Learner Autonomy

Este trabalho apresenta um projeto de pesquisa e estágio voltado ao ensino de gramática da língua inglesa na escola pública. O estudo parte da importância do inglês como língua global e busca investigar como a gramática é abordada em sala de aula, bem como os desafios e possibilidades dessa prática pedagógica. A proposta não apresenta resultados conclusivos, mas define o que será observado, analisado e testado em campo por meio de observações de aulas e atividades de regência. Fundamentado em autores da área e nos Parâmetros Curriculares Nacionais, o projeto defende que a gramática deve ser ensinada de forma contextualizada, voltada à comunicação e ao uso real da língua, e não apenas à memorização de regras. A pesquisa será realizada em uma escola pública de Timbó (SC), permitindo avaliar metodologias utilizadas pelos professores, identificar dificuldades do processo de ensino-aprendizagem e testar estratégias que possam tornar o ensino da gramática mais significativo, motivador e eficaz para os alunos.

Many public schools in the Philippines, particularly in low-income areas, continue to experience a persistent shortage of textbooks and educational materials, hindering effective instruction and widening the academic achievement gap. These resource limitations are further compounded by challenges in monitoring student progress in blended and online learning environments. In response, this study developed and implemented the E-Journey, an online notebook grounded in Zimmerman's Self-Regulated Learning (SRL) model, to enhance students' selfregulation, engagement, and academic performance in Grade 8 Mathematics. The intervention was conducted over two weeks and involved 35 students using the E-Journey during asynchronous learning sessions, which were supplemented by Khan Academy video lessons and quizzes. The E-Journey structured students' learning into three SRL phases: Forethought (goal setting and planning), Performance (note-taking and quiz logging), and Reflection (self-assessment and goal resetting). Paired-samples t-tests revealed consistent performance in the Forethought and Performance phases, but a significant decline in student engagement during the Reflection phase by the second week. Linear regression analysis showed a significant positive relationship between the Performance phase and academic achievement in Week 1; however, no significant correlations were found in Week 2. While quiz scores significantly improved from pre-test to post-test, the relationship between SRL phases and academic outcomes was not consistently sustained. These findings suggest that while tools like E-Journey can support self-regulated learning and enhance academic outcomes in the short term, additional strategies-such as motivational supports and structured reflection-are essential to maintain long-term student engagement and learning success in blended educational contexts.

Many public schools in the Philippines, particularly in low-income areas, continue to experience a persistent shortage of textbooks and educational materials, hindering effective instruction and widening the academic achievement gap. These resource limitations are further compounded by challenges in monitoring student progress in blended and online learning environments. In response, this study developed and implemented the E-Journey, an online notebook grounded in Zimmerman's Self-Regulated Learning (SRL) model, to enhance students' selfregulation, engagement, and academic performance in Grade 8 Mathematics. The intervention was conducted over two weeks and involved 35 students using the E-Journey during asynchronous learning sessions, which were supplemented by Khan Academy video lessons and quizzes. The E-Journey structured students' learning into three SRL phases: Forethought (goal setting and planning), Performance (note-taking and quiz logging), and Reflection (self-assessment and goal resetting). Paired-samples t-tests revealed consistent performance in the Forethought and Performance phases, but a significant decline in student engagement during the Reflection phase by the second week. Linear regression analysis showed a significant positive relationship between the Performance phase and academic achievement in Week 1; however, no significant correlations were found in Week 2. While quiz scores significantly improved from pre-test to post-test, the relationship between SRL phases and academic outcomes was not consistently sustained. These findings suggest that while tools like E-Journey can support self-regulated learning and enhance academic outcomes in the short term, additional strategies-such as motivational supports and structured reflection-are essential to maintain long-term student engagement and learning success in blended educational contexts.

This study investigates the role of continuous assessment in fostering sustainable academic writing skills in tertiary education. The primary aim is to evaluate whether a continuous assessment model supports stable writing performance across different student cohorts (cross-cohort stability) and across diverse writing tasks within a single course (cross-task stability). The significance of this research lies in its provision of multisemester, course-specific evidence from an English-medium instruction context, offering valuable insights for assessment design, pedagogy, and quality assurance. Employing a quantitative retrospective case study design, the study analyzed institutional assessment data from six offerings of an academic writing course, ENG 102 (N = 149). Sustainability was operationalized as consistent performance across cohorts and tasks, measured through total continuous assessment scores and component-level task performance. Descriptive statistics and comparative analyses revealed generally stable performance across five of the six cohorts. One cohort exhibited lower mean scores and higher variability, suggesting sensitivity to contextual factors. Component-level analysis indicated a balanced performance profile across foundational and advanced writing skills, including argumentation, source integration, and research writing. The findings support continuous assessment as a sustainable practice that promotes cumulative skill development. The study recommends reinforcing this model through clear rubrics, consistent marking, and structured feedback cycles, and encourages institutions to utilize longitudinal assessment data for monitoring and improving writing outcomes in English-medium programs.

La dimensión educativa del territorio propone el análisis de la existencia, apropiación, organización y modos de ordenamiento de procesos de enseñanza y aprendizaje en múltiples instancias, recursos y espacios correspondientes a una educación a lo largo de la vida. En este sentido, surgen las preguntas acerca de cuáles son las características de los espacios educativos que acontecen en dicho territorio, sus problemáticas, necesidades y desafíos en pos de ejercer el derecho a la educación a lo largo de la vida para toda la población. Los resultados que se presentan en el presente artículo buscan comenzar a dar respuesta a dichas preguntas, desde el análisis de la oferta y la demanda por alfabetización y terminalidad de nivel primario de personas jóvenes y adultas en la primera sección de islas de Tigre, Delta del Paraná, Provincia de Buenos Aires, a partir de un diagnóstico realizado entre los años 2023 y 2025.

Introduction: This study examines how teachers perceive the role of digital technologies in learning about interpersonal and intergroup empathy within an online Teachers' Professional Development (TPD) program. Despite increasing attention to social-emotional learning (SEL), limited research has explored how online professional development environments may support teachers' learning about empathy-related processes in increasingly digital educational contexts.Methods: This qualitative study analyzed written reflections from 34 teachers collected during a ten-session online TPD program that integrated multiple instructional tools, including lectures, videos, academic readings, games, reflective discussion forums, and selected AI-related activities such as an AI-generated podcast and podcast creation. Data were analyzed using inductive thematic analysis.Results: Four central themes were identified: the role of technology in learning about empathy; teachers' perceptions of their role in fostering empathy; reported learning processes and new insights; and additional personal and professional processes emerging from participation. Participants experienced multimodal, technology-supported learning as facilitating both conceptual understanding and emotional reflection related to empathy. Teachers also reported increased awareness of their pedagogical role alongside recognition of the challenges, limits, and complexities of fostering intergroup empathy in socially divided contexts.Discussion: The findings highlight the potential of structured and reflective online TPD environments to support teachers' learning about empathy-related concepts and processes. The study also offers practical insights for the design of technology-enhanced professional development in diverse educational contexts.

El Curso 0 de la Facultad de Filologia lleva ya mas de diez anos proporcionando a los estudiantes de manera presencial, y especialmente para primer curso, las claves para aprender a dominar las destrezas de escritura, de informatica y de manejo de la informacion asociadas con los estudios de las filologias. Se trata de un curso breve, introductorio y orientativo que busca, fundamentalmente, acompanar al alumno en el primer paso, siempre dificil, del aprendizaje de estas destrezas que necesitan una buena cantidad de tiempo, entrenamiento y paciencia hasta poder utilizarlas sin esfuerzo y de forma rutinaria. Gracias al Proyecto INNOVA Gestion-Calidad no 98 durante el curso 2018-2019 hemos transformado materiales y metodologias para construir un Curso 0 totalmente en linea, lo cual nos ha permitido paliar los problemas de: a) restricciones de calendario; b) limites de capacidad de las aulas, de cara al curso proximo. Efectivamente, no es ya necesario ajustarse a marcos temporales en lo...

This article explores the integration of ChatGPT into English language education at MGIMO University in Tashkent, with a specific focus on building professional and academic vocabulary among Generation Z students. Building upon current theoretical frameworks and recent empirical findings, the study examines how AI-enhanced instruction not only aligns with digital-native learners' cognitive preferences but also actively contributes to vocabulary acquisition in both General English and English for Specific Purposes (ESP) courses. Going beyond simple implementation, the paper provides a structured analysis of pedagogical practices, while also addressing observed challenges and their implications for sustainable AI integration in higher education.

This article explores the integration of ChatGPT into English language education at MGIMO University in Tashkent, with a specific focus on building professional and academic vocabulary among Generation Z students. Building upon current theoretical frameworks and recent empirical findings, the study examines how AI-enhanced instruction not only aligns with digital-native learners' cognitive preferences but also actively contributes to vocabulary acquisition in both General English and English for Specific Purposes (ESP) courses. Going beyond simple implementation, the paper provides a structured analysis of pedagogical practices, while also addressing observed challenges and their implications for sustainable AI integration in higher education.

While existing research has largely focused on students' perceptions of GenAI tools, there remains limited empirical evidence of how EFL university students engage with these tools during real-time writing processes, particularly within Asian higher education contexts. Addressing this gap, the present study investigates how Vietnamese EFL university students use GenAI tools when completing academic essay tasks and examines the functions these tools serve across different stages of writing. Drawing on 39 screenrecorded writing sessions from students enrolled in academic English courses, the study adopts a qualitative, process-oriented approach to analyse GenAI use during composition. The analysis showed that students used GenAI across three interrelated domains of writing: content construction, where GenAI supported idea generation, summarisation, and content development; language mediation, where it assisted with vocabulary, translation, paraphrasing, and proofreading; and process regulation, where it provided feedback, explanations, and guidance during drafting and revision. The findings further revealed several pedagogical and ethical issues, including uneven evaluative engagement with GenAI output, blurred authorship boundaries, and ethical ambiguity when GenAI was used to generate or shape writing content and structure. While some students engaged with GenAI reflectively, others incorporated generated, translated, or paraphrased content with limited visible transformation, raising questions about authorial control, acceptable assistance, and students' engagement with core writing processes.

This research has cautiously reviewed past studies on Meta cognitive strategies encompassing on planning, monitoring and evaluating learners. The basic purpose of these reviews was to identify strategies to assist children in enhancing their reading and understanding potential. On basis of those reviews seven well defined strategies were formulated for the teachers to apply in a group of 8-9 years old learners for developing reading comprehension by an experiment. Study indicates that if proper strategies applied during reading sessions, positive change in the learners is significant. This study is helpful for readers specially teachers to consider cognitive and metacognitive strategies as a mean to plan their reading lessons on vocabulary building, making connections, questioning, summarizing, predicting, visualizing and monitoring. Therefore, it is recommended that these strategies be incorporated for teaching English reading lessons.

Flexible learning modalities have become an important pedagogical approach in the contemporary education particularly in the post-pandemic period where educational institutions are adopting online learning, blended learning and modular approaches as an alternative to ensure continuity of education. Despite the widespread implementation of flexible learning, existing studies reveal contradictory findings concerning its impact on student engagement; some highlighted improved learner autonomy and accessibility, whereas others indicate problems regarding motivation, participation and digital inequality. This systematic literature review aims to synthesize existing scholarly literature on flexible learning modalities and student engagement and identify the major themes, issues, and gaps in current research. The review utilized academic search engines and databases such as Scopus, ERIC, Google Scholar, Web of Science and ResearchGate to search for scholarly literature, to gather peer-reviewed studies published between 2020 and 2026. Using clear inclusion and exclusion criteria, 15 scholarly articles were selected and analyzed. Findings revealed that the flexible learning modalities provides significant positive learning opportunities for learner autonomy, accessibility and technology integration, when supported by proper instructional design and teacher facilitation. However, issues such as poor internet connectivity, absence of access to digital resources, decreased motivation, reduced interactivity in the classroom and learner fatigue are still present. The literature further provided practical implications for educators, curriculum designers and researchers to enhance the teaching practices of flexible learning delivery methods in the current education context. The review concludes that the effectiveness of flexible learning modalities in promoting student engagement depends on the quality of instructional practices, accessibility of technological resources, and the responsiveness of educational institutions to learners' needs.

Abstract
This study investigates the complex reality of language learner autonomy within AlEzdihar Academy in Saudi Arabia. While modern educational approaches strongly advocate for student independence, traditional teacher-centered, lecture-based routines remain deeply rooted in the local ecosystem. This research aims to explore the gap between what teachers and students believe about independent learning and what they actually do in their daily lessons, while also identifying the main institutional and cultural barriers to student agency. Using a mixed-methods approach, data was collected through teacher and student questionnaires, live classroom observations using a structured protocol, and semi-structured interviews. The findings reveal a significant "belief-practice gap" affecting both instructors and learners. On one hand, teachers hold highly positive views toward student-centered education, yet administrative pressures such as rigid weekly pacing guides and high-stakes standardized exams force them to default to traditional lecturing to cover the curriculum on time. On the other hand, students display a notable "receptive-productive gap." At home, they eagerly use digital tools like Quizlet and Padlet to autonomously learn vocabulary and consume English media. However, when entering the physical classroom, this independent behaviour disappears due to an intense cultural anxiety surrounding public errors and a fear of "losing face" in front of their peers. Consequently, state-of-the-art interactive smartboards are frequently reduced to high-tech digital chalkboards for passive listening. Ultimately, this thesis proposes a framework of contextually calibrated autonomy, which respects local cultural values by combining structured teacher guidance with a gradual release of responsibility. By implementing low-stakes collaborative group work and rewriting institutional assessment metrics to reward self-directed learning, educators are to successfully lower student anxiety. This study concludes that true educational transformation will only occur when institutional policies, technology integration, and grading methods are fully aligned to support and reward the daily development of independent learning habits, successfully guiding Saudi EFL learners along the path toward true lifelong agency.

Keywords: Independent learning, Saudi Arabia, English classrooms, Teacher beliefs vs. practice, Student behavior, Classroom anxiety.

The study investigated interpersonal dependence as a predictor of fear of negative evaluation among undergraduate students, one hundred and twenty ( ) undergraduate students with a mean age of 19.46 and SD of 2.814 were drawn using multi-stage (cluster, simple random: by balloting and purposive) sampling techniques as participants from

This study examines the use of European School Radio as a tool for differentiated instruction in English as a Foreign Language (EFL) classrooms. It investigates how collaborative podcasting activities support learners with diverse language levels and learning needs. The findings show that students benefit from flexible roles, multimodal expression, and authentic communication tasks. Overall, the study highlights improved engagement, inclusion, and language development through collaborative media production.

This paper analyzes a recurrent form of existential capture: the sale of prepackaged meaning to persons whose developmental stage, social vulnerability, or fear of ambiguity makes them unusually susceptible to totalizing narratives. The target is not meaning itself. Human lives require projects, attachments, identities, and norms of significance. The target is a substitute for meaning-making: a ready-made purpose package that asks the recipient to treat another community's agenda as if it were the natural shape of the self. The paper develops a non-theological and autonomy-centered account of meaning. Drawing on existentialism, self-determination theory, identity development research, social influence, and sociology of plausibility structures, I argue that a purpose claim becomes exploitative when it bypasses first-person endorsement, punishes revision, monopolizes belonging, and converts uncertainty into obedience. Young minds are especially exposed because identity formation precedes stable epistemic self-defense. A fabricated meaning system can therefore feel like rescue while functioning as capture. The central contribution is a set of tests for distinguishing legitimate guidance from purpose packaging. A life-orienting proposal should be transparent about its interests, reversible without terror, compatible with plural experiments in value, and accountable to the agent's own reflective endorsement. When a system demands early surrender, frames doubt as betrayal, and makes belonging depend on accepting its cosmic script, it is not helping persons find meaning. It is taking custody of their meaning-making faculty.

We consider the following nonlinear Schrödinger equation where V is a non-symmetric bounded potential, a is an indefinite weight, 0 < q < 1 and Using variational methods, we prove the existence of two solutions with negative and positive energies, one of these solutions being nonnegative.

La autoevaluación y el contrato de aprendizaje como medios para la mejora de la enseñanza del dibujo en arquitectura. La experiencia de varios años en la docencia de expresión gráfica arquitectónica nos ha llevado a la implantación progresiva de fichas de autoevaluación que han dado buenos resultados, se han producido mejoras notables en la producción del alumno y la reducción del tiempo de ejecución de las tareas encomendadas.

This article examines Generative AI literacy across education and business through a systematic literature review, focusing on professional competencies, ethical challenges, and implications for teaching, learning, and organisational practice. The findings contribute to current discussions on AI literacy, educational technology, and responsible AI integration in higher education and professional contexts. The manuscript has not been published elsewhere.

The digitalization of academic interactions and collaborations in this present technologically conscious world is making collaborations between technology and pedagogy in the teaching and learning processes to display logical and systematic reasoning rather than the usual stereotyped informed decisions. This simply means, pedagogically, learning is being revolutionized with visible transformation from quantity to higher quality. Through independent, self-paced learning; students interact with technologies to review, construct, analyze, and make submissions. It is to be noted that the inclusion of information and communication technology (ICT) into Language education gives vent to new learning paradigms in language education and this in a way concomitantly redefines the role of the teacher as well as repositions the cognition level of the learners. This paper therefore intents to beam searchlight on possible strategy for achieving autonomy in second language learning through digitali...

The digitalization of academic interactions and collaborations in this present technologically conscious world is making collaborations between technology and pedagogy in the teaching and learning processes to display logical and systematic reasoning rather than the usual stereotyped informed decisions. This simply means, pedagogically, learning is being revolutionized with visible transformation from quantity to higher quality. Through independent, self-paced learning; students interact with technologies to review, construct, analyze, and make submissions. It is to be noted that the inclusion of information and communication technology (ICT) into Language education gives vent to new learning paradigms in language education and this in a way concomitantly redefines the role of the teacher as well as repositions the cognition level of the learners. This paper therefore intents to beam searchlight on possible strategy for achieving autonomy in second language learning through digitalization. It is to be noted that the challenges of second language learners may not be resolved totally in the language classroom, hence there is the need for the teacher to become a facilitator thereby paving way for students' self-discovery through different cyber-tasks and navigating system inherent in this computer infested world. This paper therefore displays a phase of digitalized pedagogy in the language classroom.

This working paper introduces the ALCUORE framework (Attention/Attitude, Lettura [Reading], Comprehension, Unification, Organization, Retrieval, Expression) as an integrated theoretical-methodological architecture designed to bridge the persistent gap between learning sciences research and concrete educational practice.

The integration of artificial intelligence (AI) into English language teaching (ELT) classrooms presents both transformative opportunities and significant socio-cultural risks. In this systematic review, I examine the impact of AI tools on the cultural identities of English language learners (ELLs) and on the inclusiveness of ELT pedagogy. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, I conducted a systematic review of literature indexed in Scopus, Web of Science, ERIC, and Google Scholar, covering the period 2018-2025. My analysis reveals five recurring themes: (1) the risk of AI-driven cultural homogenisation in EFL writing; (2) the potential of AI to enhance linguistic inclusiveness for underrepresented learner groups; (3) pedagogical gaps in teacher readiness for culturally responsive AI integration; (4) academic integrity challenges exacerbated by generative AI tools; and (5) the paradox of AI promoting learner autonomy while fostering dependency. Based on the findings of this review, I recommend that researchers, ELT practitioners, and policymakers collaboratively develop inclusive AI frameworks that honour the cultural and linguistic diversity of English-language classrooms across the globe.

Teachers can have a profound and long-term impact on learners and their learning outcomes. In its negative form, teachers' impact can provoke classroom-based learning anxiety (Williams & Andrade, 2008) and demotivation (Azer, 2005). Positive teacher influences, on the other hand, can contribute to learner knowledge, skill acquisition, and a positive learning environment (Jahangiri & Mucciolo, 2016). The current study was derived from an absence of contemporary research into Japanese learner perceptions of positive teacher attributes. This small mixed-methods study employed a questionnaire and a blog to elicit the participants' favorite teacher attributes and exemplify them in reflective, experiential-based, written blog accounts. Findings from the thirty-five Japanese undergraduates participating in this research indicated that learners most commonly perceived good teachers to be those who are friendly, knowledgeable, empathetic, enthusiastic about teaching, and humorous.

This qualitative study explored influences that helped to shape Japanese L2 (Second language) English users' identity development. 81 Japanese undergraduates shared selfperceptions of their L2 English identity development from personal experiences, both domestically (in Japan) and internationally. The primary focus of this study was an exploration of enabling influences on Japanese L2 English identity development. A secondary focus was an exploration of constraining influences on Japanese L2 English user identity development. Findings from this study suggested that Japanese L2 English user identity development is influenced by the individual's awareness of what identity roles are accessible and available for negotiation, and what kind of learning occurs. Major influences that emerged through thematic analysis of the data indicated that L2 English classroom-based experiences in Japan, engagement in study abroad and volunteer abroad programs, and overseas travel and living abroad with family were the most commonly referred to enablers of Japanese L2 English user identity development. Additionally, inadequate English language skills, insufficient exposure to English in daily life, and hesitancy (and avoidance) to communicate in English were the three most commonly referred to constraints of Japanese L2 English user identity development.

In this paper, we present a CLIL module that combines teaching of English and content related to environmental and geosciences. This is an experimental CLIL module devised and implemented at the Faculty of Geography, University of Belgrade with the second-year students of the Environmental Sciences Department and Geography Department. The organization and development of the module was conditioned by the students" needs, motivation and interests, their foreign language proficiency and their prior education. The main objective of the module was to promote learner autonomy. Students themselves selected the topics they wanted to study. The general themes were climate change, environmental devastation and water scarcity. Students had to find information on these issues and come up with possible solutions, which they presented to their classmates. They were assigned to write an essay on a selected topic and prepare a presentation for the class. Unlike teachercentered environments in which students are given grades, in this CLIL module the assessment was performed by the students themselves. They evaluated their own learning, monitored their progress and assessed the achievement together with their classmates.

The study of EFL in Iran reveals complex challenges faced by both teachers and learners, particularly in fostering learner autonomy. This qualitative study explored the challenges to learner autonomy in the Iranian EFL context through semi-structured interviews with 17 teachers and 13 learners selected through purposive sampling to ensure diverse representation from various educational settings. Thematic analysis using MAXQDA was employed to identify recurrent themes related to the challenges. Findings revealed that both groups face significant obstacles, primarily stemming from curriculum rigidity, which includes prescriptive syllabi, an overemphasis on standardized testing, rote memorization, and severe time constraints. Teachers also reported barriers related to their adherence to traditional teacher-centered approaches, limited understanding of innovative methods, and insufficient professional development, alongside perceiving learners' lack of motivation and passive learning styles as hindrances. Learners, conversely, highlighted the focus of curriculum on memorization, assessment methods prioritizing grammar over practical language use, and a lack of personalized guidance from instructors, compounded by personal struggles with initiative, time management, and cultural influences. The study concludes that comprehensive educational reform is essential, advocating for more flexible curricula, diversified assessment methods, continuous teacher professional development, supportive learning environments, and a cultural shift towards valuing autonomy to enhance student engagement, language proficiency, and lifelong learning.

This study examines the effectiveness of artificial intelligence (A.I) enhanced vocabulary learning, specifically through ChatGPT, among Thai participants at Thongsook College. As AI becomes increasingly influential in language education, it provides adaptive and interactive methods that support learners in exploring, practicing, and expanding vocabulary knowledge. A total of 190 Thai participants engaged with ChatGPT generated texts and vocabulary tasks over a designated period. To evaluate the impact of this AI-assisted approach, the study employed objective pre-and post-tests to measure vocabulary gains, along with semistructured interviews to explore learners' experiences and perceptions. The findings show that 1) Students in the experimental group demonstrated higher vocabulary gains than those in the control group, as shown by significant improvements in pre-and post-test scores. 2) The experimental group reported higher perceived effectiveness, engagement, motivation, and satisfaction (M = 4.27-4.41) compared with the control group (M = 3.52-3.68). 3) Qualitative data indicated that ChatGPT supported deeper learning through context-based explanations, exposure to varied linguistic structures, and personalized feedback. 4) Learners expressed increased confidence and reduced anxiety when using ChatGPT due to its non-judgmental and interactive nature. 5) Challenges were noted, including occasional complex explanations and the need for clearer learner guidance, though these did not significantly reduce overall positive perceptions. Overall, the study demonstrates that ChatGPT is an effective supplementary tool for vocabulary development in higher education. Its interactive features, instant feedback, and adaptive explanations enhance learner motivation, autonomy, and comprehension. These findings support growing evidence for AI-assisted language learning and highlight the importance of integrating AI tools into curriculum design while providing adequate training to maximize learning outcomes.

This book examines flipped learning as a transformative educational approach that redefines the nature of teaching and learning within contemporary educational paradigms. Grounded in constructivist and social constructivist perspectives, the book explores the theoretical foundations, ontological dimensions, instructional design principles, classroom dynamics, assessment approaches, inclusive pedagogy, and interdisciplinary applications of flipped learning. In addition, it discusses active learning strategies, self-regulated learning, peer interaction, formative assessment, differentiated instruction, and institutional implementation processes within flipped learning environments. By combining theoretical discussions with practical classroom applications and instructional strategies, the book aims to provide educators, researchers, and graduate students with a comprehensive framework for understanding and implementing flipped learning in higher education and beyond.

The Routledge Handbook of Language Teacher Action Research edited by Anne Burns and Kenan Dikilitaş is a valuable guide for readers who are new to action research (AR) or who want to strengthen their understanding of its principles and practice. Written in a clear and accessible style, the book combines theoretical and practical insights with real-life examples that help prepare researchers for the challenges and unexpected situations they may encounter in the field. The volume brings together contributions from forty-four researchers representing diverse global regions, including Scandinavia, Central and South America, the Pacific Rim, and Europe. Collectively, these authors have made a substantial contribution to the advancement and wider dissemination of AR.

There has recently been a growing interest in social justice language education, with the goal of challenging entrenched social, cultural and economic hierarchies within educational institutions and the society at large. Contributing to this line of research, the present study focused on an online conversation club that aimed to develop EFL learners’ communicative skills and critical literacy through the discussion of social justice issues which have traditionally been deemed ‘taboo’ and ‘controversial’. Data were collected online via demographic information survey, the recordings of the conversation club sessions, facilitator’s field notes and reflective journals, and student interviews. The results revealed several discursive moves adopted by EFL learners, which mostly revolved around that's our responsibility vs others in relation to environmental issues; and that’s the government’s-job when it comes to themes related to immigration. The findings illustrated the potential of social justice-oriented conversation clubs to foster diverse perspectives and authentic conversation in language classrooms, and to cultivate EFL learners’ critical literacy. The study provides insights into how language educators can integrate social justice issues into the language curriculum in ways that help language learners question their already-existing beliefs and take action for a socially just world.

La historia reciente de la educación a distancia (EaD) está intrínsecamente ligada a un acrónimo que, en pocos años, pasó de neologismo técnico a fenómeno global: MOOC (Massive Open Online Course). Su irrupción en el ecosistema educativo mundial ha sido uno de los hitos más visibles de la EaD en la última década. Estos cursos masivos, abiertos y en línea retomaron la promesa, ya sostenida por la EaD, de democratizar el acceso al conocimiento y reducir barreras espaciales, temporales y económicas que históricamente limitaron la educación universitaria.

This article explores effective strategies for developing productive skills (speaking and writing) in autonomous language learning for B2+ EFL learners. Drawing on key theories such as Learner Autonomy (Holec, 1981), Self-Determination Theory (Deci & Ryan, 1985), Self-Regulated Learning (Zimmerman, 2002), Swain's Output Hypothesis (2005), Long's Interaction Hypothesis (1981, 1996), and the cognitive approach (Zakirova, 2022), the paper explains how learners can overcome challenges in fluency, accuracy, and complexity. It highlights the role of motivation, self-regulation, meaningful output, interaction, and digital tools including AI. Practical speaking and writing strategies are presented that educators can introduce to help learners implement them independently and become more competent in their productive skills. The article concludes that successful autonomous development of productive skills depends on the dynamic interaction between learner responsibility, sustained motivation, and active, reflective language use.

This research investigates the viewpoints of 19 English Education students at Muhammadiyah University of Bengkulu regarding the utilization of AI tools, specifically ChatGPT, in EFL reading classes. Based on the Technology Acceptance Model (TAM), Social Constructivism, Cognitive Load Theory, and the Theory of Planned Behavior, a mixed-methods study demonstrated that students perceived AI as beneficial for enhancing their vocabulary, comprehension, and motivation. Although AI enhanced engagement and effectiveness, worries centered around reliance, inaccuracies, and diminished critical reading skills. Qualitative data supported these findings, highlighting students' desires for more explicit direction on the ethical and effective use of AI. The results highlight the importance of a harmonious integration of AI, stressing the necessity of digital literacy, responsible usage, and human supervision in reading education.

The fundamental success of Development Communication (DevComm) rests on the ethical imperatives of cocreation, trust, and deep cultural participation to foster sustainable social change in the Global South (Melkote & Steeves, 2015). The complexity of cross-cultural message adaptation has historically constrained DevComm initiatives; a constraint seemingly resolved by the arrival of Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs). These tools promise extraordinary efficiency and scalability in message localization, yet this pursuit of speed introduces a critical ethical dilemma, as the technology functions as an Algorithmic Mediator built upon globally unrepresentative, often Western-centric, datasets. This theoretical paper argues that this Mediator risks eroding the co-creation mandate by systematically propagating algorithmic bias, resulting in miscontextualized, culturally inauthentic, and potentially harmful messages. Applying the Participatory Communication Model and critiquing global AI ethics frameworks, the study develops a Trust Erosion Model that charts the causal path from unchecked algorithmic efficiency to catastrophic campaign failure. We conclude by proposing a comprehensive Participatory Governance Framework that places the local human validator at the heart of the localization process, ensuring that the technology serves, rather than subsumes, the ethical demands of genuine, participatory development.

This investigation investigates the use of artificial intelligence (AI) tools by primary EFL instructors at a private school in Hanoi, Vietnam, as AI is becoming more extensively implemented into the educational system. The research is driven by the under-researched yet emergent use of AI at the primary level in the Vietnamese context. Our primary objective is to examine the utilization of artificial intelligence (AI) tools, their integration into language teaching, and the obstacles that educators face. Eight English instructors participated in semi-structured interviews, which were implemented as a qualitative methodology. The results indicate that pronunciation, vocabulary, and reading comprehension are frequently facilitated by tools such as Elsa Speak Kids, Google Voice Typing, ClassPoint AI, and Quizizz. AI was perceived by teachers as beneficial in terms of personalizing learning and increasing student engagement. Nevertheless, the absence of professional development, technical limitations, and the complexity of AI-generated content present obstacles. The research indicates that the successful integration of AI into primary English education demands ongoing institutional support, pedagogical adaptation, and teacher training.

Having a deep comprehension of the learner population in any course environment has a significant impact on the effectiveness of the course and its design. In a MOOC environment, it has greater importance because the learner population is extremely diverse in terms of their background, knowledge, skills and experiences. Individual learning characteristics such as autonomous learning skills are important to be better understood in order to be able to create more effective designs. Most of the studies in MOOC environments focusing on autonomous learning characteristics embrace the concept of self-regulated learning. However, the concept of self-directed learning, which allows more autonomy for the learners, seems to fit the MOOC better. This study aims at understanding the readiness for self-directed learning of the learner community of an Italian language MOOC. We intended to examine how self-directed learning readiness relates to age, gender and educational background. Our prelimina...

The study entitled: effects of conflict on political lives of Christians and Muslims in Bauchi state, Nigeria. Conflicts has open way to religious leaders and their members to promote nepotism, in which political positions are determine by religious majority not on merit or credulity. This has resulted in producing incompetent leaders which gave birth to bad governance, impunity, looting, of public funds and corruption. Marginalization of minority tribe or religion among others in the state. The objective of the study was to identify the effects of conflict on political lives of Christians and Muslims. The research methodology was quantitative method, survey research design was adopted for the study. The population for the study was 7,751,900, the sample size for the study was 370 respondents. The instrument for the study was questionnaire. The findings of the study reveal that: Conflict has brought about terrorism through politicians as a mechanism for political gains. Conflicts has promoted nepotism among Christians and Muslims. Conflict has encouraged corruption among Christians and Muslims. The researcher recommends that: Christians and Muslims should shun conflict and embrace peace. Government should investigate deeply on those sponsoring, financing, and fuelling conflict or terrorism for political gains if found guilty let be punish according to the Law.

This study examines the key competencies required of teachers in contemporary education and their role in preparing future generations. These competencies are widely recognized as foundational to societal development across multiple domains. In this context, the 4Cs model in initial teacher education was developed to establish conceptual and pedagogical preconditions for integrating critical thinking, creativity, collaboration, and communication competencies into teacher education programs. The study investigated the perceptions of students enrolled in teacher education programs at the University of Sarajevo regarding instructional activities through which university teachers foster and develop 4Cs competencies in higher education teaching. The findings indicate that, from the students' perspective, instructional activities most strongly support the development of communication competency, followed by critical thinking and collaboration, whereas creativity is the least consistently fostered. This finding suggests that the integration of 4Cs competencies in higher education remains predominantly declarative rather than transformative, revealing a gap between curricular expectations and pedagogical practice. Furthermore, the results indicate a highly significant correlation between instructional activities fostering critical thinking and creativity. Significant correlations were also observed among the other competency scales, indicating that these competencies are interrelated and mutually reinforcing rather than developed in isolation. These findings highlight practical implications for teacher education programs.

This paper introduces the Relational-Spiral Instructional Model (RSIM), a novel conceptual framework that integrates relational pedagogy with spiral learning to address the complex educational needs of students with Attention-Deficit/Hyperactivity Disorder (ADHD) and learning difficulties. Grounded in interdisciplinary theory-including relational-interactive psychotherapy, socio-cultural learning theory, and constructivist approaches-the model reconceptualizes learning as a dynamic, co-regulated, and iterative process. RSIM posits that the quality of teacher-student relationships functions as a core regulatory mechanism for attention, engagement, and emotional stability, while spiral structuring of knowledge supports memory consolidation, conceptual depth, and transfer of learning. The paper systematically develops the theoretical foundations of the model, articulates its instructional architecture through a five-phase cyclical design, and translates these principles into classroom practices, particularly in the domain of language literacy. A comprehensive assessment framework is also proposed, incorporating formative assessment, performance indicators, and metacognitive selfregulation tools. The model is critically examined in relation to existing pedagogical approaches, highlighting its added value in integrating cognitive, emotional, and social dimensions of learning. Although the RSIM is conceptual in nature, its components are grounded in established empirical findings. The paper concludes by outlining implications for research, teacher education, and inclusive educational policy, and by proposing directions for empirical validation. The RSIM offers a theoretically coherent and practically applicable framework with the potential to advance inclusive pedagogy and improve learning outcomes for students with complex educational profiles.

The purpose of this paper is to collect a set of features that can contribute to the linguistic characterization of the institutional textual genre. The aim is to describe as exhaustively as possible the archetypal text to be obtained as a target text in this type of specialized translation. The tools used were Orange Data Mining© and Google Colab (Python code), and the data was obtained using the following processing mechanisms: word cloud, text preprocessing (cleaning, tokenization, normalization, lemmatization and PoS annotation). With these tools, lexical and grammatical frequencies, lexical and documentary embeddings, cosine distances, hierarchical clustering, and 20-component dimensionality reduction (t-SNE) were extracted. As a result, a series of useful descriptive parameters have been obtained for the characterization of model texts for economic translation of institutional domains into Spain Spanish: lexical and terminological density, phraseological and terminological lexicalizations, grammatical frequencies, and semantic maps. In conclusion, the study provides several quantifiable features that characterize the analyzed register and opens the way for further research to deepen these parameters and develop the research by searching for complementary parameters until a complete and exhaustive picture of the reference model in this genre is obtained.

The study explored the influence of bullying on social interactions among undergraduate students, Six hundred and seventy-two (672) Undergraduate students which comprise of 447 females and 225 males, age range of 18-29years old with a mean age of 19.92 and S. D of 1.869 were drawn from the population of nine university (

This longitudinal qualitative study
investigates how cultural experiences
of staying in Japan may affect attitudes
and self-directed learning of kanji
among learners of Japanese as a
foreign language. Six beginner learners
pursued semester-long weekly kanji
learning sessions and their diachronic
behaviours were observed and
recorded for attitudes and self-directed
learning. The learners who had spent a
considerable time in Japan consistently
demonstrated trends of negative
feelings toward kanji compared to
those who had not been to Japan at all.
These attitudes were partially reflected
in their reported ability for self-directed
learning. This interesting finding is
discussed in terms preconceived
beliefs and how teachers could help
develop positive attitudes in learners.

Research into language learning strategies (LLS) remains a prominent area within second language acquisition. However, current LLS literature exhibits a significant gap: a lack of focused investigation into the categorization of kanji learning strategies and the influence of orthographic/language background on strategy divergence. This study addresses this urgency by exploring how learners with different first languages (L1s) and orthographic experiences approach kanji acquisition, a critical component of Japanese language learning. Accordingly, this research was guided by the question: "How do pre-intermediate learners of Japanese from different L1 backgrounds and learning contexts categorize and utilize kanji learning strategies?". A quantitative, questionnaire-based study was conceptualized and administered to pre-intermediate learners of Japanese studying in two distinct contexts: Australia (English L1 learners and Chinese L1 learners) and Sri Lanka (learners with Sinhala L1). The questionnaire, validated through expert review and pilot testing to ensure construct validity and reliability, collected data on the frequency of various kanji learning strategy use. Results from factor analysis revealed three main categories of kanji learning strategies: mnemonic, analytic, and rote learning. A key finding, aligning with the research question, was that Chinese L1 learners studying in the Australian context demonstrated strategy preferences similar to English L1 learners in that same context, a result contrary to expectations based on their prior character exposure. Conversely, learners studying Japanese in Sri Lanka exhibited a different strategy profile, suggesting the learning context may be a more dominant factor than L1 orthography. This study's cross-cultural comparison of kanji learning among learners from diverse orthographic backgrounds contributes to a deeper understanding of context-dependent LLS use and offers clear implications for optimizing kanji instruction.

Academic writing challenges have driven many EFL students to utilize artificial intelligence (AI) tools into their academic writing process. Review of currently published research showed that studies on the utilization of AI tools in academic writing is expanding. However, studies that explored EFL student-teachers' utilization of AI tools seemed to be limited. Thus, this study aimed to identify the types of AI tools used by Libyan EFL studentteachers in their academic writing process, investigate their primary purposes and frequency of utilization, and explore the driving factors for their reliance on AI tools. Mixed methods design was the chosen research design. The participants were fifty student-teachers who were either taking the Academic Writing course or in the process of writing their graduation research project. Data were collected through focus groups and questionnaires. Data were analyzed quantitatively and qualitatively in two phases: statistical analysis and thematic analysis. Findings revealed that ninety-eight percent of the student-teachers admitted using AI throughout their writing process for various purposes. ChatGPT is the dominant AI tool that was used by 86% of them. Their most frequent uses were for checking spelling and grammar, searching for sources, and paraphrasing and citations. The primary purposes for using AI tools were generating ideas, and enhancing vocabulary and grammar. The factors driving their reliance on AI tools were desire for better grades, time constraints, and reducing plagiarism. These findings invite scholars interested in AI integration into academic writing to investigate student-teachers' successful integration, ethics of integration, and their written final drafts.

A Research Paper which covers the basics of Game Designing and Mechanism. A paper which covers the core of Designing of the Game and also discusses that how Mechanism works in Gaming World. Future Scopes are also mentioned with Real World examples to justify the Research on Game Designing and Mechanism.