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
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
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
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
The Level of Awareness in Inclusive Education Among Government Universities in China
It is important to note that although the Chinese government has implemented regulations to promote inclusive education, there is a large amount of variation in how these policies are actually implemented (Qu, 2024). In connection, there is a significant number of university faculty members and administrative staff members with limited awareness and training in how to serve students who have a variety of demands (Li and Ruppar, 2021). Therefore, the study aims to determine the level of awareness in inclusive education among government universities in China. The challenges of government school teachers in teaching inclusive education will also be analyzed for inputs in enhancement proposal. The study will adopt Social Cognitive Theory because of its broad applicability within psychological disciplines and other fields such as education, business, and health. This theory may acquire a deeper understanding of the behavioral, cognitive, and environmental elements that influence educators' ability to adapt and successfully apply inclusive practices in classroom environments. The quantitative research approach will be applied with purposive sampling technique to which participants will be picked based on specified qualities that match with the aims of the study.
Level of awareness, inclusive education and government university
Exploration of Thinking Modes and Methods in Family Education from the Perspectives of Chinese Philosophy and Quantum Mechanics
In the realm of family education, the cultivation of children's moral character, verbal expressions, and behavioral patterns stands as a linchpin for their holistic development, with parents assuming a pivotal role throughout this intricate process. This research advocates that parents place a premium on delving into Chinese philosophy and traditional culture to extract the quintessential ideological elements that underpin effective family education. Concurrently, by ingeniously incorporating the theoretical breakthroughs of quantum mechanics, such as superposition states, wave‒particle duality, and quantum entanglement—given that human beings are, at a fundamental level, composed of particles—this study endeavors to endow the cognitive framework of family education with scientific rigor and empirical substantiation. A systematic array of educational methodologies is subsequently deduced, aiming to optimize the efficacy and outcomes of family education practices.
Family education; Chinese philosophy; Quantum mechanics; Parent–child communication
Research on the Status Quo and Reform Strategies of College Students' English-Speaking Teaching
With the accelerating process of globalization, the importance of English as an international common language has become more and more prominent. College students' English-speaking ability is not only an important reflection of their comprehensive language ability but also the key to meeting the needs of social development and internationalization. However, at present, the teaching of spoken English in colleges and universities in China still faces many problems, including irrational curriculum design, single classroom teaching mode, insufficient motivation of students, and lack of language practice environment, etc. These problems directly lead to the lack of students' ability to communicate in real-life situations. These problems directly lead to students' weak language application ability in actual communication, forming the phenomenon of “mute English”. Through literature analysis and case studies, this paper systematically analyzes the main factors affecting the improvement of college students' oral English proficiency and points out the key roles of teachers' teaching concepts, students' learning strategies, and course evaluation mechanisms in the cultivation of oral English proficiency. Based on the results of the study, this paper proposes comprehensive strategies such as optimizing curriculum design, improving teacher quality, enriching teaching methods, introducing information technology tools, and improving evaluation mechanisms in order to improve college students' oral English proficiency comprehensively. This study provides practical reference and theoretical support for the reform of English teaching in Chinese colleges and universities and helps to cultivate applied English talents with international competitiveness.
English speaking ability, curriculum design, language practice environment, teaching methods, evaluation mechanisms, international competitiveness
A Study of the Influence of Intercultural Communication Competence on College Students' English Learning
Culture is conveyed via language, while language is molded by culture. Cultural barriers can easily be established during conversation between individuals from various origins because of these disparities. In addition to mastering the language's norms, we also need to comprehend the deep cultural meanings that the language conveys in order to get the greatest results while communicating across cultures. Using the link between language and culture, the value of developing cross-cultural communication skills, and strategies for raising students' cultural awareness, the researcher attempts to address English teaching activities in cross-cultural situations in this study. In order to meet the demands of the globalized economy for intercultural composite English talents, the paper uses a combination of quantitative research and qualitative analysis to gather primary data from student surveys and teacher interviews at Nanning College of Technology's College of Arts and Sciences. It then determines the current issues with English majors' intercultural communicative competence and develops practical solutions to foster it. The development of intercultural communication ability is a socially significant aspect of teaching business English and English in general. To improve college students' practical communicative competence, intercultural communicative competence must be developed using a comprehensive and multifaceted model of teaching and cultivating intercultural communicative competence. Additionally, the target language culture must be introduced gradually, methodically, and continuously.
Language, culture, cultural difference, intercultural communication competence, English-major students
Investigating Students' Attitudes Towards the Use of ICT in Learning: The Specialized Institute of Applied Hotel Technology and Tourism in Ouarzazate-Morocco- as a Case Study
This study seeks to examine the students’ attitudes towards the use of information communication technology (ICT) in learning based on the Technology Acceptance Model (TAM) developed by (Davis, 1989) among tourism students at the Specilaized Institute of Applied Hotel Technology and Tourism in Ouarzazate, Morocco. In the current research, a questionnaire in Google form is administered to 238 students enrolled in the Institute to easily get responses. The study espouses a mixed-methods research design that uses both qualitative and quantitative techniques to collect and analyze data. To unknown reasons, only sixty-four student-respondents managed to fill out the questionnaire entitlted : Investigating Students' Attitudes Towards the Use of ICT in Learning: The Specialized Institute of Applied Hotel Technology and Tourism in Ouarzazate-Morocco- as a Case Study. The findings reveal that most respondents hold a positive attitude towards the use of ICT in their learning. Furthermore, the results indicate that respondents perceive ICT as valuable and easy to use, enhancing engagement, interaction, and achievement in learning. On the other hand, technical issues, internet connectivity, ICT competency, and hardware issues are the major challenges faced by students while espousing ICT in their learning process.
ICT- Attitudes- Perceived ease of use-Perceived usefulness of use
Copyright (c) 2024 Nour Eddine BABA, Khadija ANASSE, Najib SLIMANI https://creativecommons.org/licenses/by-nc/4.0
Exploring high school students’ logical and rhetorical argumentation patterns incorporated in their performed speeches during classroom debates
This qualitative study explores the logical and rhetorical argumentation patterns of high school learners of English as a foreign language (EFL) in Moroccan classrooms. In particular, focus is laid on students’ use of persuasion techniques inherent in their performed debates during classroom debate. Thorough content analysis of students' speeches has been conducted to explore key logical and rhetorical strategies employed by debaters to persuade their opponents and the audience, alike. Data were collected from a diverse group of students across various grade levels, utilizing audio recordings and to capture the nuances of the logical and rhetorical patterns. The findings reveal a range of normative instances, such as the validity of arguments along with persuasive patterns like ethos, pathos, and logos. This study contributes to our understanding of how high school students construct and employ logical and rhetorical argumentation skills, highlighting the importance of effective persuasion within educational and real-world contexts. The implications suggest that engaging students in more meaningful learning activities, like classroom debates, could enhance students' logical and rhetorical argumentative competence.
Classroom debating, logical, rhetorical, argumentation, EFL classroom
Copyright (c) 2024 Hassan LEMZAOUAK, Prof. K. Anasse https://creativecommons.org/licenses/by-nc/4.0
Designing and Constructing a PCCC Model to Improve Students’ Transferable Skills for Cross-border E-commerce Majors in a Project-based Blended Learning Environment
This paper introduces the PCCC model as an innovative framework for integrating blended and project-based learning to promote transferable skills. It highlights the model’s potential to align educational strategies of “Position - course- competition - certificate” with the Chinese MoE’s vision, addressing key challenges in preparing students for future careers. By exploring the interplay of policy, pedagogy, and skills development, this discussion offers valuable insights for educators and institutions aiming to optimize their teaching practices and enhance student outcomes in a dynamic educational landscape.
transferable skills; Cross-border E-commerce; project-based learning; blended learning
The Satisfaction of the Learners’ Linguistic Needs in terms of Acceleration: The Case of the Moroccan University English Learners in non-English Departments
The learning of English as a foreign language in a context where English is considered a third or fourth language leads to many difficulties for these learners, both socially and academically. This study aims to investigate the field of English language learning in such a way as to find and implement adequate teaching strategies with which teachers can accelerate the pace of learning of their learners, thereby allowing them to develop quickly their linguistic performance. The study is based on mixed-methods dimensions where a survey was conducted among 444 non-English department students in the Faculty of Legal, Economic, and Social Sciences, Cadi Ayyad University, Marrakech, Morocco. The participants are composed of two groups: undergraduates and master students. The findings of the research reveal some of the linguistic issues the learners face in terms of acquiring the English language by taking into consideration important factors such as time, energy, resources, and proficiency. In order to find a concrete solution to the problem of learning in terms of its accelerating mode, we opted for the adoption of a teaching model that should be comprehensive and instructional in such a way as to improve the language learning of students within limited periods. Through the discussion of the results after taking two experimental tests and the implementation of the Comprehensive Instructional Model of Language Learning (CIMLL) among the master students, we came to a conclusion that revealed the extent to which the majority of these students were conscious about the utility of learning the English language. It then became a requirement for them to succeed in their academic studies in terms of research and the development of their linguistic skills. Based on the existing literature, few studies seriously investigate the issue of acceleration and the sustainability of students’ learning of English, especially since there is no clear-cut model of teaching that adopts this technique.
Non-English department students, English language learners, accelerated learning, linguistic needs, learning strategies.
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
The Effectiveness of Implementing Task-Based Language Teaching in Saudi Secondary Schools to Improve Students' Oral Fluency
This research project investigated the effectiveness of implementing Task-based Language Teaching (TBLT) in enhancing the oral fluency of Saudi secondary school students. The study aimed to assess whether a structured TBLT approach could lead to significant improvements in oral fluency among female students nearing the end of high school. The research utilized a sample of 60 female students from secondary schools in Saudi Arabia. The methodology employed a pre/post-test design, where students' oral fluency was assessed before and after the intervention. A series of tasks designed to promote speaking proficiency were implemented over a period of several weeks. Additionally, questionnaires were administered to gauge students' perceptions of the TBLT approach. The results indicated a notable improvement in the oral fluency skills of participants following the implementation of TBLT (p < 0.05). Specifically, students demonstrated increased confidence in speaking, enhanced vocabulary usage, and improved pronunciation. In conclusion, the findings suggest that Task-based Language Teaching can be an effective method for enhancing oral fluency among Saudi secondary school students. The study underscores the potential benefits of incorporating communicative language teaching approaches into the curriculum to better prepare students for real-life communication situations. However, further research with larger sample sizes and longitudinal studies are recommended to validate these findings and explore the long-term impact of TBLT implementation.
TESOL methodologies; Communicative Language Teaching (CLT); Task-Based Learning (TBL); Content-Based Instruction (CBI); Language proficiency development
Vocabulary, strategy, motivation, CFL learners
Speaking, Speaking Competence, speaking difficulties, strategies, EFL learners.
Copyright (c) 2024 Afnan Alshahrani, Wafa Saud https://creativecommons.org/licenses/by-nc/4.0