeL), with a focus on cognitive engagement, instructional design, and equitable access. Grounded in Mayer’s Cognitive Theory of Multimedia Learning and Sweller’s Cognitive Load Theory, the research investigates how lecturers use multimedia to enhance learning and how institutional practices influence these practices. Within an interpretive paradigm, a qualitative, single case study design was used at a large South African ODeL university. Data were collected through open-ended questionnaires and semi-structured interviews with twenty participants. Thematic analysis, combining inductive and deductive coding, was used to identify recurring patterns and theoretical connections. Findings reveal that multimedia tools such as video lectures, discussion forums and synchronous platforms enhance cognitive engagement and comprehension when aligned with sound pedagogical principles. However, poorly designed or excessive multimedia often led to cognitive overload. The study also found growing shifts toward learner-centred approaches, although uneven digital competencies and limited institutional support constrained innovation. Persistent inequities in connectivity, device access, and student digital literacy further limited inclusive participation. The study concludes that effective multimedia integration in ODeL requires the intersection of cognitive theory, pedagogical design, and institutional strategies that ensure equitable access, thereby enabling sustainable and transformative learning experiences.

https://doi.org/10.26803/ijlter.25.2.12

Writing Right: Academic Dishonesty in Pre-Service Students’ English Writings

Jerame Nocos Gamboa — 2026-02-28

This qualitative-phenomenological study aims to explore how pre-service BSEd-English students understand academic dishonesty in English writing. It looks to their level of awareness on academic dishonesty and its forms in English writing, their perception on academic dishonesty and its forms, the factors affecting their awareness and perceptions, and the strategies to promote academic integrity and prevent academic dishonesty. A total of 21 participants participated in focus-group discussions. The findings of the study were coded, analyzed, and put into themes using Clark-Braun Thematic Analysis. It was found that pre-service BSEd-English students are aware of the existence of academic dishonesty and its forms in English writing. The common forms identified are plagiarism, improper citation, collusion, contract cheating, unsupported claims and exaggerated results, and self-paraphrasing. While there is awareness on academic dishonesty, the participants perceive it is wrong, serious, deceitful, and both half wrong and half useful. These awareness and perceptions are influenced by factors concerning pressure to succeed and to meet standards, fear of being criticized, laziness, and normalization of engaging to academic dishonesty acts. With these results, it is recommended to develop a comprehensive educational program that goes beyond simply defining academic dishonesty. Teachers must be a model of integrity, especially to their students. Also, clear and consistently enforced policies on academic dishonesty must be implemented. Finally, learning avenues and opportunities must be created to train students to write with integrity.

https://doi.org/10.26803/ijlter.25.2.3

Supporting Complex Educational Transformation in the Fourth Industrial Revolution: A Digital Literacy PBL Case Study

Russell Hazard — 2026-02-28

This research investigated educators undergoing simultaneous changes to their disciplinary and pedagogical knowledge to explore supports for teachers undergoing complex transformations to education. This topic is relevant within the context of increasingly rapid educational change. The research fills a gap in the literature in providing detailed accounts of the transformation process, particularly within the context of mainland China. The primary objective was to investigate a job-embedded teacher training in which teachers used action research for the design, implementation and evaluation of a project-based digital literacy programme. The participating teachers did not have previous training in digital literacy and did not typically teach using a project-based approach. The research used a case study methodology. Data sources included researcher field notes, artefact analysis and post-programme semi-structured interviews. Analysis indicated that the teachers’ use of a modified action-research protocol with job-embedded training provided effective support in applying new pedagogical and content knowledge as well as team management and collaborative processes. Implementation of the target programme for students still faced constraints from systemic pressures, such as conflicting assessment and leadership priorities. The research findings offer insight into practical considerations when helping teachers transition from traditional pedagogy to Project-Based Learning (PBL) or from teaching traditional literacy to digital literacy. The research also generated theoretical implications such as the need for educational leaders to plan tailored support for complex teaching and technological innovations. For this purpose, the Training Support for Educational Transformation (TSET) action-research model is proposed.

https://doi.org/10.26803/ijlter.25.2.19