Journal of World Englishes and Educational Practices
Founded in 2019, the Journal of World Englishes and Educational Practices (JWEEP) is a double-blind peer-reviewed, open-access journal published by Al-Kindi Center for Research and Development. It publishes high-quality articles across the breadth of linguistics, literature and translation research. With its uniquely broad coverage, all articles are free to access across the globe, allowing authors to share their research and maximise its impact. The journal is led by expert international editorial board members who take an objective approach to peer review, ensuring each research paper is reviewed and evaluated on its own scholarly merits and research integrity. Publishing your work in the Journal of World Englishes and Educational Practices means you will receive prompt and reliable publishing and a global platform for your research to reach its full potential. The journal is published in both online version only.
Al-Kindi Center for Research and Development
Locus of Control as a Factor of Academic success among Moroccan university students.
This paper examines the connection between the Locus of Control theory and student engagement among Moroccan university students, using survey data gathered from a sample of 130 respondents from both private and publique institutions. A Likert-scale too was employed to assess internal and external Locus of Control alignments, in addition to three aspects of students's engagement: behavioral, emotional and cognitive. The results indicates that the student population is mainly internally oriented, with students showing a strong trust in personal effort as the key factor affecting academic success. Cognetive engagement was identified as the highest rated element of engagement, followed by emotional and behavioral engagement. An important difference was noted between students'compliance-driven behaviors, such as attendance and comletion of assignments or tasks, and their level of active participation and engagement in the classroom. This study provides valuable descriptive perceptions and insights into the motivational and engagement characterristics of Moroccan university students and offers suggestions for curriculum design and teaching practices.
Locus of Control, student engagement, cognitive engagement, behavioral engagement, emotional engagement, higher education, curriculum design, academic motivation.
Copyright (c) 2026 Youssef Maid, Dr Noureddine Azmi https://creativecommons.org/licenses/by-nc/4.0
A Systematic Self-Review of Studies on EFL Vocabulary: Teaching, Assessment, Learning Outcomes, and AI Translation Quality
This study presents a systematic self review (SR) of the author’s research on vocabulary teaching and learning published between 2006 and 2025. The corpus comprises forty three studies organized into five thematic clusters: (i) what vocabulary teaching and learning entail; (ii) the integration of technology (mind mapping, online tasks, web based learning, mobile applications, and YouTube videos) into vocabulary instruction; (iii) vocabulary assessment; (iv) vocabulary learning outcomes, with a focus on learners’ difficulties in acquiring and translating lexical features such as phoneme–grapheme correspondences, morphological patterns, pronunciation, plurals, polysemes, collocations, pronouns, and technical terms; and (v) the use of AI tools for transliterating and translating terminology. Across these clusters, findings show that vocabulary development is a multi component process shaped by phonological, morphological, semantic, and contextual factors. Effective instruction consistently emphasizes lexical associations, structured scaffolding, and multimodal input, while technology enhances learning only when aligned with sound pedagogical principles. Studies on vocabulary assessment demonstrate that reliable evaluation requires multi level tasks capable of capturing both the breadth and depth of vocabulary knowledge, moving toward a more comprehensive performance based measures. Studies on learner difficulties and translation errors reveal persistent challenges with phoneme–grapheme correspondences, morphological complexity, pronunciation accuracy, collocational competence, and the interpretation of plurals and polysemes. A strong tendency toward literal translation was noted to be a recurring pattern, particularly when learners encounter unfamiliar lexical or cultural features. Studies on AI assisted transliteration and translation further highlight the limitations of current systems in handling specialized terminology, morphological variation, and context dependent meanings. Collectively, the findings underscore the need for pedagogical designs that foster lexical depth rather than surface memorization, and for integrated approaches that connect teaching, assessment, and translation training. The significance of this SR lies in its comprehensive synthesis of a large, thematically diverse corpus produced over twenty years by a single researcher. By mapping the evolution of vocabulary related scholarship across instructional, technological, assessment based, and translational dimensions, this SR provides a coherent framework that advances understanding of how vocabulary is acquired and operationalized in EFL contexts. It also offers a consolidated foundation for future research, curriculum development, and instructional innovation in vocabulary studies.
Systematic review (SR), Author Bounded Systematic Review, Al-Jarf research program, vocabulary association, EFL vocabulary instruction, EFL vocabulary learning, EFL vocabulary assessment, EFL vocabulary learning outcomes, AI terminology translation.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Developing a Game-Based Learning Repository for Chinese Vocabulary Instruction
This study aims to develop a systematic game-based learning repository to support Chinese vocabulary instruction aligned with HSK levels 1–4. A mixed-method approach was adopted, including literature review, survey research, product development, and pedagogical experimentation. The study collected data from 86 Chinese language teachers to examine current practices and challenges in using educational games. Results indicate that although teachers recognize the effectiveness of game-based learning in enhancing student motivation and vocabulary retention, they face significant constraints, particularly in terms of time and availability of suitable teaching resources. Based on these findings, the study developed a repository consisting of more than 100 vocabulary learning games using platforms such as Wordwall and HTML-based web games. The system was integrated into a learning management platform and tested over a two-month period with 68 participants, including teachers and trainee teachers. The findings confirm that the repository improves teaching efficiency, increases student engagement, and supports vocabulary acquisition effectively. This study contributes by proposing a scalable and reusable digital resource system rather than isolated teaching tools. It also identifies key principles for designing effective educational games. Future research should expand the experimental scope and incorporate adaptive learning technologies.
Copyright (c) 2026 Thai Le Thi Hong, Toan Le Minh, Phu Phan Phi, Tran Huu Ly, Hieu Le Ngoc https://creativecommons.org/licenses/by-nc/4.0
Stunted and Starved: The Human Cost of Nineteenth-Century Educational Thinking in Dickens and Eliot
Education was one of the most hotly debated topics of the Victorian era. As industrialization reshaped British society, questions about what children ought to learn—and for what purpose—engaged philosophers, reformers, novelists, and politicians alike. Charles Dickens, in Hard Times (1854), and George Eliot, in The Mill on the Floss (1860), center their narratives on the educational ideologies of the nineteenth century, using them as a framework to explore broader themes of identity, class, gender, and the tension between reason and emotion. While Dickens employs satire to critique the utilitarian approach to education promoted by thinkers such as Jeremy Bentham and James Mill, Eliot offers a more psychologically nuanced examination of the consequences of being denied education on the basis of gender. Collectively, these two novels present a profound critique of Victorian educational philosophy and its impact on individuals. This study explores the detrimental effects of a restrictive education that privileges intellectual conformity over emotional development. In Mr. Gradgrind's system, education becomes an instrument of self-interest—a narrow vision of facts and measurable knowledge—that fails to cultivate genuine human engagement. Eliot, in turn, critiques the educational system that discriminates against women, perpetuating the notion that females are inherently passive and intellectually inferior. Denied the tools of knowledge necessary for maturity, female characters remain trapped in a perpetual state of intellectual childhood.
Educational philosophy, Charles Dickens, George Eliot, emotional intelligence, and utilitarianism
Copyright (c) 2026 Hazmah Ali AI-Harshan https://creativecommons.org/licenses/by-nc/4.0
Using Statistical Analysis in Educational Research: Methods and Applications in EFL Context
This article investigates the crucial role of statistical analysis in educational research with particular emphasis on the English as a Foreign Language (EFL) context. Statistical methods and tools are indispensable in transforming raw educational data into meaningful insights that inform evidence-based decision-making in language teaching and learning. The article emphasizes the fundamental importance of statistics in education, highlighting how these methods enable researchers to identify patterns, validate findings, and support pedagogical improvements. In EFL research specifically, statistical analysis addresses the unique challenges posed by diverse learner populations, varied proficiency levels, and multicultural contexts. The article explores key applications of statistical analysis, including understanding learner performance, evaluating teaching methodologies, enhancing the reliability and validity of assessments, and ensuring informed institutional policy decisions. It provides details and purposes and appropriate use of various hypothesis types, including null hypothesis, alternative, substantive, complex, universal, and existential hypotheses, in educational research. The discussion provides details on how to select appropriate statistical techniques based on research design, sample size, and data characterization. A crucial distinction is made between parametric methods (t-tests, ANOVA, Pearson correlation) and non-parametric alternatives (Mann-Whitney U, Kruskal-Wallis, Spearman correlation), with practical guidance on assessing data normality to determine appropriate analytical approaches. The article emphasizes that effective use of statistical tools requires not only technical proficiency but careful research design, appropriate sampling techniques, and awareness of potential analytical errors. Ultimately, this work demonstrates how statistical literacy empowers educators and researchers to enhance teaching practices, curriculum development, and learning outcomes in the EFL context.
statistical analysis, EFL research, hypothesis testing, educational research, parametric methods, data analysis techniques, evidence-based education
Values Education in English Language Teaching: A Narrative Literature Review
This narrative review examines values education in English Language Teaching (ELT), analysing peer-reviewed articles, books and book chapters. In ELT, language teaching inherently involves values, often creating pedagogical and cultural tensions, particularly between Western and Muslim-majority contexts. The review highlights a discrepancy between universal and context-specific approaches, suggesting future research focus on international comparisons, long term studies, and effective professional development for educators.
English Language Teaching (ELT), moral education, values education, teacher education
A Systematic Self-Review of Specific-Skill Assessment Studies: Principles and Practices
This study conducted a systematic review (SR) of the author’s research program on specific language skill assessment published between 2004 and 2023. The SR includes 40 empirical and theoretical studies covering the assessment of listening, pronunciation, speaking, reading, writing, vocabulary, grammar, morphology, spelling, and research skills. The studies were organized into six thematic clusters: test construction principles; operationalizing and measuring process and product subskills; assessment in experimental studies; multi skill assessment; assessment instruments and technologies; and factors influencing skill assessment. Results of the SR showed that the studies provide a comprehensive, longitudinal, and practice based model for language skill assessment in EFL and L1 contexts. Across the studies, the author consistently demonstrated how process based instruction requires process based assessment, and how subskills must be operationalized, taught, and measured with precision. The findings also revealed that the author’s test construction principles, such as alignment with instructional objectives, skill decomposition into process and product subskills, construct validity, reliability, and transparency, were applied consistently across all studies. Additionally, the SR showed that the author’s experimental studies provided strong evidence that explicit instruction in subskills leads to significant gains in learners’ performance, and that assessment instruments designed by the author were effective enough to detect such gains. Multi skill studies demonstrated the interconnectedness of language skills and the need for integrated assessment tasks. Studies on assessment technologies highlighted the author’s early adoption of online tools, scoring iRubrics, and mobile apps to enhance assessment efficiency, fairness, and objectivity. Several contextual and learner related factors were found to influence assessment outcomes, including instructional consistency, teacher qualifications and expertise, test format clarity and logical sequencing, and learners’ exposure to process and product subskill based training. The review also identified recurring pedagogical implications, emphasizing the need for systematic subskill instruction, alignment between teaching and testing, and the development of assessment literacy among teachers. Overall, the SR concluded that the author’s research program constitutes a coherent, cumulative, and influential contribution to language skill assessment. It provides a replicable model for designing valid, reliable, comprehensive, discriminating and instructionally aligned assessment tools, and offers a rich foundation for future research on process based language assessment in similar educational contexts.
Systematic review (SR), Al-Jarf research program, language skill assessment, assessment principles, assessment technologies, assessment tools, process subskill assessment, product subskill assessment, factors affecting assessment
AI-Driven Needs Analysis in ESP : Designing English Syllabus and Materials for Pharmacy Students in Indonesian Higher Education
English for Specific Purposes (ESP) plays a vital role in preparing students for academic and professional success, particularly in health sciences where discipline-specific communication skills are essential. In Indonesian higher education, pharmacy students often face challenges due to generic ESP syllabi that fail to address their specialized needs. Traditional needs analysis provides valuable insights but remains limited by its reliance on self-reported data and lack of scalability. To address this gap, this study integrates Artificial Intelligence (AI) into the process of needs analysis and syllabus design for pharmacy-focused ESP instruction. We show how surveys, interviews, and classroom observations were complemented by AI-driven tools such as Natural Language Processing, machine learning, and text mining to uncover subtle patterns in linguistic deficiencies and learning preferences. Results indicate that the AI-enhanced syllabus produced targeted modules in academic reading, technical vocabulary, scientific writing, and oral communication, supported by authentic pharmacy texts and adaptive exercises. Evaluation through pre- and post-tests revealed significant improvements in vocabulary mastery, reading comprehension, writing quality, and oral fluency, while student and instructor feedback confirmed the materials’ relevance and practicality. The study demonstrates that AI-driven approaches can enrich ESP pedagogy, offering a replicable model for curriculum innovation in professional education.
Copyright (c) 2026 Zakila Mardatila Ersyad, Luthviza Nabila Putri Ersyad, Arva Firas Putra Ersyad, Like Raskova Octaberlina, Andi Asrifan https://creativecommons.org/licenses/by-nc/4.0
Authentic ELF Videos: Engaging Students via L2 Speaker Content in Japan
There is a growing shift in English language teaching that reflects English as a global lingua franca, moving away from standard native-speaker norms towards communication strategies, accommodation strategies and multilingualism in the classroom. Adopting methods and materials into courses that reflect the realities of English use around the world in the modern age is a challenge for educators. This study firstly examines the implementation of appropriate, authentic audio-visual ELF or L2 English materials in two university classes as homework assignments in Japan. It then analyses students’ reactions to the content in terms of their comprehension of the interactions, perceived pronunciation clarity, whether this affects student interest, and if there is any relationship to self-efficacy. Results suggest a strong link between pronunciation and comprehensibility, and comprehensibility and interest. Results for self-efficacy are less clear. Results suggest that educators should consider using more authentic L2 English content as listening activities in their courses.
Copyright (c) 2026 Ferghal McTaggart https://creativecommons.org/licenses/by-nc/4.0
Classroom Practices, Writing Enhancement and Creativity Among EFL Struggling Students: A Systematic Review
This study aimed to conduct a systematic review (SR) of the author’s own writing research in EFL published between 2004 and 2025. The 20-article corpus was categorized into five clusters: (i) Engaging and motivating instructional writing techniques, (ii) writing about untraditional themes (global themes), (iii) practicing writing for creativity, (iv) combining writing with reading and grammar, and (v) writing assessment and feedback. Across these clusters, the findings confirmed that writing is not an isolated skill but is a cognitive–linguistic process shaped by a wide range of instructional strategies and pedagogical factors that include the use of technologies and social media platforms (such as Facebook, blogs, online courses, mind mapping tools, and iRubrics), writing about global and untraditional themes, task based writing, online writing tasks, and the integration of writing and reading and grammar. Teacher qualifications, assessment practices, error correction techniques, and methods for generating and organizing ideas also play a significant role. The five clusters were defined to capture these instructional dimensions and to highlight the specific practices through which writing improvement and creativity were achieved. The findings show that students write more confidently and competently when cognitive load is reduced and idea generation is supported through familiar, meaningful, and contextually relevant tasks. Writing difficulties among EFL learners stem not only from linguistic limitations but also from challenges in generating ideas, limited exposure to authentic writing, and anxiety produced by exhaustive error correction. Instructional models that foreground meaning, scaffold the writing process, and provide selective, actionable feedback help students develop fluency, accuracy, and self monitoring skills. Overall, the findings call for writing instruction that is process oriented, learner centered, and authentic communication. When students are given time, support, and meaningful topics, they develop not only stronger writing skills but also greater confidence and motivation as writers. This review provides a foundation for future research and practice aimed at creating writing classrooms where learners can think, express, and grow with clarity and purpose. This SR contributes a clearer, more integrated understanding of writing pedagogy and offers educators evidence based insights for designing writing instruction that is both pedagogically sound and responsive to learners’ needs.
c review (SR), writing instruction, writing pedagogy, writing practices, creative writing, practice with technology, EFL students, writing difficulties, writing skill enhancement
Empowering the National Capital Region (NCR) Hotel Industry Workforce: Basis for Education Policy Recommendations for Talent Development and Alignment with Industry Demands
This study investigated the critical employability skills necessary for the hotel industry workforce in the NCR, utilizing both qualitative and quantitative methodologies. Structured interviews were conducted with key stakeholders, including hotel industry managers, training providers, and academic leaders, while quantitative data was gathered from fifty alumni and employees of four- and five-star hotels. The research addressed several core issues: the essential employability skills required in the NCR hotel sector, the impact of existing skill gaps on job readiness and career progression, and the effectiveness of current training programs in bridging these gaps. Key findings revealed significant discrepancies between employer expectations and the competencies of the workforce, highlighting the need for enhanced training program accessibility, curriculum relevance, and continuous improvement mechanisms. The study also explores the relationship between employability skills, workforce impact, and training program effectiveness, leading to actionable policy recommendations aimed at fostering ongoing talent development and ensuring alignment with industry demands. By identifying critical employability skills and proposing tailored training initiatives, this research aims to empower the NCR hotel workforce, enhance career development opportunities, and improve retention strategies within the sector.
Talent Development, Industry Demands, Career Progression, Job Readiness, Training Programs, Curriculum Relevance, Continuous Improvement, Workforce Impact, Actionable Recommendations, Retention Strategies
Parental Involvement Practices as Predictors of Learner’s Academic Performance and Self-Efficacy
This study aimed to determine parental involvement practices as predictors of learners’ academic performance and self-efficacy and to develop School–Home Partnership Strategies based on the findings. Data were gathered using a structured questionnaire adapted from Epstein’s Framework of Six Types of Parental Involvement, a learner self-efficacy scale, and official school records to obtain learners’ academic performance. The collected data were analyzed using appropriate descriptive and inferential statistical tools, including frequency counts, means, and correlation analysis. The results revealed that parental involvement practices were evident across multiple dimensions, with variations observed in volunteering, decision- making, and collaboration with the community. Learners generally demonstrated satisfactory academic performance and observable levels of self-efficacy. The findings indicated that parental involvement was an important factor in supporting both learners’ academic performance and self-efficacy, while learner self-efficacy was also closely associated with academic outcomes. Based on these results, it was concluded that strengthening structured and sustained school–home partnerships was essential in enhancing early childhood learning outcomes. The study recommended the implementation of the proposed School–Home Partnership Strategies to promote meaningful parental engagement, support learner development, and ensure sustainability through integration into school programs and policies.
Parental Involvement, Academic Performance, Learners’ Self-Efficacy, Kindergarten, Early Childhood Education, School–Home Partnership, Educational Outcomes, Public Schools, Parental Engagement, Philippines
AI Literacy Among Chinese Vocational EFL Learners: A Qualitative Exploration of Motivation, Technology Acceptance, and Goal Orientation
The rapid integration of artificial intelligence (AI) into higher education has heightened the need for students to develop AI literacy as a core competence for both academic performance and future employability. Drawing on Expectancy-Value Theory, the Technology Acceptance Model (TAM), and Goal Orientation Theory, this qualitative case study explores the factors influencing AI literacy among English as Foreign Language (EFL) learners at a vocational college in Guangdong, China. Data were collected through semi-structured interviews with 10 participants for in-depth analysis. Using NVivo 14, thematic analysis revealed three overarching themes: (1) motivation (attainment value and intrinsic interest), (2) mastery goal orientation, and (3) technology acceptance (perceived usefulness and perceived ease of use). Findings indicate that high task value and intrinsic interest strongly enhance AI literacy, mastery goal orientation promotes deeper engagement with AI tools, and perceived usefulness is the strongest predictor of sustained adoption, while perceived ease of use primarily affects initial acceptance. The study provides a conceptual model for EFL learners’ AI Literacy to offer practical implications for designing AI-integrated EFL curricula in vocational contexts.
AI literacy; vocational education; EFL learning; learner motivation; technology acceptance; goal orientation
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Investigating Challenges of using some digital technologies as EFL learning resources from the perspectives of tertiary-level professors
The study aimed to reveal the challenges experienced by EFL students in using digital tech­nologies due to some poor infrastructure and educational environment, with the end phase of investigating the barrier that stands beyond these difficulties from the perspectives of the tertiary-level professors who took part in showing their viewpoints towards the questionnaire designed for collecting data to complete the current study. The researchers employed a quantitative research approach to carry out this investigation. Thirty-six research participants representing tertiary-level professors were chosen randomly during the academic year 1446–1447. Their participation in a ten-item questionnaire was accomplished via a link designed through the Google Forms application and sent to various WhatsApp groups at both Qassim and Prince Sattam Bin Abdulaziz universities in Saudi Arabia. Among the main conclusions are the study participants' affirmation that inadequate infrastructure has a detrimental effect on the EFL educational system, in addition to the fact that most of them think that solar panel installation is expensive for some parents and that using it as a substitute power source in an EFL school is challenging.
Poor infrastructure, educational system, EFL, challenges
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
Exploring the Journeys of Unit Leaders in School-Based Community Extension Initiatives in China
Community extension functions as a vital outreach component of educational institutions, connecting academic knowledge with societal needs. It aims to improve community quality of life and promote social development through the transfer of skills and resources. Extension unit leaders, typically faculty members, manage program planning and evaluation, facing challenges such as budget constraints and varying faculty support. Effective management requires a blend of intrinsic qualities like empathy and commitment, alongside professional skills such as cultural sensitivity and adaptability. Leaders employ strategies including time management and active stakeholder engagement to navigate institutional and community demands, highlighting the complexities of leadership in community extension. This study provides insights into the multifaceted nature of leading outreach initiatives and informs best practices for enhancing program effectiveness and sustainability.
Lived experiences, community extension programs, and socio-economic poverty
Innovating Education: Strengthening Teacher Competence Through Technology-Enhanced Instruction
The research focused on the utilization of educational technology in teaching and its impact on teachers' instructional competence and effectiveness. It emphasized the significance of integrating technology in the 21st-century educational landscape to enhance learning outcomes. The study, conducted with 341 teachers in a district in China, revealed that effective technology integration enriches teaching practices, fosters student engagement, and improves academic growth, particularly highlighted during the pandemic. Findings showed a positive correlation between technology use and teachers' instructional effectiveness. The study advocates for continuous professional development to enhance teachers' technological skills, asserting that educational technology is a transformative force in modern education, enriching the learning experience and improving accessibility.
Educational technology, display instructional competence, and achieve teaching effectiveness
The Impact of Arabic Culture on Arab Students in the Acquisition of English at University
This study examines how Arabic linguistic and cultural structures influence the acquisition of English among Arab university students. Despite years of formal English instruction, many learners remain non-fluent and hesitant to use the language. Beyond teaching methods or syllabus design, this research argues that deeper cultural forces—such as Arabic values, norms, and linguistic patterns—significantly shape learners’ attitudes, motivation, and performance. It explores how collectivist values, respect for tradition, and language interference create barriers to learning English and how cultural identity impacts students’ willingness to engage with the language. Using a mixed-methods design, the study integrates quantitative survey data with qualitative thematic analysis to investigate how cultural identity, social expectations, and native language habits affect students’ psychological and linguistic development in English. Findings will identify cultural facilitators and inhibitors of learning, examine Arabic’s structural impact on English grammar and pronunciation, and clarify the link between cultural identity and motivation. The study aims to inform culturally responsive teaching practices suited to Arab university contexts. By integrating cultural awareness into instruction, educators and policymakers can develop more effective and contextually relevant curricula that foster higher proficiency and confidence in English.
Arabic Culture; Arab Students; Acquisition of English; Arabic linguistic; Arabic values
The Use of Big Data in Education: Students’ Attitudes and Perceptions at the School of Letters and Human Sciences, Dhar El Mehraz, Fes (Morocco)
This paper describes students’ attitudes and perceptions of Big Data as a form of educational technology. These insights provide contexts and implications of Big data in improving student’s learning environment and experience. The overarching data-fused systems allow for achieving better standards and enhancing the educational landscape. This study is descriptive, and the Validity of Big Data Applied to Education (VABIDAE) questionnaire has been employed to collect quantitative data. It is a three-level scale that assesses students’ attitudes and perceptions of Big data as an ed-tech. Thus providing a comprehensive deduction of students’ tendencies, concerns, and appreciation of the advantages and drawbacks of this technology. The hypothesis suggests that students’ perception of big data as an educational technology is reflected on their attitude. To avoid ambiguity, perception and attitude represent two distinct variables. While perception represents students’ views of positive and negative aspects of utility of Big Data in education, attitude represents their subjective point of view, such as feelings and beliefs. To test the hypothesis, This study answers three research questions. The first research question describes students’ overall perception of Big data as an educational technology, while the second describes their attitude toward its implementation in their learning journey. The third and last research question investigates the correlation between the two variables. The findings of this study allow students, educators, researchers, policymakers, and shareholders in the field of education to better understand the advantages and challenges related to implementing Big data systems. In conclusion, considering how students view and approach the incorporation of this technology into education significantly contributes to improving learning outcomes and overall educational experiences.
Affordances in Big Data, Big data, Educational technology, Higher education
The Relationship of Sleep Quality to English Cognitive Performance of Tertiary Level Students
The study utilized quantitative research design and determined the correlation between sleep quality and English cognition ability among tertiary students enrolled in English programs in Guangzhou, China. This research examined how differences in sleep patterns and quality influence students' cognitive performance in English language activities, including reading comprehension, vocabulary recall, and verbal reasoning, which are critical for academic success and language competency. There were 300 students enrolled in English program participated in the study, completing standardized instruments such as the Pittsburgh Sleep Quality Index (PSQI) to evaluate sleep quality and a series of cognitive English examinations aimed at measuring several areas of English cognitive function. Descriptive statistics described demographic information and sleep quality profiles, whereas correlational and regression analyzed and assessed the strength and nature of relationships between components of sleep quality and English cognitive scores. The results indicated a substantial negative association between inadequate sleep quality and diminished English cognitive performance, especially in domains necessitating memory consolidation and intricate language processing. Students experiencing frequent sleep disturbances and reduced sleep duration exhibited significant deficits in vocabulary recall and reading comprehension assessments. The study underscored the essential importance of sufficient and high-quality sleep in facilitating cognitive processes integral to English language acquisition and academic success in higher education settings. These findings highlighted the necessity for educational institutions to foster knowledge and implement interventions for healthy sleep practices among students. The study provided significant empirical information regarding cognitive elements that affect language acquisition and highlights comprehensive student assistance programs that encompass both lifestyle and academic aspects.
Sleep quality, English cognitive performance, sleep disturbances, language acquisition, and academic achievement
Reforming Formative Assessment Techniques: How Successful Are They from EFL Teachers' Perspectives
The formative assessment (FA) in the Foundation Program (FP) accounts for 30% of the students' total grades. The FP's formative assessment practices have been shaped by various factors, including Dhofar University’s (DU) assessment policy, its educational philosophy, the FP's curriculum design, and student-related factors such as engagement and motivation. Since many FP students come from a schooling system that prioritizes grades over feedback, FA has been used as a tool to motivate complacent learners. A byproduct of this technique has been the introduction of an intensive testing cycle, often disguised as formative assessments. This research investigates the perspectives of English as a Foreign Language (EFL) teachers on the new formative assessment approach introduced among the three levels of the FP English course at the Centre for Preparatory Studies (CPS), DU in the Sultanate of Oman. This approach serves as a significant indicator of learning. Additionally, the research addresses the limitations of previous FA practices at CPS. Data was collected in a 3-phase data collection cycle through a pre-session task (n=13 teachers + 50 students), a hands-on focus group session (n=8) to explore qualitative data regarding actual application of the new technique, and a questionnaire (n=29) to obtain quantitative data for further investigation of teachers’ perceptions and evaluation to cross check with implementation. This makes the present study a mixed methods analysis in an exploratory sequential design. Pre Reformed Formative Assessment Techniques (RFAT) confirmed that there were notable defects in the FA practices due to a more summative orientation. Feedback was given on the quizzes that contributed to the final grades instead of on the learning process itself. Although teacher’s perceptions of RFAT were largely positive, their implementation was hindered due to two main factors, lack of conceptual knowledge of formative assessment and the misconception that RFAT is restrictive and depriving of autonomy. This research highlights stress-free assessment systems with formative observation feedback in EFL contexts. It emphasizes mentoring and advising students to enhance performance, aligning with their needs. By enabling teachers to track students’ performance and reducing student anxiety, it also offers innovative, practical strategies for effective teaching and learning.
Formative Assessment, Technique, EFL Teachers’ Perspectives, Foundation Program, Challenges.
Critical Review of "Gender Peer Effects in Doctoral Education : Evidence from Sweden" by Simon Lundin
This master thesis Simon Lundin’s proposal, "Gender Peer Impacts in Doctoral Instruction: Evidence from Sweden," which examines the impact of gender orientation composition inside doctoral cohorts on scholarly execution. The survey commends Lundin’s comprehensive writing audit, straightforward technique, and persevering observational methodology, all of which contribute to the study’s legitimacy and unwavering quality. Outstanding qualities incorporate the utilization of a broad national dataset and clearly enunciated investigative questions. Be that as it may, the audit recognizes ranges for enhancement, such as the requirement for a more basic engagement with existing writing, a more profound dialogue of methodological restrictions, and a broader investigation of arrangement suggestions. In general, Lundin’s work makes a critical commitment to the field of gender peer impacts in higher instruction, advertising important bits of knowledge and laying the basis for future inquiry about the complex elements of gender orientation in doctoral education.
Gender peer effect, doctoral education, academic perfermancen, educational policy, cohort compoistion
Copyright (c) 2025 Hicham Tetouani, Sana Sakale https://creativecommons.org/licenses/by-nc/4.0
Can ESL Students Identify Emphatic Features of Advertisements?
The present study aimed at investigating ESL students’ ability to comprehend and identify emphatic structures in advertisements, to find out the emphatic features that are easy to identify, and those that are difficult to identify. Sixty ESL college students in the fifth semester of the translation program who were enrolled in a Stylistics course took a test which consisted of a Mazda advertisement. The students were asked to identify the emphatic features of the Mazda advertisement and give two examples to illustrate the feature they give. Analysis of the subjects’ correct responses showed that the emphatic structures that the students identified correctly are: Balanced sentence structure (53%), repeating key words (53%), arranging ideas in the order of climax, i.e. order of importance with the strongest idea last (45%), using active voice (33%), changing sentence length abruptly (33%), placing important words at the end of the sentence (32%), using periodic sentences (30%), placing emphatic words after a colon or a dash (27.5%), putting a word or phrase out of its usual order (23%) and identifying intensifiers, extraposition, exclamatory sentences, using anticipatory ‘it’, and changing sentence types together (20%). The emphatic structures in the advertisement proved to be difficult for the students to recognize because the advertisement draws an analogy between Mozart's musical genius and the Mazda car-making philosophy, emphasizing how both creations are driven by emotion, vision, and craftsmanship. The advertisement employs multiple emphatic techniques simultaneously, which may have overwhelmed the students and constituted a cognitive load. The Mazda advertisement does not just inform, rather it immerses the reader in an emotional experience through syntactic and lexical emphasis. Instead of focusing on emphatic structures, the students were probably more engaged in decoding the poetic message and understanding the content rather than analyzing how structural elements shape emphasis. In other words, the analogy between Mozart’s music and the Mazda car, made the students less attentive to structural manipulations. Further causes of advertisement comprehension problems and recommendations for instructional techniques that would help enhance the students’ ability to comprehend and identify emphatic structures in genre-specific texts are given.
Advertisements, car advertisements, Mazda advertisements, emphatic structures, emphatic features, rhetorical features, stylistic features, comprehension problems, ESL students
Factors Influencing Students’ Academic and Non-Academic Engagement
This research study utilized a quantitative research design. This study aimed to determine the influence of active learning strategies, student-faculty interaction, quality of instruction and overall college experience, internet and campus technology to students’ academic and non-academic engagement in school. The data were statistically analyzed to provide answers to the research questions where mean was used to determine the levels of active learning strategies, student-faculty interaction, quality of instruction and overall college experience, internet and campus technology and student engagement in school. Moreover, the Pearson product-moment correlation was used to investigate the relationship between the variables. Furthermore, the Multiple Regression analysis was employed to measure the influence of active learning strategies, student-faculty interaction, quality of instruction and overall college experience, internet and campus technology on student engagement in school. Results show that active learning strategies (ALS), student-faculty interaction (SFI), quality of instruction and overall college experience (QICE), information and campus technology (ICT) are significantly correlated to students’ academic and non-academic engagement. Furthermore, results indicate that student-faculty interaction, quality of instruction and overall college experience, and information and campus technology are significant predictors of students’ academic and non-academic engagement. The results suggest that teachers should consider to use teaching-learning strategies that are more engaging. On the other hand, it is concluded that student and teacher interaction make learning more accepting and conducive as the key players of teaching and learning create an active interplay of respect for each other. Conversely, providing an accepting classroom environment, varied and quality teaching strategies is necessary as it increases engagement among students. Consequently, the ability to access digital information is considered foundational for continuous learning.
Academic and Non-Academic Engagement, Active Learning Strategies, Student-Faculty Interaction, Quality of Instruction and Overall College Experience, and Information and Campus Technology
Copyright (c) 2025 Elven Bugwak, Jovanie Garay, Roque Langcoy II, Shaira Camsa, Marjon Limot, Hepsiva Albizo, Jenet Fuentes, Romeo Canlubo Jr., Cyril Tura https://creativecommons.org/licenses/by-nc/4.0
The Curriculum Ideological and Political Reform of Cross-Border E-commerce Major in Higher Vocational Colleges Helps Chinese-Style Modernization
The "Chinese-style modernization" and "high-quality development" are the key themes of China's current social and economic reforms. This development requires higher vocational colleges to proactively serve national strategic needs and provide high-quality, morally and professionally competent talents that are in line with the requirements of Chinese-style modernization. This article explores the compatibility and mutual promotion among the ideological and political education in the cross-border e-commerce major of higher vocational colleges, the high-quality development of higher vocational education, and the Chinese-style modernization of related industries. By analyzing the theoretical basis of ideological and political education in cross-border e-commerce courses and its role in value guidance, cultural dissemination, and innovative practice for relevant talents, the article holds that the reform of ideological and political education in cross-border e-commerce courses, by integrating ideological and political education into the entire teaching process of the major, significantly enhances the ideological quality and professional skills of the talents cultivated and delivered to related industries. Finally, the paper also proposes the logic and path for curriculum ideological and political reform of cross-border e-commerce major in higher vocational colleges to facilitate the transformation and upgrading of the cross-border e-commerce industry and serve Chinese-style modernization.
Higher vocational, cross-border e-commerce major, curriculum ideological and political, Chinese-style modernization
Copyright (c) 2025 Pingxiu Li, Kejia Zhu, Weiqi Liu https://creativecommons.org/licenses/by-nc/4.0
The Role of Extracurricular Sports Programs in Fostering Leadership and Teamwork Skills among High School Students
The study investigated the impact of extracurricular sports programs on the development of leadership and teamwork skills among high school students at Emilio Aguinaldo College (EAC) Manila. Using a quantitative descriptive research design, 105 students were selected through purposive random sampling to participate in the study. Data were collected via structured questionnaires and analyzed using descriptive and inferential statistics to explore the relationships between students' profiles (sex, age, grade level, and type of sport) and their development of leadership and teamwork skills. The findings revealed that extracurricular sports programs significantly enhance leadership and teamwork skills, with no significant differences in effectiveness based on demographic factors. Leadership skills were developed through team roles, decision-making, coaching, and skill transferability, while teamwork skills were fostered through collaboration, conflict resolution, and peer interactions. The study emphasized the consistent positive impact of these programs across diverse student groups but noted complex relationships between various skill components, suggesting a need for tailored program enhancements. Recommendations include broadening sports programs, integrating specific training for leadership and teamwork, and ensuring inclusive access for all students.
Extracurricular sports programs, leadership skills, teamwork skills, high school students, quantitative research, student profiles, collaboration dynamics, decision-making, coaching influence, program enhancement
Beyond Linguistic Gaps: Types of Code-Switching Among Jordanian Bilingual speakers
This study investigates the motivations and types of code-switching among bilingual Jordanian speakers of Arabic and English. It explores the reasons why these speakers switch between their first language (L1), Arabic, and their second language (L2), English, during interactions. Data are collected through observation and detailed note-taking. A theoretical model is employed to analyze the data and provide an in-depth understanding of this phenomenon. The findings reveal two key aspects of code-switching among the participants. First, code-switching serves distinct motivational purposes, notably expressing identity and self-confidence through the simultaneous use of both languages. Additionally, it compensates for lexical gaps when expressing reactions to others' speech or actions. Second, the study identifies three distinct types of code-switching employed: inter-sentential switching, tag-switching, and intra-sentential switching. Intra-sentential switching is the most frequent (43 instances), followed by inter-sentential switching (29 instances) and tag-switching (21 instances). This research contributes valuable insights into the dynamics of code-switching in a specific bilingual community and recommends future research on the sociolinguistic functions of code-switching in diverse contexts, such as multilingual classrooms, kings and presidents in different settings or media.
code-switching, bilingual interaction, motivations, lexical gaps, and identity
Blogging about Sustainable Development in the EFL College Classroom
Sustainable Development Goals (SDG) are not integrated in any EFL courses that students take at the College of Language Sciences. Therefore, this study proposes a model for integrating topics related to SDGs using a class blog. Each week, a specific and tangible topic related to an SDG from a local or global perspective (no poverty, zero hunger, good health and well-being, quality education, gender equality, clean water and sanitation, affordable and clean energy, decent work and economic growth, industry, innovation, and infrastructure, reduced inequality, sustainable cities and communities, responsible consumption and production, climate action, life below water, life on land, peace, justice, and strong institutions) is posted by the instructor. Blogging about SDG topics goes through three stages: a pre-task, task and post-task phase. The students may search for videos, photos or articles related to the assigned SDG and write a blog post that describes the photo, summarizes the video or article content. Participation goals that require the students to suggest solutions to a problem are integrated. The students write their reactions to the goal, post comments, and feedback on their classmates’ blog posts. They work on their blog posts individually, in pairs, and in small group; synchronously or asynchronously; on a smart phone, tablet, iPad or laptop. In the blogging activity, the instructor serves as a facilitator while the students are blogging. The study gives recommendations for integrating SDG in EFL writing, speaking and reading courses.
Sustainable Development Goals; blogs; blogging activities; EFL writing practice; EFL students; global issues; participation goals; collaboration, interaction, writing instruction
Essential Knowledge for English Student Teachers: Core Competencies and Pedagogical Skills Needed for Effective Classroom Teaching
This study aimed to identify the essential knowledge and teaching competencies English student teachers should possess before beginning their in-school teaching practice. The study involved 24 English student teachers from the College of Teacher Education at Phranakhon Rajabhat University. All participants were in their 4th year of study and were actively engaged in their practicum during the academic year 2024. The data was collected using a Google form survey, designed based on the suggestions of three education specialists. The results of the Google form questionnaire were interpreted, categorized and tabulated on computer sheets and were calculated into the statistical values, Mean. The findings revealed that the participants demonstrated the highest confidence in integrating technology into English teaching, with a mean score of 4.34, reflecting their preparedness to utilize digital tools to enhance instruction. Confidence in pronunciation and phonetics (mean 4.27) and classroom management techniques (mean 4.20) also ranked highly, indicating their readiness to model accurate language and maintain an effective learning environment. Moreover, the highest-rated competencies include Classroom Management and Technology Integration (mean 4.37), highlighting confidence in managing classroom environments and integrating digital tools to support learning.
Essential Knowledge, English Student Teachers, Core Competencies and Pedagogical Skills Needed, Effective Classroom Teaching
Research on Iraqi EFL Learners’ Pronunciation: A Review Article
Reviewing existing research is of paramount importance for educational policy makers, practitioners, and researchers as it plays an important role in providing an updated overview of the current research focuses and identifying gaps and needs for future research. In the current study, an attempt is made to explore the landscape of research on Iraqi EFL learners’ pronunciation. The examined corpus included 16 published research articles meeting established criteria for study selection. The included studies were scrutinized for their characteristics, design, strengths and limitations. The findings reveal that while the existing research employs a variety of research designs, collects both qualitative and quantitative data, and covers a wide spectrum of pronunciation-related issues, it is mostly limited to university undergraduate learners. Additionally, many studies suffer from small sample sizes, utilize basic data collection tools, and adopt traditional (and subjective) data analysis methods, often neglecting advanced statistical analysis techniques. The present review underscores the need for further research to diversify participants across different educational levels, increase sample sizes, conduct longitudinal studies, employ advanced analysis tools, and broaden the research focus to include interventional studies and examination of instructional methods.
Pronunciation, Iraq, EFL learners, phonetics, phonology
Copyright (c) 2025 Amjed Alrickaby https://creativecommons.org/licenses/by-nc/4.0
The Effect of School Security Measures Implementation on Students’ Academic Performance in Selected Government Schools in China
Based on Wang et al. (2020), the Chinese government is giving school safety top priority; this is shown by the extensive use of contemporary monitoring systems, security professional recruiting, and strict access control measures applied in institutions. Recent studies have shown that schools using thorough security policies create an environment in which children feel safer and more secure, which is linked with better academic achievement (Li et al., 2021). Research on rural and underdeveloped schools often reveal that they lack the means to implement the same degree of security as metropolitan schools, thereby generating unequal student protection and educational opportunities (Wu et al., 2023). This discrepancy begs problems concerning the general effect of security policies on educational fairness.Therefore, the objective of this study is to determine the effect of school security measures implementation to the academic performance of the students in selected government schools in China. The challenges will also be reviewed and the results will be used to enhance security measures that can improve students academic performance. Further, by merging Maslow's Hierarchy of Needs and Bandura's Social Learning Theory, the study may investigate how school security measures affect students' academic performance in depth.
Physiological needs, safety needs, social needs, self-esteem needs, academic performance, attention, retention, reproduction, and incentives
Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0