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Since ChatGPT exploded onto the scene in October 2022, the media has been breathless with their discussion about how it is going to impact many aspects of life and work. In order to bring this new reality of generative AI into the "Introduction to Management Information Systems" classroom at both the undergraduate and graduate levels, we have developed two short cases that can be completed in or out of the classroom. These cases allow students to use generative AI for an interesting and useful purpose and develop prompts to deliver the output. Students can begin to learn what generative AI can do for them, and how it can shape their future careers. We tested the perceived effectiveness of the project on students using a pre/post survey. The results are analyzed using a paired t-test and demonstrate that students increased their understanding of generative AI and prompt engineering.

Teachers' language assessment literacy (LAL) refers to teachers' ability to perform assessment-related tasks. Despite the significant role of language assessment literacy in English language teaching and learning, many teachers reported to have an inadequate ability to perform assessment-related tasks because of the lack of assessment training programs that prepared them for the tasks. This study aimed at investigating the existing assessment training programs to develop EFL teachers' LAL. A systematic literature review was conducted to observe trends in how assessment training programs were carried out in the past decades. PRISMA model was used for identifying, screening, and selecting. Twenty-eight studies published between 2012 and 2022 were reviewed. The results reveal that the assessment training models comprised theoretical and practical components of language assessments. The results also show that the methods for delivering the content are collaborative and reflective practices. The findings of this study should be considered in the design of EFL teacher training programs on assessment.

Peer collaboration benefits second language (L2) learning and is a cornerstone of effective classroom instruction. It is, therefore, essential for teachers to consider how tasks work to promote peer collaboration and thus maximize learning. These considerations concern the task type, a task's inherent characteristics, and possible ways of task implementation to achieve peer collaboration. The body of research within the Task-based language teaching (TBLT) framework has shown that task-based instruction provides an optimal environment for second language acquisition. However, with regard to young learners (YLs), children from 5 to 12 years of age, the role of tasks in fostering peer collaboration in FL classrooms is not clear-cut. Grounded in research on task-based peer interaction among YLs, this article outlines how tasks enhance peer collaboration in foreign language (FL) classrooms.

Over the past two decades, multiple empirical studies have examined how teacher audio feedback works in EFL/ESL writing courses. This review explores instructor audio feedback studies in higher education writing contexts. Seventy empirical studies were identified in literature searches published between 2000 and 2022 in several academic databases. Then, based on exclusion and inclusion criteria, thirteen relevant studies were reviewed. The results indicate that interest in instructor audio feedback research has risen since 2000. This overview presents what empirical studies on teacher audio feedback in L2 writing courses aimed to find out, how they were conducted, and what they found. As many research designs and findings were underexplored, more studies are required to investigate this feedback type to benefit L2 writing learning and teaching and enrich studies on audio feedback practices. The gaps identified in the selected studies offer ideas for future explorations of teacher audio feedback in L2 writing contexts.

English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as "pesantren," presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the sociocultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.

Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.

The purpose of this study is to see how the inquiry-based nature of science (NOS) argumentation (IB-NOSA) instructional model affects scientific literacy skills. This research used a quasi-experimental method. The design of this research is a pretest-posttest control group design. This study describes the significance of the differences between participants who learn through IB-NOSA, guided inquiry, and discovery learning model. The subjects of this study were 288 students of grade VIII in the 2022/2023 academic year from three junior high schools in Sleman, Yogyakarta, Indonesia. Data analysis in this study used an analysis of variances (ANOVA) mixed design. The result showed that there was a difference between the pretest-posttest scores of scientific literacy skills in each group. There was a significant increase in the pretest-posttest scores of scientific literacy skills in each group. Effect size showed that the IB-NOSA in increased scientific literacy skills was 0.79; the guided inquiry was 0.76; and the discovery learning was 0.71. The IB-NOSA was the most effective in improving scientific literacy skills with a gain score of 0.49 (medium). So, it can be concluded that the IB-NOSA instructional model can be used as an alternative solution in improving scientific literacy skills.

This study explores the educational methodologies employed by Saudi English as a foreign language (EFL) teacher, with a specific emphasis on contrasting teacher-centered approaches and student-centered approaches. Additionally, the research examines the teachers' personal beliefs regarding the most effective approach for implementation in EFL classrooms. To gather data, an online questionnaire was administered to 42 EFL teachers across Saudi K-12 schools in the Southern part of Saudi Arabia. The questionnaire comprised two sections: a demographic information segment and an inquiry into teachers' perspectives and practices. The results of the study showed a dichotomy. While a majority of participants professed that both teacher-centered and student-centered methodologies carry equal importance, a more nuanced picture emerged when examining their claimed practices versus actual classroom behavior. The majority of EFL K-12 instructors in Saudi classrooms leaned toward adopting teacher-centered approaches. These findings hold significant implications for EFL teacher training and professional development courses. This may be due to teachers' lack of confidence in implementing student-centered approaches, the traditional educational culture in Saudi Arabia, or pressure to prepare students for high-stakes exams. The study suggests that teacher education programs should focus on developing teachers' understanding and confidence in using student-centered approaches and that the Ministry of Education should create a more supportive environment for student-centered teaching approaches.

Mathematics education is looking for innovative methods to foster problem-solving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.

This study delves into the cultural significance and educational potential of Hua'er folk songs within the Hui ethnic communities of Gansu and Ningxia in northwest China. By positioning Hua'er as an indispensable educational tool in folk song history, the research seeks to safeguard and elevate this revered musical tradition. Employing literature reviews, immersive fieldwork, questionnaire surveys, interviews with four significant contributors, and direct observations, the study sheds light on the importance of Hua'er music as a cultural legacy. These insights offer valuable guidance for educators, cultural institutions, and future research initiatives. Through a detailed exposition of the research methodology, this study enriches our understanding of the diverse landscape of Chinese folk song history, presenting avenues for further exploration and practical application in educational contexts.

This study aims to examine the approach in teaching practice to "muallaf" (Muslim indigenous people: "orang asli") and the factors of attraction toward the acceptance of Islamic understanding among them. The study was conducted at the village of "muallaf orang asli" at Paya Sendayan, Temerloh Pahang, Malaysia. Design of this study are using the qualitative methods. Data were collected by observation and selected informant interviews based on purposive sampling methods. Data were analysed using the thematic methods. The results of the study found that the approach in teaching practice to "muallaf orang asli" is "syarah" (explanation) and discussion presented through storytelling, stimulation method and "talaqqi musyafahah" (face to face). Meanwhile, the results of the attraction factors toward the acceptance of teaching and learning among "muallaf orang asli" are aspect of reward, facilities, understanding and skills of teachers or educators for the socio-culture and role model shown by teachers or educators as well as the Muslim community nearby the living community. The findings of this study show that the teaching and learning of "muallaf orang asli" should be organized systematically in line with the factors of attraction in order to increase interest and earnestly.

The capacity for mathematical reasoning, pivotal in grasping core math concepts, directly shapes a student's success in their mathematical studies. This study aimed to detail and analyzed how the search, solve, create, and share (SSCS) instructional framework impacts mathematical reasoning skills within the context of linear equations. We adopted a quasi-experimental research approach using a non-matching control group design. To gather data on mathematical reasoning proficiency, a validated and reliable essay-type test was employed. Data collection on mathematical reasoning abilities used an essay test instrument that has been valid and is reliable. This research involved 102 eighth grade students whereby they were selected by using a purposive sampling. To measure and describe the effect size, we utilized a specific method, yielding a result of 0.97. The t-test was employed to assess the influence of the SSCS learning model, and the significance value obtained was less than 0.05. The effect size, as determined, stands at 0.97, suggesting a substantial impact. The t-test results underscore a significant relationship between the SSCS learning model and the enhancement of mathematical reasoning abilities. This research delineates a framework for employing the SSCS model to enhance students' mathematical reasoning capabilities. It is evident that such reasoning abilities play a pivotal.

English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils' learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country's folktale. This phenomenological research aimed at tapping the teachers' perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.

The aim of this study is to examine how middle school mathematics teachers diagnose and attempt to eliminate students' misconceptions in algebra. The study employed a case study method and embedded single-case design. The research was conducted with three mathematics teachers working in different state schools and having different professional experiences, as well as ten students from the eighth-grade classes of the same schools. The data collection instruments used in the study included the Diagnostic Test developed by researchers to identify students with misconceptions, the Assessment Framework prepared for the evaluation of teacher performances in diagnosing and eliminating student misconceptions, and Semi-Structured Interviews conducted between students and teachers, which were recorded and made available in audio/video format. The study revealed that teachers generally resorted to conventional methods in the process of diagnosing and eliminating students' misconceptions. In most cases, teachers superficially addressed students' errors and did not fully focus on students' thinking. Regarding the processes aimed at eliminating student misconceptions, teachers preferred to directly inform students that their answers were incorrect, rather than facilitating students in recognizing their own mistakes. The findings highlight the need to increase teachers' awareness and student knowledge regarding misconceptions in algebra.

This study aims to develop a valid and reliable scale for determining the self-efficacy of teachers toward context-based science education. This study employed a survey design. The sample has formed 433 science teachers working in Kayseri province in the 2020-2021 spring semester. Firstly, an item pool of 85 items was developed by reviewing the literature. Secondly, a five-point Likert-type draft scale consisting of 67 items was developed. Required arrangements have been performed according to expert opinions to provide content validity. Explanatory and confirmatory factor analyses have been run to provide construct validity. As a result of explanatory factor analysis, a structure with four factors as "Learning/Teaching Process", "Self-efficacy Resources", "Academic Self-efficacy" and "Planning Instruction" consisting of 47 items has been reached. Factors have been confirmed by confirmatory factor analysis. Cronbach Alpha internal consistency coefficient has been calculated as 0.98. To provide criterion validity, the Pearson correlation coefficient has been found as 0.86 between the draft and criteria scales. Based on the findings, researchers have determined that the scale was valid and reliable, and they recommended that this scale should be used to determine self-efficacy beliefs towards context-based learning of science teachers.

Purpose: This study aims to find out ESL teachers' perceptions of imported CEFR textbooks currently in use in the classroom. Additionally, it seeks to determine how teachers have adapted and localized the contents of these books. Methodology: A total of 331 lower secondary school teachers participated in the survey and six were selected for face-to-face interviews. A questionnaire, utilizing a semantic differential scale ranging from one to six, was administered to collect quantitative data, while qualitative data was gathered through a semi-structured interview protocol. Findings: The results indicate that the majority of the teachers were fully aware of the CEFR imported textbooks currently being used in schools. Interestingly, more than half of the surveyed teachers (53.8%) agreed that these books were suitable and matched CEFR levels B1 and B2 set for the secondary school level. Significance: Findings from the interviews highlighted the necessity for teachers to adapt materials, although it also meant extra workload for them. As expected, the teachers added, modified, and simplified the contents of the textbooks. In short, materials adaptation is inevitable as long as the imported CEFR textbooks remain the main teaching materials.

Purpose: Art forms such as music and drama are among some recognised tools used by educators. This has sparked interest in how art can be used in education, making it a fertile field for educational research. However, there is a missing connection in how drawing can be used as a tool for English as a Foreign Language (EFL) students to learn about literature. Methodology: This paper will incorporate an Arts-Based Research (ABR) method to determine how visual art, particularly drawing, can be used as a tool to advance EFL students' understanding of a selected literary text, Edgar Allan Poe's "The Tell-Tale Heart" (2015) This qualitative study, viewed through the lens of Richard Mayer's Cognitive Theory of Multimedia Learning (CTML), involved 10 EFL participants and revealed strategies for integrating drawing that are absent in traditional approaches. Additionally, Hameed's (2022) elements of art, Yenawine's (2014) Visual Thinking Strategies (VTS), and Showalter's (2003) concepts of literature learning will be included to ground the framework of the intervention. Findings: This study can be regarded as a method to liberate traditional teaching practices into contemporary approaches, serving as a tool to merge cultural knowledge while improving confidence, higher-order thinking skills, and expression. It also allows educators to be flexible and provoke more reflection and participation. The data discusses three main strategies in exploring how integrating drawing can help EFL students learn about literature: mining to trigger thoughts, engaging with the senses, and giving permission to wonder. Visual art allows individuals to create their responses by exploring new ideas and representing emotions, confirming plans, and comprehending the deeper level of literary texts. Significance: The study will offer insight and work as an alternate strategy for educators and learners alike to utilise visual art as a tool in teaching and learning literature. The findings will also ease the alarming condition where literature teaching and learning are stereotyped as daunting. [This paper was presented at the 12th Malaysian International Conference of Languages, Literature, and Culture (MICOLLAC) held in Penang, Malaysia, in August 2023.]

Idiomatics--the scientific study of idiomatic language and figurative language--is a pervasive theme in global literature, yet its precise terminology often lacks clear definition. This article addresses this challenge directly by delving into the etymology, significance, and universality of idiomatics. It emphasizes the pivotal role of idiomatics in understanding human behavior and language development, stressing its interdisciplinary relevance. Advocating for idiomatics to gain recognition as a distinct academic discipline, the article calls for the establishment of clear boundaries and methodologies within academia. It concludes with a compelling appeal for collective action, urging idiomatists worldwide to unite under the imperative "Make it happen!" To this end, it presents ten strategic priorities that transcend geographical and linguistic divides, uniting researchers and language professionals in a common mission to advance idiomatics. These priorities underscore the urgency of addressing the current state of idiomatics and shaping its future trajectory, emphasizing the need for decisive action and collaboration. Through concerted efforts, the article seeks to propel idiomatics into new heights of understanding and application across diverse linguistic and cultural contexts, one priority at a time.

Idioms are highly conventionalized expressions that allow users to express beyond literal meanings. Despite the language difference, counterparts of idioms may overlap cross-culturally due to similar origin, social habits, and experiences. It is therefore interesting to probe whether L2 learners may benefit from deliberate instructions built on shared counterparts existing in both L1 and L2, known as cross-language overlaps. Although the phenomenon of cross-language overlap has been reported by lexical and collocation processing research (e.g., Carrol & Conklin, 2017; Hubers et al., 2020), it is yet uncertain whether its impact is influential for L2 idiom learning with the absence of semantic or syntactical similarity. To address this gap, the current study attempted to investigate whether raising English as a foreign language learners' awareness of cross-language overlap may facilitate L2 idiom teaching and how such overlap-enhancement instruction may change over different congruence conditions (congruence-available and incongruence conditions) and time. The study collected L2 idiom learning data from forty-five Chinese English learners, following a pretest-posttest design. While the experimental group (n=26) learned twenty-eight target L2 idioms with an enhancement instruction emphasizing the overlaps, the control group (n=28) learned these idioms with a conventional instruction method. Findings of this study revealed that participants were able to benefit from cross-language overlaps from both conditions, and the enhancement instruction on the semantic overlaps would result in significant learning improvement. It is therefore pedagogically advisable for language teachers to marry up L1-L2 idiom phrases containing similar counterparts and deliberately focus on the semantic congruency.

Scaffolding is a contributing factor to the effectiveness of pragmatic instruction. Although there is a large body of research on the means of scaffolding in second language teaching, research on scaffolding in L2 pragmatic instruction, especially in online teaching, is still in its infancy. To bridge the gap, this study investigated the means of scaffolding (feedback, giving hints, instructing, explaining, modeling, and questioning) utilized by teachers to aid learners in producing pragmatically appropriate speech acts of request and refusal. The data from 18 hours of online pragmatic instruction to 21 intermediate EFL learners via the Skyroom platform showed that the most frequent means of scaffolding used by three teachers participating in this study were questioning and explaining. Employing questioning, teachers used display questions to guide learners toward the appropriate production of request and refusal. Moreover, explaining, as a means of scaffolding, helped learners establish connections between new pragmatic knowledge and their prior knowledge of the speech act. The other three means of scaffolding, including feedback, giving hints, and modeling, were characterized by almost the same rate of frequency. The least frequent means of scaffolding was found to be instructing. It can be concluded that teachers tend to use questioning as a means of scaffolding more frequently because pragmatic knowledge needs to be improved through interaction. The findings can help teacher educators heighten the teachers' knowledge of various means of scaffolding to enable them to employ different means of scaffolding instead of overusing questioning and explaining.

This study examined experiences and viewpoints of English as a Foreign Language (EFL) learners' regarding the integration of QR codes into writing and speaking practices at the tertiary-level L2 learning. Employing an action research design, researchers collected qualitative data through online interviews, a survey of open-ended questions, and learners' written reflections during class hours and brief field notes. Inductive thematic analysis was used for data analysis to form codes and themes. As a result, the learners identified QR codes as time-saving, useful, and enjoyable pedagogical tools for writing and speaking practices. The facilitative role of QR codes was centered on increasing motivation and interaction with classmates during different phases of productive skill-based activities, particularly in the idea-generation steps. The learners reported that QR code-based mobile learning practices make learning environments more participatory, safe, inclusive, and cooperative. The study presents instructional implications for transforming conventional student-teacher interaction into a peer-learning-oriented and autonomous atmosphere in higher education.

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers' ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

This study aims to describe the 3D model's online modules effectiveness in the practicing mastery of conceptual knowledge in solar system learning using an instrument which tested 58 7th-grade respondents from one of the junior high schools in Jombang, East Java, Indonesia. The respondents were then divided without randomization into 29 respondents for the experimental group (EG), which studied using 3D models online, and 29 respondents for the control group (CG), which studied using learning resources from student books and learning media in the form of 3D models from the NASA website. The effectiveness is assessed based on the results of the conceptual knowledge test instrument with the CRI method using a quantitative descriptive approach. Based on these results, the 3D models online module in solar system learning cannot be fully effective in the practicing mastery of conceptual knowledge. When examined further, 3D model's online modules are effective in cognitive dimensions C3, learning indicators 1, 2, and 6, and conceptual knowledge sub-types 1. Furthermore, based on research results, learning the solar system using online modules with 3D models is better than using the official NASA website with student books.