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What kind of knowledge informs the practice of English teachers? Recent policy developments, in England and elsewhere, have sought to specify a knowledge base for teachers. Drawing on case studies produced by pre-service English teachers, this essay explores the complex, multifaceted and situated character of the knowledge that teachers develop in and through their practice. It questions the utility of 'knowledge' as the overarching term for the development of attitudes, capacities and sensitivities that are always relational. [ABSTRACT FROM AUTHOR]

This essay explores the ways that Anne Turvey writes her way into classrooms, producing sophisticated accounts of the teaching and learning she encounters there. In her role as an English tutor, she conducts a sustained inquiry into the complexities of the English curriculum and pedagogy as her students experience them while on school placements. The subtlety of her analyses into language and literature within English classrooms shows what is lost when teacher educators no longer visit their students. Her essays reveal the nexus between writing and inquiry, between ordinary language and critical insight. [ABSTRACT FROM AUTHOR]

In comparison to traditional English short video teaching, wireless network virtualization presents a new mode of teacher-student interaction, offers students a unique learning environment, and enhances the realism of classroom teaching. This paper examines the efficacy of VR scenario teaching and short video teaching in the context of an English course at a school in Shanghai. The results demonstrate that students in the VR situational teaching group showed significant improvement in vocabulary judgment, complementary dialogue, and Chinese-English translation, achieving passing rates of 43 and 100% respectively. The use of virtual reality technology to create a realistic classroom environment greatly enhanced students' interest in learning and improved the effectiveness of classroom teaching. As educational informatization trends towards virtualization and intellectualization, the integration of virtual reality technology in the education process holds great significance for the modernization of secondary education in China. [ABSTRACT FROM AUTHOR]

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting studentteachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers' abilities to cultivate inclusive and effective learning environments. [ABSTRACT FROM AUTHOR]

Abstract This study addresses the challenges of enhancing the quality of education and improving the overall student experience in online English language teaching sessions. Current approaches often struggle with session initiation, real-time data processing, and personalized learning experiences. To tackle these issues, the study proposes a manifold learning data analytics model (MLDAM). This innovative method leverages classifier tree learning to distinguish between trivial and non-trivial aspects of student learning experiences and session data. MLDAM integrates multi-dimensional data extraction, classification learning, and impact evaluation to enhance the effectiveness of online English language teaching. The model analyzes data from 176,009 English phrases across 36 online teaching sessions, focusing on improving session accessibility, student comprehension, and suggestion accuracy. Using an iterative training process based on student performance and feedback, it continuously extracts and processes multiple types of data to refine teaching strategies. Results show notable improvements: a 14.74% increase in classification accuracy, an 8.73% increase in data extraction ratio, an 11.84% reduction in feature discard, a 10.57% decrease in initialization time, and a 13.17% reduction in classification time. These metrics demonstrate MLDAM’s ability to efficiently process and analyze session data, enabling real-time adjustments during lessons. The model optimizes data utilization, making learning more responsive and adaptable. It enhances the precision of impact evaluations, facilitating targeted course adjustments and personalized learning experiences. This research presents a comprehensive, data-driven methodology for improving teaching quality and student outcomes in virtual English classrooms.

There is a growing emphasis on acknowledging the significance of mediation within English language classrooms, reflecting an increased interest in recognizing its importance as one of the teachers' new roles (Rezaeian, 2022). According to mediation theory, "helping learners to find ways of moving into their next level of understanding of the language" is the teachers' role (Williams & Burden, 1997, p. 66). This paper aims to investigate English teachers' perception of mediation and their teaching practices as mediators and raise an awareness about mediated learning among English teachers. Data for this study was collected from Mediation Questionnaire for Language Teachers designed by Williams and Burden (1997). The questionnaire includes two sections each containing 12 individual questions. First section focuses on teachers' perspectives on the significance of mediation. In the second section, teachers are asked to evaluate the frequency with which they believe they perform practices of mediation. The questionnaire was applied to 45 Turkish EFL teachers working at Ministry of National Education in Kütahya province. Results of the questionnaire survey suggest that to some extent, EFL teachers have capability to facilitate students' learning. They believe that mediation is important to some extent in language classrooms. However, their implementation is lower compared to what they think. Although we as English teachers are trying to facilitate our students' learning, we may need to have a deeper understanding of mediation theory to improve ourselves as mediators. Findings of this study are expected to contribute to field of Foreign Language Education. [ABSTRACT FROM AUTHOR]

Identifying and addressing the occupational anxiety levels of teacher candidates during their education is crucial. This involves taking necessary measures to mitigate their concerns and providing supportive guidance. Enhancing the awareness of teacher training institutions about this issue and implementing preventive strategies to reduce occupational anxiety are essential. Thus, the aim of this study is to explore the occupational anxieties of English teacher candidates, identifying the types of occupational anxieties they experience and their views on causes and solutions. Utilizing a phenomenological research design, data were collected through semi-structured interviews with eight candidates from various Turkish universities. Thematic and content analyses revealed anxieties in classroom management, student engagement, workload, professional relationships, and work–life balance. Participants suggested comprehensive classroom management techniques, interactive teaching approaches, mentorship programs, fostering collaboration among teachers, and self-care practices as potential solutions. The study underscores the need for further research to effectively support teacher candidates. [ABSTRACT FROM AUTHOR]

High-stakes assessments continue to command a directing influence on education systems globally. While there is much research detailing the challenges associated with this curricular framework, there is little evidence of a move away from high-stakes assessment frameworks to date. Accordingly, attention is being drawn to spaces and opportunities where meaningful teaching and learning experiences may be fostered within high-stakes systems. This paper explores the case of the Transition Year Programme in Ireland through the lens of the poetry classroom as a case study of striking counter-cultural curriculum innovation set within a high-stakes assessment educational framework. Drawing on the perspectives of poetry teachers, the findings of the study highlight the joy, freedom and gravitational pull experienced by practitioners teaching on this programme. Curriculum and policy-based considerations supporting both the integration of counter-cultural educational innovations across high-stakes educational systems and within high-stakes educational programmes are advanced arising from the findings of this study. [ABSTRACT FROM AUTHOR]

The COVID-19 outbreak has changed pedagogical choices in the teaching of English. Social media has become one of the alternatives in mediating and assisting virtual teaching and learning. With the study reported on here we aimed to investigate the use of social media in the teaching of English during the COVID-19 pandemic in Indonesian schools. In this exploratory study we employed a 40-item questionnaire focusing on the types of social media used, skills taught, problems encountered, and how these were managed. The respondents were 158 English teachers from 34 provinces in Indonesia. The data were analysed quantitatively and qualitatively to generate interactive and comprehensive data. From the study it became clear that the most frequently used social media platforms in Indonesia were WhatsApp, YouTube, and Instagram. The combination of social media was found to be a suitable platform to employ for acquiring all English skills. Reasons for the use of social media range from practicality to teachers' familiarity. Teachers' teaching experience tended to influence the reasons why social media were used. The results of our study reveal that the internet networks, learners' readiness as well as parents' support were challenges encountered by learners. To solve these problems, teachers implemented some alternative social media platforms and communicated with parents to enhance English teaching during the pandemic. [ABSTRACT FROM AUTHOR]

The "Belt and Road" Initiative mentioned once again by General Secretary Xi Jinping in the nineteenth National Congress of the Communist Party of China has become one of the important means for China to further develop its neighboring international trade and economy, and is also a good opportunity for China to carry out the "Belt and Road" peripheral diplomacy. At present, the key issue to be considered is how to realize cultural infiltration in English teaching and to enable students to become inheritors of Chinese culture under the " Belt and Road" Initiative. This paper briefly analyzes the necessity of cultural infiltration in English teaching under the "Belt and Road" Initiative, and makes an in-depth study on its way of infiltration. [ABSTRACT FROM AUTHOR]

with the continuous development of communication technology, the rise and promotion of mobile terminals and the sound concept of digital learning are widely accepted. Mobile learning based on digital learning and mobile intelligent terminal technology has gradually attracted the attention of academic research and discussion circles. It can provide students with new learning experience of learning and training at any time. Due to the rapid development of social economy and science and technology, the application of science and technology in the education industry has also had a further development trend. Learners have also been looking for new learning methods to meet the complex and changing social development trend. This article studied the virtual reality human–computer interactive English teaching system based on mobile terminals and introduced the network topology of mobile learning environment and the elements of mobile learning service platform model. The design of virtual scene human–computer interactive English video teaching network resources was discussed. After the completion of the system construction, the relevant teaching practice was carried out. The practice results showed that 77.5% of the students agreed to the use of mobile terminals for English teaching, and 26.25% of them agreed very much. It could be seen that most students supported the English teaching mode of virtual reality human–computer interaction based on mobile terminals. [ABSTRACT FROM AUTHOR]

In the context of informatization, online teaching is increasingly favored by people for its convenience and resource richness. Through the Open CourseWar (MOOC) platform, people can easily access learning resources and achieve efficient line length learning. However, currently MOOC online learning cannot provide targeted evaluation for the learning effectiveness of English learners, and there is relatively little research on online English quality assessment. Propose an intelligent MOOC online English teaching evaluation technology. Firstly, analyze the existing English teaching factors and construct a quality evaluation system for online English teaching using Principal Component Analysis (PCA) and expert evaluation method. Considering that the quality of English teaching is influenced by many factors, the evaluation of English teaching quality belongs to a complex nonlinear solving problem. Therefore, the advanced GA-RBF (Genetic Algorithm Radial Basis Function Neural Network, GA-RBF) model is adopted to solve the English teaching quality evaluation model. In teaching quality evaluation, BP and RBF are selected to participate in comparative testing of teaching quality evaluation. In the training loss test of multiple models, the GA-RBF model has the best convergence speed and training performance in the oral sample test, tends to converge after 270 iterations, with a loss value of 0.24. In the evaluation of English proficiency indicators, the BP model has a significant error in testing, with an error of 13 in the evaluation of reading ability scores. The error of RBF in reading ability score evaluation is 4, and the GA-RBF model performs the best. The reading ability evaluation error is 1, and the overall evaluation performance is the best. Through the above research, an intelligent method for evaluating the quality of English teaching is proposed, which will provide important technical references for MOOC online education evaluation and English teaching improvement. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to investigate the EFL lecturer's beliefs in teaching speaking using video to fifth-semester students in a private university in Indonesia. A qualitative method was employed as the design of this study, involving an in-depth exploration of the lecturer's perspectives and practices. An English teacher was purposefully selected as the research subject of the study. The data were collected through stimulated recall and semi-structured interviews, allowing for a comprehensive understanding of the lecturer's beliefs and classroom practices. The findings were categorized into six major themes: 1) the source of the lecturer's belief in teaching speaking using video; 2) the purpose of using video in teaching speaking skills; 3) the reasons for using video in teaching speaking skills; 4) the reflection of those beliefs in classroom practices; 5) considerations in choosing the videos; and 6) challenges faced by the lecturer in teaching speaking using video. The results revealed that there was no discrepancy between the teacher's beliefs and teaching practices. The lecturer believes that using video in teaching speaking classes enables students to learn individually, which is reflected in his teaching practice. For example, the lecturer allows students to watch videos individually, facilitating a more personalized learning experience. This alignment between belief and practice underscores the importance of integrating multimedia tools in language teaching, as they can enhance student engagement and autonomy. The study highlights the potential of videos as a valuable resource in language education, particularly in improving speaking skills among EFL learners

Abstract Learning is to use algorithms to enable machines to learn rules from a large amount of historical data, so as to intelligently identify new samples or predict the future. Deep learning can promote students’ understanding of knowledge, conduct in-depth processing of new knowledge, integrate it with the original knowledge, and apply it to new situations, solve intelligent audio–visual listening from the perspective of deep learning, and focus on cultivating students’ in-depth learning ability and individual differences in innovative thinking. As the main position of ecological education, schools should effectively strengthen the publicity and education of ecological ideas and low-carbon concepts, and integrate them into education and teaching to effectively improve students’ awareness of environmental protection. This study aims to explore the effectiveness of flipped classroom teaching model based on deep learning. Therefore, from the perspective of deep learning, this paper combs the theory of deep learning, constructs a new model of smart classroom, and provides ideas and directions for model reform. In this study, the flipped classroom teaching model based on deep learning was applied to English teaching, and an 8-week teaching experiment was conducted. In addition, this paper believes that it is of great practical significance to carry out environmental protection education with the help of English teaching.

The integration of artificial intelligence technology and English teaching has transformed the English teaching classroom from teacher-centered to student-centered, realized the wisdom of English teaching, and also improved the interest and efficiency of students in learning English. This paper first expounds the basic concept of artificial intelligence technology and its application advantages in English teaching, and then discusses the construction and application of English wisdom classroom based on artificial intelligence from four aspects, in order to provide reference for relevant researchers. [ABSTRACT FROM AUTHOR]

With or without education services of English or Montessori, the Japanese government and many municipalities provide subsidies to protectors for the childcare charges of unauthorized nursery schools. To examine the adequacy of the subsidies, this paper looks into the factors that influence variations in the childcare charges. Geographically weighted regression shows that childcare charges are positively influenced by the dummy variables based on whether each nursery school offer English teaching or Montessori education as well as by the number of passengers at the nearest railway station in a wide area of Tokyo. [ABSTRACT FROM AUTHOR]

With the: support of 5G and the rapid development of infonnation technology, virtual reality technology has attracted attention from all walks of life. English education and research have also given it significant attention. The development of infonnation technology in the 5G era has brought new development to education research. The integration of virtual reality into the educational domain has emerged as a prevalent trend, revolutionizing immersion teaching methodologies through the introduction of a novel approach that siupasses the sole reliance on language utilization. At the same time, in conjunction with English language teaching, the immersion approach also poses a number of challenges such as technical aspects of network connectivity, hardware and soil ware development, data security and privacy protection. The challenge at tire teacher level means that teachers should have strong professional knowledge and ability, and the quality of operating virtual technology equipment. The challenges for students are that this new immersion teaching requires them to adapt to the new learning style, and have a high degree of autonomy and a strong ability to withstand pressure. Finally, this paper puts forward some counteimeaSüres for these challenges. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Human Resource Development becomes the key to change the better condition. One of components which influence its development is by mastering the international language. Indonesia as the archipelago country must be strong on maritime sector followed by potential human resource development. One of the ways which could be done is by improving the communication skill by using English Language. English has been introduced for learners since they are in the kindergarten. They have learned English for more than 12 years after they graduate in level of Senior High School. The research question in this study was how was the learners' view on English Learning to become young generation having good communication skill? This research aimed to know the learner's view by reflecting their prior experiences in English learning that had been done. This study conducted a descriptive quantitative by using survey to get the data. The instrument of the research referred to the skill of communication components reflected to the learners' experiences in English learning process since the long period of time. There were 30 learners delivering their ideas on English learning to answer the research question. The result showed that the learners had the obstacles dominantly in linguistics, social and culture, even psychological factors. It could be concluded that becoming a good communicator by using English, it needs the exploration on the learner's view in order to omit his or her obstacle in learning or acquiring English Language. It's really hoped that this research could give the discourse for English learners and teachers so young generation could have good communication skill by using English to support the maritime sector as the nations in archipelago country. [ABSTRACT FROM AUTHOR]

This paper aims to assess the knowledge of metaphor-based teaching among teachers by investigate the obstacles that hinder them from incorporating metaphor-based teaching into their instructional strategies. This study makes use of a questionnaire to collect data from EFL teachers worldwide. The results show that the difficulties most faced by teachers when using metaphor-based teaching include the unsuitability of the topic, the difficulty of the topic, the unavailability of materials, time constraints, extra workload, and metaphor-based teaching not fitting students' expectations and needs. The research also touches on some countermeasures to deal with the difficulties teachers face when using metaphor-based approach. The results indicate the importance of reevaluating teacher training programs and refocusing teachers' instructional efforts on incorporating metaphor-based teaching, which is often overlooked and not fully acknowledged in language classrooms. [ABSTRACT FROM AUTHOR]

This article examines and critiques gap-based education policies that are based on statistical and reductive conceptualisations of success for First Nations students in Australia. The policy desire to achieve social justice underpinned by parity of outcomes across a range of life indicators (including standardised English literacy) between First Nations Australians and non-Indigenous Australians is embedded in programmatic approaches to pedagogy such as Accelerated Literacy (AL). We examine the experiences of Bruce, a teacher teaching English in the middle years of school in a school that mandated AL as a whole-of-school approach to English and literacy instruction. We show how intersecting notions of social justice can collide in the English classroom and how teachers in these contexts are in danger of re-colonising through English teaching practices that neither produce statistical improvement nor advance culturally responsive teaching based on giving primacy to Indigenous-authored texts in subject English. [ABSTRACT FROM AUTHOR]

The practices of sorting things out and bringing things together, which I summarise under the term relanguaging, sit between fluid, situated languaging practices and the administrative standard grid in education that relies on bounded, named languages. Relanguaging, I argue, was invisible to socio- and applied linguists' analytical vision because of a tendency to set named languages as the norm. This led to questions about switching between or transcending languages but not about producing and dissolving them. Together with two English teachers in Khayelitsha, South Africa, I instead set fluid languaging practices as the analytical norm to then investigate the relationship between such fluidity and (administratively) fixed languages. The language classrooms I focus on then emerge as one of the production sites of named languages – here of English. English teachers (sometimes in collaboration with their students) sort out extremely complex spatial repertoires with various heterogeneous linguistic resources to produce English as a recognisable, teachable and learnable entity. The reflections I present suggest a different idea of how language classrooms work (also in settings beyond Khayelitsha) but they also open up (language) philosophical questions about the ontology of linguistic features and how they come to be English (or not). [ABSTRACT FROM AUTHOR]

This article investigates the effectiveness of positive psychology interventions (PPIs) in an intensive English program for non-matriculated university students. Interventions based on the PERMA model were implemented through weekly 65-minute lessons given during the first class of each week. These were followed by short daily activities during the rest of the week. Using positive psychology topics as the content, students concurrently engaged in language learning activities. Each participant was asked to complete a questionnaire at the end of the semester consisting of five open-ended questions relating to the PPIs, the lessons, the activities, the topics, and how they felt the PPIs affected their language learning and their life outside of class. Two raters individually reviewed each student response and marked them as positive, neutral, or negative. On the whole, the learners viewed the PPIs as being helpful for their well-being without detracting from their linguistic development. [ABSTRACT FROM AUTHOR]

This study assessed the readiness and perceptions of 215 secondary school teachers in Taiwan regarding distance English as a foreign language (EFL) learning. Data collection encompassed survey questionnaires, which were refined based on a pilot study. The responses underwent analysis using descriptive statistics, one-way ANOVA, and the Pearson correlation coefficient in the most recent iteration of SPSS. In addition, content analysis was conducted on follow-up interviews. The findings indicated a noteworthy degree of readiness among teachers for distance EFL learning, nonetheless the challenges arising from the abrupt transition to distance education during the COVID-19 pandemic. While teachers exhibited confidence in their ability to navigate EFL distance learning, they also accentuated the necessity for specialized training and institutional support to effectively manage its demands. Despite their preference for traditional in-person classes, teachers acknowledged the importance of ongoing support and training to enhance the quality of instruction in digital EFL learning contexts, emphasizing the need for continuous development in this newly developed teaching trend to align with evolving educational landscapes. [ABSTRACT FROM AUTHOR]

In the era of revolution 4.0, technology plays an important role in every human life. It seems that in the world of education, technology has had quite a big impact on technological development, both negative and positive impacts. One of the positive impacts of technological developments in the education sector is that students and teachers can access information whenever and wherever they are. Apart from that, the use of technology can also be utilized in the teaching and learning process. Therefore, teachers are expected to be able to provide active and interactive learning using interesting and fun media such as PowerPoint, YouTube, and other media. One application that can be used is the Quizizz application. Quizizz is a web tool that contains interactive quizzes that are suitable for distance learning and face-to-face learning. The purpose of this research is to see an overview or explanation regarding the application of the Quizizz application in the classroom. This research uses descriptive qualitative research methods with several blood collection techniques such as observation, interviews, and documentation. The results of this research show that Quizizz has a quite good impact on classroom learning. This can be seen from the evaluation results of students who obtained an average score above the cut mark. So it can be concluded that the Quizizz media is very suitable and effective for use as an evaluation medium for both face-to-face and distance learning because it is not limited by space and time, making it easier for students and teachers.

This article explores the benefits of using artificial intelligence (AI) in teaching English to middle school students. By leveraging AI-powered tools and applications, educators can enhance language learning experiences for this specific age group. The abstract provides an overview of the advantages of using AI in middle school English education, including personalized learning, interactive engagement, and targeted feedback. Through an examination of current research and practical examples, this article highlights how AI can revolutionize English language instruction.

The Internet era resulted in the rise and advancement of MOOK, WeChat, and mobile networks, making it possible to expand English teaching methods. However, the English teaching industry has the problem of not valuing students’ personalized cognition, and the accuracy of teaching resource delivery is low. Therefore, the research uses the noise gate analysis method to design a cognitive diagnostic model for students and designs an English teaching resource recommendation model in view of a convolutional joint probability matrix (JPM) decomposition algorithm. The research results showed that the cognitive diagnostic model designed in the study had a higher accuracy. Compared to traditional algorithms, the overall recommendation effect of the English teaching resource recommendation model had an average improvement of 11.63% and compared to the JPM algorithm combined with cognitive diagnosis (CD), the overall recommendation effect value had an average improvement of 1.977%. When recommending complex teaching resources, the recommendation effect value had an average improvement of 11.54% compared to traditional algorithms, and the overall average improvement was 1.877% compared to the JPM algorithm combined with CD. In the experimental group, with the assistance of the research algorithm, students’ grades improved by an average of 2.38 points, which was significantly higher than the 0.89 points in the control group. The experiment showcases that the CD and recommendation model designed by the research has higher accuracy, can help improve the efficiency of teaching resource recommendation, reduces teaching costs, and has certain application value.

Abstract The intersection of psychology and English teaching is profound, as the application of psychological principles not only guides specific English instruction but also elevates the overall quality of teaching. This paper takes a multimodal approach, incorporating image, acoustics, and text information, to construct a joint analysis model for English teaching interaction and psychological characteristics. The novel addition of an attention mechanism in the multimodal fusion process enables the development of an English teaching psychological characteristics recognition model. The initial step involves balancing the proportions of each emotion, followed by achieving multimodal alignment. In the cross-modal stage, the interaction of image, acoustics, and text is facilitated through a cross-modal attention mechanism. The utilization of a multi-attention mechanism not only enhances the network’s representation capabilities but also streamlines the complexity of the model. Empirical results demonstrate the model’s proficiency in accurately identifying five psychological characteristics. The proposed method achieves a classification accuracy of 90.40% for psychological features, with a commendable accuracy of 78.47% in multimodal classification. Furthermore, the incorporation of the attention mechanism in feature fusion contributes to an improved fusion effect.

Considering that English is not the main language in Indonesia, an effective teaching method at school is crucial to students' ability to speak English fluently. However, in reality, many teachers still depend on conventional teaching methods. Therefore, this teaching assistance aims to facilitate Kasih Bangsa Elementary School students with a method that considers students' overall intelligence adapted from the Multiple Intelligences theory proposed by Howard Gardner, who argues that a person can have more than one intelligence. Furthermore, this teaching assistance is based on the Community-Based Participatory Research (CBPR) method, which focuses on the collaboration between researchers and communities. The program consists of three main processes: an interview with teachers of Kasih Bangsa Elementary School, a workshop on Multiple Intelligences Theory for the teachers, and a teaching demonstration by some of the students of the English Department, Maranatha Christian University. From this teaching assistance, the Multiple Intelligences theory is proven to improve the learning quality and boost students' motivation effectively.

This study investigates the potential of Particle Swarm Optimization (PSO)-based Neural Network (NN) training to enhance the efficacy of English language instruction. Recognizing English as a global language vital for international communication and economic interaction, effective language training is imperative. Leveraging PSO as a guiding mechanism for NN training presents a novel approach to refine instructional strategies. This study critically examines existing literature and identifies shortcomings in conventional algorithms employed in English teaching methodologies. Subsequently, a sophisticated algorithmic framework integrating PSO with NN is proposed to address these deficiencies and augment instructional outcomes. The adaptability of this methodology to conventional teaching models in English language education is explored. Experimentation and simulation validate the effectiveness of this innovative approach, illustrating its potential to revolutionize English education by optimizing learning outcomes. The findings underscore the significance of PSO-driven NN training in enhancing teaching effectiveness, paving the way for advancing English language education methodologies.

Amidst the ongoing wave of economic globalization, the societal demand for English proficiency is escalating, particularly for individuals adept in practical applications of the language. Recognizing the pivotal role of English reading as a cornerstone in language acquisition, there arises a need for personalized approaches tailored to individual interests, thereby necessitating an in-depth analysis of text emotions. Addressing the challenges in text classification within English reading courses, this study presents a novel method for text emotion analysis. Integrating sentiment dictionaries with BI-GRU networks, the proposed approach significantly enhances the efficiency of text emotion recognition while simultaneously fostering students’ engagement. By segmenting the emotion dictionary based on polarity and extracting pertinent features, the study amalgamates these with BI-GRU features at the feature level. This fusion facilitates emotion classification within reading texts through sophisticated activation functions. Notably, the precision of recognizing positive, negative, and neutral emotions reaches an impressive 92.5%, marking a notable improvement over methods devoid of dictionary feature integration. This framework offers novel insights for future English reading material development and intelligent learning strategies to bolster student enthusiasm and chart a promising trajectory for cultivating practical English talents.