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The aim of this study is to examine the national and international studies on the combination of interactive reading with language skills at the primary school level through the content analysis method. Upon being accessed using multiple keywords and databases and then selected by the researchers in the light of the criteria determined according to the research purpose, a total of 33 studies--22 articles and 11 postgraduate theses--were analysed by covering the period between 1984 and 2023. The analysis was conducted based on the following criteria: "research methods used, grade levels, number of participants, data collection tools, types of data analysis, types of participants, language skills covered, advantages and disadvantages on the basis of results". The results show that most of the studies have been conducted in the quasi-experimental design of the quantitative method, and likewise, most of them have been conducted with second-grade students. Interactive reading activities appear to have been carried out mostly between teachers and students in the studies generally involving small groups. The data of the studies included were mostly obtained through tests through descriptive statistical analyses. Since for the language skills were selected as the subject of the studies, it seems that reading skills were the most common, and almost all of the research results emphasized the advantages of interactive reading activities for the development of language skills.

This research and development study aimed to develop the prototype of virtual learning implemented in flipped classrooms and evaluate its effectiveness as a tool for developing Thai undergraduates' English receptive skills. To assess if the designed prototype is effective, a quasi-experimental method was employed. The experimental sample group consisted of 40 undergraduates studying English as a required general education subject at a university in Thailand. They were purposively selected as their English proficiency level did not meet the university requirement of not lower than 600 of the TOEIC scores for graduation. The actual TOEIC tests as a pre- and post-tests, have been employed to examine if the prototype was effective. The collected data from pre- and post-tests were then analyzed through the t-Test and ANOVA. The results showed that the designed prototype applied in teaching and learning through the three online virtual platforms, namely Second Life, VRChat, and the ClassStart in the flipped classrooms was effective for developing students' English receptive skills, as the overall development of students' English receptive skills, both listening and reading, as shown from their post-test English TOEIC scores had significant development, showing that the post-test scores were higher than those of their pre-test's. Therefore, applying this prototype to language teaching and learning as a pedagogy is highly advised.

This research was conducted for two purposes: (1) to describe the process of the design and development of English materials for conversation practices based on the sociolinguistic contexts for Grade X students at Islamic Senior High School Students (ISHS), and (2) to analyze the usability level of the product of materials' development for the students. It is a study using research and development method which applied the stages of ADD out of ADDIE from Aldoobie, (2015) and Branch, R. M. (2009). The materials development focused on English-speaking materials in the form of conversation practices, which included the conversations of interpersonal and transactional communication whereby the sociolinguistic contexts are embedded. Additionally, communicative tasks were also presented for engaging students with the practice of the real English use. They were packed in the form a textbook which consisted of six units. The presentation of the materials in the units was following the features of CLT approach. The feasibility and the usability of the product was tested through internal validation using the three criteria (psychological, pedagogical, and content) of validity by Rubdy (2014). The result shows that the English-speaking materials are valid meaning usable for Grade X students of ISHS.

The first step to access information; it is possible to perceive it by hearing, seeing and touching. It is necessary to make sense of this gained knowledge. Therefore, having some basic skills forms the basis of all disciplines. The purpose of this research is to determine skills through activities prepared with an interdisciplinary approach. The research was designed as a case study. Purposeful sampling method was used to determine the study group of the research; the study was conducted with third grade primary school teaching students as the study group. As data collection tools in the study; skill target list, in-class skill observation form, semi-structured interview form and student products were used. At the end of the research, the students' skills were determined and in terms of science skills; it was revealed that life skills and innovative thinking skills were sufficient, but scientific process skills were not sufficient. In terms of language skills, reading and writing skills were found to be at an intermediate level. However, speaking skills, which are self-expression skills, were found to be at a low level. In terms of mathematical skills, it was observed that their problem solving skills were high, but their level of using basic mathematical skills was low. Technology skills; it has been found that it is sufficient in terms of algorithm creation, but not in the context of science acquisition. In addition, it has been observed that the activities prepared through the task-oriented teaching method make the lesson interesting and are effective in revealing creativity.

While internationalization has been a strategic driver in transforming higher education in universities across the world, little research has investigated how universities in less-developed countries have implemented the internationalization process to benefit their human and institutional capacity. This article explored the perspectives of university staff on rationales, challenges, and strategies for internationalization through the analysis of survey data collected from 82 university staff (i.e., presidents, deans, directors, academics, and staff) working at four public universities in Laos. The findings showed that resource assurance and academic rationales were the main drivers for internationalization in Lao universities toward strengthening institutional and human capacity and improving the quality of educational provisions. Meanwhile, the universities had attempted to overcome a shortage of capable human resources, financial constraints, and administrative mechanisms to expand internationalization practices. This study also found that universities focused on enhancing information and communication technology (ICT) and foreign language skills of faculty members, expanding partnerships with quality cooperation, and promoting digitalization in the teaching function of the institution as an internationalization strategy for post-COVID-19. These results could bring voices from an underrepresented country into the discourse on the internationalization of higher education and have implications for other contexts with similar conditions.

Research on flipped learning in English as a Foreign Language (EFL) education has garnered substantial scholarly attention in recent years. This systematic review aims to elucidate the potential of flipped learning within the framework of foreign language education. A total of thirty articles from Social Science Citation Index (SSCI) journals, published between 2018 and 2022, were included in this review based on predetermined inclusion and exclusion criteria. The analysis focused on examining the research contexts, methodologies and foci, learning management systems, learning theories, and learning activities. The findings indicate that the majority of studies predominantly involved higher education students, with a significant number employing a quasi-experimental research design. Furthermore, the flipped learning process was largely informed by constructivist learning theory. The results suggest that the primary advantage of flipped learning lies in its capacity to enhance students' writing, speaking, and overall academic performance. Additionally, the review underscores that the integration of emerging technologies, such as augmented reality, automatic recognition, and artificial intelligence chatbots, into learning activities serves as an effective strategy for improving students' language skills and engagement.

This study aims to identify the challenges encountered by pre-service teachers studying in the Arabic language teaching Program in developing their listening and speaking skills and to investigate whether there is a significant relationship between the challenges pre-service teachers encounter in their listening and speaking skills by using correlation analysis. It employs a mixed-method research design, using content analysis to identify challenges and correlation analysis to examine the relationship between the challenges faced in these two language skills. The qualitative findings indicate that preservice teachers encounter difficulties in various aspects, including vocabulary and semantics, the structure of language, emotional factors, and teaching methodologies. As for the quantitative analysis, a significant correlation is found between listening and speaking skills challenges, suggesting a reciprocal relationship between these skills. The study emphasizes the importance of addressing emotional barriers, effective teaching methodologies, and course materials to foster holistic language development. The study has implications for pre-service teacher education, emphasizing the need for targeted interventions and ongoing professional development for teacher educators to educate preservice teachers effectively. Additionally, suggestions for the Arabic Language Teaching curriculum are included.

The current National Curriculum 2012 for English (VI- X) in Bangladesh incorporates both listening and speaking skills for its English education. Textbooks have also been designed in accordance with the policy which is set by the National Curriculum and Textbook Broad (NCTB). The English textbook, titled "English for Today" (EfT), was designed in alignment with the current National Curriculum for English (VI-X) for students in grades 6 through 10. The target of the EfT is to achieve students' competency in integrated four skills of English language: listening, speaking, reading, and writing. However, although the listening module is now in policy and classroom practice, it is not assessed in school or in public exams at the secondary level (Kabir, 2020). This study explores the perceptions of policy and practice of listening in secondary English education in Bangladesh. This study may be significant as little research has been done in Bangladesh on listening skill and its significance for language competence, let alone on the teaching of listening in connection to language learning. This qualitative study is based on in-depth interview data collected in 2019. The interviews included pertinent participants of policymakers and secondary English teachers. The findings indicated that there was a disconnect in curriculum, classroom practice and assessment in secondary English education.

This research explores into the issues faced by heritage language speakers and learners, a topic gaining increasing relevance as millions of individuals reside outside their country or region of birth for various reasons. The primary objective of this study is to investigate the experiences and proficiency of the heritage language among ethnic Kazakhs living abroad, with a particular emphasis on those in Russia. The aim is to shed light on the challenges they encounter in using the Kazakh language, their language skill requirements, and the obstacles hindering language acquisition. The research employs a descriptive, non-experimental, quantitative research design, utilizing survey research, descriptive statistics, and descriptive analysis of research data. The survey questionnaire includes participants' personal data, scales addressing challenges in using the Kazakh language, needs in Kazakh language skills, and barriers to language acquisition. The survey involved 100 ethnic Kazakhs in the Russian Federation, ranging from 10 to 72 years old (mean age 43.4 years). The study's findings reveal infrequent use of the Kazakh language by ethnic Kazakhs abroad and a low language proficiency level, with 40% at 0-A0 proficiency levels and 15% at B2-C2 proficiency levels. Younger participants exhibit lower levels of heritage language proficiency and less frequent use of Kazakh compared to their older counterparts, indicating a generational decline in language skills and usage. Challenges in using the heritage language manifest in difficulties writing in Kazakh due to a lack of knowledge about grammar and spelling, struggles in reading and understanding books, newspapers, and magazines, and ineffective communication with Kazakhs from Kazakhstan due to a lack of familiarity with cultural nuances and communication subtleties.

This article reports the results of an explorative, quantitative study designed to investigate the pedagogical potential of Flip (formerly Flipgrid) as a connectivist and transmedia tool for developing English language learners' productive skills to provide a basis for their continued improvement. The study suggests that the connectivist practice via Flip provides significant effect on improving secondary school students' productive skills. A total of 39 students, divided randomly into one experimental group and one control group, participated in the study during the eight-week curriculum involving an English course. Participants in the experimental group (n = 19) used Flip as a learning tool, whereas the control group participants (n = 20) followed the same curriculum without Flip. Pre- and posttests were used to compare the participants' speaking and writing productions before and after the project. These tests were evaluated based on a comparison of their mean scores by SPSS (Statistical Package for the Social Sciences) software. We used Questionnaires to analyze the positive and negative aspects of Flip. An independent samples t-test revealed that the experimental group outperformed the control group and showed the potential of regular Flip narrative-based tasks for developing English language learners' productive skills (p [less than or equal to] 0.05 = 0.039). Thus, Flip can be used by teachers and learners to improve speaking and writing, and thus overcome the limitations on time, practice, and feedback inherent in classroom-based courses.

This study provides insights into speech-language pathology graduate student learning experiences during a community-based clinical rotation that targets skill development within an interdisciplinary theater program. Theater-based programming has shown some utility toward promoting pragmatic language skill development for children and teens outside of traditional clinical practice. In addition, the interdisciplinary nature of the program provides opportunities for student clinicians to engage in interprofessional collaboration with arts professionals. The purpose of this study was to explore SLP graduate students' experiences within a collaborative inclusion theater program. Semi-structured interviews collected from three graduate student clinicians were transcribed and analyzed according to Interpretive Phenomenological Analysis (IPA) methods to yield insights from student participant perspectives of this assigned clinical rotation. Analysis of interview data suggests participants found opportunities to problem-solve collaborative roles and balances while forming concrete ideas related to how to a therapeutic effect. The most salient concepts present across student accounts of experience included openness to the ongoing nature of the learning process, appreciation for the collaborative teaming involved in program activities, and the establishment of a set of ideas and tools to use for clinical utility. This study provides helpful information for clinical educators considering the benefit of embedding potential interprofessional collaborations with performing arts professionals in clinical education.

This research investigates the influence of video-based flipped learning on the attitudes of students in non-English language programs, focusing on enjoyment, engagement, motivation, behavioral intentions, and perception. The study employed a descriptive research design, collecting data through questionnaires administered to 30 students enrolled in non-English language courses. The findings reveal a significantly positive attitude towards flipped learning, with high scores in enjoyment and engagement indicating a preference for the interactive and dynamic nature of video-based learning environments. The study confirms that motivation and behavioral intentions are positively affected by the flipped model, enhancing students' proactive learning behaviors and overall engagement with the course material. Moreover, the positive perception of video-based learning among students suggests that this method supports a deeper understanding and retention of language skills. This research contributes to the educational discourse by demonstrating that flipped learning models can significantly improve learning experiences and outcomes in non-English language settings. Future studies are encouraged to explore the long-term impacts of flipped learning on language proficiency and retention, aiming to validate and expand upon the current findings.

Becoming one of six official United Nations languages, English proficiency has become a prominent requirement for students and professionals entering international education and/ or careers, as assessed through standardized English proficiency tests. English learners conducted varied procedures to pursue the minimum test score criteria, including joining an English test preparation program. This study investigates the effect of English test preparation as an intervention on EFL learners' English language proficiency performance by reviewing the effect sizes found by previous studies using meta-analysis of pre-post contrasts. A total of 20 selected studies, according to the criteria determined by researchers between 2018-2021 and conducted in various countries, were collected from Google Scholar sources and included in the research. English language proficiency performance, as indicated by their test scores, is independent of the language skills tested with a p-value of less than 0.05 (p-value = 0.00) and an average weighted effect (M) that appears to be 0.859. This research implies that adequate test preparation is essential for English language learners who wish to achieve the desired level of proficiency. Apart from the ability to write, speak, and read, the psychological aspects of students are also important to prepare before they take the intended test.

This study aims to achieve three primary objectives: firstly, to develop a competency-based program tailored for communication purposes; secondly, to examine developmental strides in language proficiency for effective communication; and thirdly, to compare the language proficiency among early primary school students, both preand post-implementation of the program. The sample consisted of third-grade students from Anuban Chantarat School, Sahatsakhan District, Kalasin Province, Thailand, who were enrolled in the second semester of the academic year 2022. The total number of participants was 20 by cluster random sampling. The data collection instruments used in this study were: 1) a program usage manual, 2) a lesson plan, and 3) a language communication competence assessment test. Data analysis involved basic statistical measures, including frequency, percentage, mean, standard deviation, and hypothesis testing using the t-test (Dependent Samples). The study findings revealed that: (1) Competency-based program for early primary school students' language communication, comprising six components: 1) Principles, 2) Objectives, 3) Content, 4) Development Processes, 5) Teaching and Learning Materials, and 6) Assessment, underwent quality assessment by seven experts. The results indicated a high level of conformity and appropriateness; (2) Students who participated in the language competency-based program demonstrated enhanced language communication competence across all learning units; (3) The language communication competence of students after using the program was statistically significantly higher than before using the program at a significance level of 0.05. The language competence was found to be at a developing level of A2 proficiency.

Recognizing the roles that English vocabulary, social interaction, academic performance, and learning motivation play in language learning can be useful in chiefly enhancing EFL language acquisition. This research explores the challenges that the pre-college EFL students encounter while expanding their word learning knowledge, communicating in the social setting, academically performing, and maintaining learning motivation. To address these challenges, the study explores how a collaborative mobile learning approach can be used to address the challenges and improve language learning for pre-college EFL students. A total of 326 students participated in the study. Data were collected by using a self-developed survey questionnaire with predefined questions to avoid inconsistency in responses. Using the PLS-SEM approach on the collected data, the study identified several significant relationships among the accepted collaborative mobile learning approach, social interaction, motivation to learn English, and the outcome knowledge of new English vocabulary. However, the experiment established that motivation to learn predicted the relationship between mobile collaborative learning and increases in effective vocabulary scores in English as well as academic performance. These significant findings show the essence of creating a spirit of collaboration and a learning environment that focuses on mobile learning, students, and their motivation for effective learning of EFL language goals among pre-college students. As such, this study has important implications for teaching and learning processes in general and valuable implications for the teaching and learning of EFL in particular, offering practical suggestions as to how the educational process could be improved for learners, educators, educational administrations, and policymakers.

Listening, speaking, reading, and writing are important skills in English language learning. However, some students are not successful in learning English due to several factors. The model for improving the English learning skills of students is essential. However, except for the HyFlex learning model, no suitable model for learners has been found following the new normal. This research, therefore, identify the bibliographic keywords of HyFlex learning for the English learning skills of teacher students. According to a total of 465 documents published in the Scopus database, 40 articles met the research inclusion criteria and keywords related to HyFlex learning could be used to guide the development of the model of English language learning skills of students. Findings, the keywords of HyFlex learning for the English learning skills of teacher students 42 keywords related to Hyflex learning that clustered into seven categories: Higher education, Learning environment, Teaching and learning model, Digital technology for learning, Teacher, Student, and English language.

Though there is an urgent need to improve Thai graduates' ability to speak English fluently, very few studies have focused on students' fluency in language teaching in Thailand. The study investigated 86 third-year university students' beliefs regarding English-speaking fluency, including the characteristics and importance of fluency and the factors promoting and hindering students' English-speaking fluency. Through a mixed- methods design, i.e., a questionnaire, semi-structured interviews, and reflective journal entries, the results revealed that majority of the participants perceived fluency as referring to the flow of speech with few reasonable pauses. Most of them believed that fluency was important for speaking skills, that it enabled effective communication, that fluency should be prioritized over accuracy, and that those who could speak English fluently looked impressive. However, the findings showed different views among the student participants on whether accuracy can lead to fluency. Moreover, a large proportion of them still believed that speaking accurately was also important for effective communication. Interestingly, the findings also showed that some of the participants believed that fluency constituted a high rate of speech which is not supported by the literature. They believed that exposure to English, living in a good English environment, delayed corrective feedback from the teachers, using media, and participating in speaking activities could improve their English-speaking fluency. Contrastingly, individual affective factors including anxiety, lack of motivation and confidence, lack of linguistic knowledge, and immediate corrective feedback hindered their English-speaking fluency. The results also raise an awareness about Thai EFL university students' beliefs regarding English-speaking fluency for teachers, educators, students, curriculum designers, and material creators.

Language assessment knowledge, the capacity of language instructors to skillfully design, construct, and assess language evaluations, is pivotal for effective language education. This study investigates the language assessment knowledge, encompassing both general and skill-specific aspects, of in-service language educators from Europe and Türkiye. The primary objective is to contrast the language assessment knowledge of these two groups, highlighting potential differences in their assessment knowledge in terms of general and four language skills. Employing a mixed-methods approach, data were gathered sequentially via quantitative scale and qualitative online interviews. A total of 94 language teachers, 48 from Turkey and 46 from diverse European countries took part in this research. They completed the Language Assessment Knowledge Scale, and eight instructors engaged in semi-structured online interviews. The participants were selected using convenience sampling. The results indicated that while both groups scored above the average and were considered assessment literate, European language teachers had a significantly higher level of LAK compared to Turkish language teachers. This suggests that European teachers possess greater proficiency and competence in language assessment, potentially influencing the quality of the assessments they create and assess. Considering the importance of assessment knowledge mentioned in numerous studies, despite the limited sample size of this study, its results are important for the professional development of language educators. These outcomes can inform the development of teacher training programs, particularly for Turkish educators. The Ministry of National Education may consider prioritizing assessment-related subjects, such as assessing the four language skills, in future inservice teacher training initiatives.

The purpose of the study is to explore the potential of integrating Instagram in university-level English for Specific Academic Purposes (ESAP) courses, focusing on Business English for Advanced Students. Using a mixed-methods approach, it combines qualitative data from observing the completion of Instagram-based assignments and subsequent semi-structured group interviews with quantitative data from a five-point Likert scale questionnaire distributed to the students who participated in the study. The research sample consisted of twenty-six undergraduate students from the Faculty of Commerce at the University of Economics in Bratislava, Slovakia, who completed four Instagram-based tasks related to communication, international marketing, promoting Slovakia, and success, which were linked to topics covered in the course during the winter semester of the academic year 2020/2021. The findings show that Instagram can be used effectively in ESAP courses mainly due to its popularity, visual appeal of posts, and, most importantly, as a platform that serves as a powerful marketing tool. The results indicate that the implementation of Instagram activities was positively perceived by most students, with high levels of agreement regarding the relevance, engagement, and creativity of the tasks. The study highlights the potential benefits of using Instagram in ESAP, providing insights into effective language learning through authentic, business-related tasks. Ultimately, integrating Instagram into ESAP can enable students to develop the language skills and competencies needed in real business contexts.

The study aimed to reveal the effectiveness of the promoting emergence of advanced knowledge programs in developing language skills among a sample of children with an autism spectrum disorder in Oman. The study adopted the pre-experimental approach of the single experimental group with two pre- and post-measurements. 10 children with autism spectrum disorder (speakers) from (5-8) years and good mental ability were used and selected to achieve the objectives of the study. PEAK program was used and a scale for language skills was developed that consisted of (34) items distributed over two dimensions (receptive and expressive language). The validity and stability of the study tool was verified. The results of the current study showed that there were significant differences at ([alpha] = 0.05) level in favor of the post and follow-up application in the average performance of autism spectrum disorder children on the scale of language skills (receptive and expressive) attributable to the promoting emergence of advanced knowledge. The study recommended the preparation of periodic meetings and workshops for workers in the field of special education and autism spectrum disorder children in the Sultanate of Oman to learn how to employ the PEAK program in dealing with this group of children in Oman.

This longitudinal, mixed-methods study reports on the development and implementation of an early phonological awareness screening and intervention program for struggling emergent readers in a French immersion school in Manitoba. The program was created by a professional learning community made up of the school administrator, teachers, and clinical support staff. This paper describes the process of developing the phonological awareness program and the intervention itself. Forty-two children participated in the phonological awareness intervention that lasted 10 weeks. The intervention was given in English in kindergarten. Significant gains were found in the phonological awareness skills of the children who participated in the intervention. Results also indicated that children's phonological awareness skills in English predicted their French reading levels in Grade 1. In addition, we provide insight into the roles played by key members of the school's PLC through qualitative analysis of a series of semi-structured interviews. The work of the school's professional learning community offers a model that may be implemented by other school teams to promote equity and accessibility for all learners in FI programs.

Vocabulary knowledge plays an important role in language learning and language proficiency, but it is difficult to know how much of a role it plays without appropriate vocabulary measures. In this article, we first discuss learner vocabulary in our research on Korean as a second/foreign language. Unable to find appropriate measures for receptive vocabulary knowledge, we undertook the task of developing new tests: Park's "Korean Vocabulary Levels Test" and Delaney's "Korean Vocabulary Knowledge Test." Although we needed to develop new tests from the ground-up, we were able to draw practical insights from (a) the large body of research on L2 English vocabulary and (b) existing tests of vocabulary knowledge tests for L2 English learners. We summarize the design of each test and initial/ongoing validation research. In sum, we have found these tests to have high reliability, generally desirable item statistics, and positive correlations with language skills that largely align with expectations.

This paper examines the efficacy of academic support interventions provided by the Swinburne College Student Hub for international students enrolled in the Postgraduate Qualifying Program (PQP) or English Language Intensive Courses for Overseas Students (ELICOS). Interventions for PQP students encompass plagiarism checking, paraphrasing, proofreading, referencing, and essay structure guidance, while ELICOS interventions are skill-based workshops focusing on reading, listening, and writing. The study highlights the importance of tracking student progress to refine interventions effectively. Program-specific student trackers were developed, leading to significant improvements in student success rates in assignments and unit completion, as revealed by analysis of empirical data from 2022. The findings underscore the effectiveness of tailored academic support, with implications for enhancing the delivery of support services and improving academic outcomes for PQP and ELICOS cohorts in academic settings.

Individuals with Asperger Syndrome (AS) often face difficulties in social communication and language skills, encompassing comprehension and production in both their first and second languages. English as a second language has been one of the most common communication tools and a school subject for decades in Asia; therefore, mastering English becomes crucial including individuals with AS. Prior studies on AS focused on first language development in adolescence. However, few explored second language learning especially the comprehension and oral production in preschoolers in a storytelling class. This study aimed to investigate the comprehension and oral production of a Taiwanese learner with AS in a storytelling setting. Data collection included a questionnaire, close-ended and open-ended questions related to storybooks, classroom observations, self-reports from the participant's mother, and clinical consultation documents. The study found that the participant with AS exhibited a higher level of interest in learning a second language, English, in storytelling classes. Moreover, he could comprehend the stories and answer related questions with a moderate to high degree of accuracy. These findings provide valuable insights for educators to guide and teach the second language within storytelling contexts to young learners with AS to not only motivate them but also support the young learners' development of comprehension and oral production in a second language.

This study investigates the role of Yu Shuxi in the transmission and preservation of Pingdiao Sanxianshu, an intangible cultural heritage, within the context of literacy and education. By analyzing the cultural significance and pedagogical practices of Yu Shuxi's artistry, the research explores the impact of traditional folk arts on literacy development and cultural identity formation. Utilizing qualitative methods, including interviews with key informants and field observations in Baofeng County, Henan Province, the study captures the intricate relationship between individual biographies and broader educational practices. Data analysis reveals how Yu Shuxi's life story and teachings in Pingdiao Sanxianshu contribute to cultural preservation and literacy skills among learners, emphasizing the need for integration of traditional arts in modern education. The results indicate the potential of such arts to enhance critical thinking, linguistic abilities, and cultural literacy. Consequently, the research suggests collaborative measures across educational institutions, governmental policies, and community efforts to ensure the viability and relevance of traditional folk arts like Pingdiao Sanxianshu in contemporary society, maintaining their legacy for future generations.

Social media, in various forms, has emerged as a significant communication tool in today's digital age. This study investigates the impact of using the Twitter application to enhance rhetorical skills among students at the College of Sciences and Humanities in Al-Aflaj Governorate, Saudi Arabia. A quasi-experimental approach was utilized, with 140 students in the first semester of the year 1445 AH divided into experimental and control groups. Both groups adhered to the prescribed curriculum, but the experimental group received additional instruction on rhetorical techniques through Twitter. Pre- and post-tests were conducted for both groups, with statistical analysis showing the experimental group outperforming the control group, indicating significant achievement differences in favor of the experimental group. This study demonstrates a notable 38% improvement in rhetorical skills among students at the College of Sciences and Humanities in Al-Aflaj through Twitter use. These findings emphasize the potential of social media platforms like Twitter to enhance educational outcomes. Consequently, the integration of Twitter into the educational process is recommended. The study also suggests formally incorporating Twitter into language teaching frameworks and providing faculty training in blended learning practices.

This paper presents a midterm review of a 4-year factor analysis project aimed at validating an outcome-based assessment of study-abroad programs attended by Japanese students. This paper outlines how the results from the initial two years captured changes in perceptions and reasons for studying abroad. It found that students have become increasingly focused on how the experience will impact their future careers. This is a shift from those who studied abroad before the COVID-19 pandemic. Those students motivations for studying abroad were primarily internal and experiential, such as wanting to improve their language skills and experience life in another country, or external and passive reasons arising from the circumstances or opinions of family or friends. The research also indicates how awareness of this shift could assist administrators in designing and conducting successful international experiences.

The increasing popularity of the Common European Framework of Reference (CEFR) in non-native English-speaking countries has generated a demand for concrete examples in the creation of CEFR-based tests that assess the four main English skills. In response, this research endeavors to provide insight into the development and validation of a CEFR-based test aimed at evaluating undergraduate students' English proficiency for placement tests and exit exams. The CEFR served as the framework for item development while Classical Test Theory informed the test evaluation process. A sample of 2,248 first-year students participated in Testing 1 and 3,655 first- and second-year students took part in Testing 2. The results of the analysis of the multiple-choice listening and reading tests indicated favorable levels of item difficulty and discrimination indices, as well as high reliability coefficients obtained from Cronbach's alpha, Kuder-Richardson, and split-half reliability. The correlation and regression analyses revealed close relationships between the subtests and between each subtest and the total score, supporting the test's criterion validity. The study also demonstrated significant predictive validity on TOEIC scores. The findings of this study offer implications for the development of university-level English proficiency tests that integrate CEFR levels and CTT analysis.

This study explores the implementation of e-learning strategies to enhance workplace English competence. The focus is on a semester module that consists of approximately 10,000 first-year university students in an ODeL context in South Africa. The study's objective was to collect data and contribute to the field of language learning in the workplace. Guided by the TPACK theory, the investigation employed qualitative research methods, incorporating open-ended evaluation questions and an observation schedule. The instruments allowed for a deep exploration of students' perspectives and experiences with e-learning strategies, specifically their impact on workplace English competence. The results of the study highlighted the positive effects of e-learning strategies on enhancing workplace English competence. Participants reported improved language skills, increased confidence in communication, and an enhanced ability to meet workplace language requirements. In addition, the findings revealed the significance of interactive multimedia materials, collaborative learning activities, and personalised feedback as effective pedagogical approaches in the module. The contributions of this study lie in its exploration and validation of e-learning strategies for the enhancement of workplace English competence at a distance learning university.

The aspects of language anxiety involve education, individual, and environment (Öztürk & Gürbüz, 2014). The purpose of this research was to investigate the factors contributing to anxiety in English speaking literacy for communication among third-year high school students in a public school in Bangkok, Thailand. Employing a questionnaire-based approach, the investigation delved into the students' experiences, emphasizing three aspects of anxiety: educational, individual, and environmental factors. The findings revealed high levels of anxiety across these dimensions, with educational factors such as grammatical mistakes and confidence in language skills playing a significant role. Individual anxieties, such as fear of being called on and physical manifestations during English classes, also contribute substantially to students' overall anxiety. Environmental factors, including concerns about teacher and peer reactions, fear of ridicule, and unprepared questions, further heighten language anxiety. The study recommends interventions to enhance English language instruction, creates supportive learning environments, and addresses individual and social dynamics that contribute to anxiety. This research offers valuable insights for educators and policymakers to develop targeted strategies for improving English language literacy and fluency and fostering a conducive atmosphere for practical language usage among Thai students.

Background: Early childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. Hence, physical, language, cognitive, emotional and social independence are healthy components of a typical child's development that early childhood development (ECD) educators deem essential for Grade R readiness. Aim: This article aims to explore ECD educators' perceptions of typical 4-year-old learners' aspects of development and how this supports their readiness for Grade R. Setting: This study was conducted in an ECD centre in a marginalised rural context of the Mandlankala area, Empangeni, north of Zululand. Methods: An interpretive qualitative case study methodological design framed within Bronfenbrenner's person-proximal processes-context model was adopted. Purposive convenient sampling was used to select three ECD educators from an ECD centre. Semi-structured interviews and learners' physical, language, cognitive, emotional and social behaviour observations were used to generate data. Data were analysed thematically. Results: Findings revealed that early childhood educators perceive 4-year-old learners' readiness for Grade R differently based on criteria such as their personalities based on developmental milestones and the educator's experience in the field and training. Conclusion: This study concluded that the learner's level of physical, language, cognitive, emotional and social development influences their readiness for Grade R. Contribution: School readiness skills allow school teachers to expand and further develop learners' skills in the specific areas of social interaction, play, language, emotional development, physical skills, literacy and fine motor skills.

The present study investigates the students' perceptions of applying performance tasks based on the GRASPS framework, exploring and seeking to explain the relationships between these tasks and English language learning. Data was collected over one semester in 14 public secondary schools in Ecuador, and it consisted of a questionnaire applied to 283 EFL students and two focus-group interviews with 12 EFL learners. After receiving a two-week workshop, sixteen Ecuadorian EFL teachers planned three units following the three stages based on the Backward Design Model (Wiggings & McTigue, 2005); however, this study focuses on the students' perceptions of the GRASPS framework. Overall, the students showed high levels of awareness of the benefits of developing performance tasks based on the GRASPS framework. The main benefits encountered by these students were improving English skills, fostering creativity, and autonomous and lifelong learning. Subsequently, the primary takeaway from this study proposes applying the GRASPS framework as a potential support for EFL learning. Theoretical and practical implications are presented, and further research suggestions are provided.

Although the issue of learning transfer has been given much attention in English-for-academic-purposes (EAP) research, the factor of transfer climate could be investigated further. The current study examines what the instructors of EAP perceive can be done to prepare students for the transfer climate. The transfer climate refers to the nature of the target context of instruction and the support for learning transfer perceived by a learner in that target context (Burke & Baldwin, 1999). The target context in EAP education is the discipline courses that students take alongside or after EAP courses. The transfer climate may be supportive or unsupportive depending on whether such discipline courses accommodate for students' transfer of EAP skills. Data was gathered through semi-structured interviews with 22 EAP instructors and, subsequently, three of them were observed to see what actually happens in their EAP courses (Borg, 2015). The findings outline eight steps that can be taken to prepare students for the transfer climate, seven within EAP courses, and one within discipline courses. From what was observed, few of the steps that participants mentioned in the interviews were actually implemented in the classes. Both practical implications and implications for future research are outlined.

The qualitative research explored the perceptions toward evidence-based practice competency of nursing students in caring for older adults. Nine participants met the criteria using purposive sampling and were invited to join in the study of evidence-based practice experiences in nursing students. The data was analyzed using thematic analysis. Three main themes emerged: 1) Knowledge enhancing evidence-based practice with three sub-themes: implementing the nursing process, searching for trustworthy information, and selecting appropriate guidelines; 2) Skills driving evidence-based practice with three sub-themes including nursing practice skills, critical thinking skills, and language skills; and 3) Attitude fostering evidence-based practice with two sub-themes as well as increasing the quality of care for older adults and improving the nursing profession. Therefore, the following study should test component factors of evidence-based geriatric nursing competencies for nursing students, leading to developing the competency of nursing students in care for older adults in the future.

This study examines the extent of awareness among Iraqi English foreign language learners about the potential impact of reading literature on developing their creative writing abilities. Furthermore, this study investigates the relationship between those who partake in literature reading and their academic skills. It examines the participation of 120 Iraqi EFL learners currently enrolled in the faculties of Arts, Education, and Education in Qurna, affiliated with the University of Basrah. It employs a mixed methods approach, including a questionnaire and semi-structured interviews. The results demonstrate a significant correlation between reading literary texts and developing creative writing skills. Several literary elements enhance creative writing, including a comprehensive understanding of figures of speech, cultivating critical thinking skills, engaging in literature courses, practicing paraphrasing poetry, and exposure to various literary genres. The findings also demonstrate that EFL learners profoundly understand the impact of engaging with literary texts on their academic abilities.

English speaking accuracy is one of the most important aspects of Business English. While most studies are conducted to improve English speaking accuracy, they neglect phrasal semantics. This present study involves 30 participants from Phu Em Company. The study employs a mixed-methods design in which the quantitative approach helps quantify the speaking accuracy scores made by learners while the qualitative approach explores how learners perceive the use of interrogative constructions. The instruments are a questionnaire and an interview. Data analysis procedures include a theme analysis of the interview data, a statistical analysis of the test and survey data, and integrated findings. The findings from this research provide evidence that using interrogative constructions does not improve grammatical or phonological accuracy but improves expressing accuracy. The study also reveals that 58% of EG learners provide positive feedback on the use of interrogative constructions in learning English speaking skills. Based on the findings, several suggestions are offered to teachers and learners.

The purpose of this research is to describe the challenges and factors causing difficulties of deaf students in mastering writing skills at inclusive universities in Indonesia. This research is focused in Central Java province because of the more universities are considered as inclusive universities. This research was conducted in September-December 2022. The subjects in this research were selected using the purposive sampling method. Based on these limits, 35 Deaf students from six inclusive universities were obtained as respondents. The data collection techniques used questionnaires, observations, interviews, and concentrated discussions. Furthermore, the data analysis steps undertaken consisted of: (a) data analysis, (b) data revision, and (c) data verification. The results of this research concluded that the challenges experienced by students were broadly related to: (a) difficulty in mastering vocabulary, (b) understanding punctuation, and (c) difficulty if mastering complex sentences. As for more specifically related to academic text writing skills, the obstacles experienced by students including: (a) composing effective sentences, (b) developing paragraphs, (c) paraphrasing techniques, (d) writing academic texts in accordance with linguistic rules, and (e) writing bibliography. Furthermore, factors causing the occurrence of the obstacles in the mastery of academic text writing skills including: (a) unaccessible learning resources, (b) less effectively interwoven communication during lectures, and (c) different sentence structure in Sign Language with Indonesian sentence structure.

There is a substantial body of studies investigating teachers' beliefs about pronunciation. However, this line of research has rarely examined teachers' beliefs as a complex system. To fill this gap, the present study aims to shed light on the genealogy of teachers' beliefs about pronunciation instruction from the perspective of complexity theory. To this end, two EFL teachers who taught English at a private institute were asked to participate in this study. Data were collected using semi-structured interviews and narratives. The findings indicated that the teachers recognized the importance of pronunciation instruction for improving students' listening skills and knowledge of vocabulary and manifested aspiration for native-like pronunciation. However, their lack of self-confidence and insufficient pronunciation pedagogical knowledge base were reported to be major challenges of pronunciation instruction, which they attributed to teacher training courses among other factors. In addition, teachers' beliefs about pronunciation, learners, learning pronunciation, teaching pronunciation, teachers, and curriculum were shown to co-exist and interact in a nonlinear manner, suggesting the complex, dynamic, co-adapted, and contextual-driven nature of teachers' belief systems. In light of these findings, teacher education programs are advised to help teachers reappraise their preference for native speakerism and give pronunciation more prominence by introducing a wide range of strategies for teaching it.

Vocational Education and Training (VET) is undergoing an international and national improvement process in order to achieve internationalization, among others. To this end, it is necessary to optimize the EFL level of VET students. Structural equation modeling (SEM) is used to analyze the direct and indirect effects of English language anxiety, willingness to communicate in English, and self-efficacy in English on the academic performance in EFL among VET students. The sample consisted of 100 Spanish VET students (75% female-25% male) aged between 18 and 40 years old. Questionnaires on English language anxiety (FLCAS), willingness to communicate in English (WTC), and self-efficacy in English skills (listening, speaking, reading, and writing) were administered. In addition, academic grade was used to measure the performance in English. The proposed model received a satisfactory fit. The results show that English language anxiety significantly influences academic performance and has a medium effect on willingness to communicate in English. Practical implications for organizing English classes to improve English proficiency in VET are discussed.

This study examines the factors affecting the intention to use and actual use of YouTube in improving English-speaking skills in Indonesia. To meet the aims, we extended the theory of technology acceptance model (TAM); two external factors, subjective norms, and perceived enjoyment, to support the TAM variables (perceived ease of use, perceived usefulness, attitude, intention to use, and actual use). Data were collected through a survey with 526 measurable responses from Indonesian preservice English teachers in three Indonesian universities. The data were analyzed through partial least square structural equation modeling (PLS-SEM), measurement, and structural model. The findings informed that all hypothesized relationships were accepted and confirmed. The strongest relationship emerged between intention to use and actual use. Meanwhile, the weakest correlation was between subjective norms and perceived ease of use. The study facilitates recommendations for future researchers, language educators, and all related parties.

In many fields, AI chatbots continue to be popular with new tools and attract the attention of universities, K12 schools, educational organizations, and researchers. The aim of this research is to review the research on AI chatbots by restricting it to the category of education and to examine this research from a methodological point of view. Therefore, we performed a systematic literature review with a sample of 37 SSCI articles published in the educational context. Within the scope of the selected studies, the advantages and disadvantages of AI chatbots in education for students and educators, as well as the types of chatbots used, year, keywords, and method were analyzed. According to the research results, increased motivation to learn and language skill development are advantages for students, while cost-effectiveness and reduced workload are advantages for educators. Limited interaction, misleading answers for learners, originality, and plagiarism are the most common disadvantages for educators. The study also includes research results and recommendations related to the methodological review.

Teaching English speaking skills in schools can be a challenge, but it is rewarding. English is commonly the most spoken language in the world, and having a good command of the language can open a world of opportunities in the future. English speaking skills also facilitate purposeful communication with people from various linguistic backgrounds. Drama techniques offer an alternative method for instructing speaking skills, allowing participants to step into the characters' shoes. These roles also give them several chances to communicate ideas, feelings, opinions, etc. In this study, two drama techniques have been implemented in accordance with the presented units in the EFL Palestinian curriculum of grade six. The study continued for nine weeks. This study explored the primary students' opinions about drama techniques that have been used in instructing EFL speaking lessons. The data is collected with semi-structured interviews after the intervention period has been completed. Thematic analysis has been used to analyse the gathered data. To conclude, participants have experienced different positive feelings. They also prefer the frequent use of drama techniques. Communication and social skills have been improved because of drama implementation. Finally, they admit that drama techniques offer clear instructions leading to positive learning development.

In recent years, despite the extensive research on peer feedback, there remains limited understanding of how students engage in peer feedback activities within online English courses and what they expect from these activities. This study, utilizing a sequential explanatory mixed methods design with a phenomenological approach, introduced online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated through a Facebook group. Data collection encompassed survey questionnaires, written reflections, and task scores. Quantitative data were analyzed using descriptive statistics and bivariate correlations, while qualitative data underwent thematic analysis. Three key findings emerged: (1) EFL students displayed positive engagement in OPF activities, (2) Student engagement did not significantly correlate with their writing outcomes, and (3) Students provided valuable recommendations for enhancing the quality and quantity of feedback, incorporating teacher feedback and guidance, and improving the overall process and experience. These findings have significant implications for pedagogical practice, emphasizing the importance of integrating OPF activities into the academic curriculum, with a specific emphasis on guiding students to deliver descriptive and constructive feedback, providing scaffolding to enhance their comprehension and writing skills, and addressing concerns related to language proficiency and grammar. Furthermore, the novelty of this research lies in its exploration of factors influencing student involvement and achievements in OPF endeavors, the impact of feedback quality and quantity, and the benefits of online accessibility and temporal flexibility, contributing to a more comprehensive understanding of this pedagogical approach.