The Role of Formative Assessment in Enhancing Teaching and Learning in Chinese University EFL Classrooms: A Qualitative Case Study

Leveling up Learning: Thai EFL Teachers' Perspectives on Gamification in the Classroom

This study examines English as a Foreign Language (EFL) teachers' perspectives on integrating gamification into language classrooms in Thailand. With the growing interest in educational technology to seek innovative pedagogy for language learning improvement, gamification - using game elements including points, badges, and leaderboards- has gained attention for enhancing student engagement and motivation. Through individual semi-structured interviews based on a qualitative research design, with 50 EFL teachers selected by using purposive sampling method across Thai universities, the study explores how gamification impacts student participation, motivation, and skill development. Based on thematic analysis, the findings highlight benefits, such as increased student-centered learning, critical thinking and problem solving, as well as enhanced interactivity, enjoyment, motivation, and engagement. Some challenges include long-term effects on learning retention, learning frustration, technological limitations, class time management, the need for time to create gamified lessons, the need for culturally relevant content, and blending gamification with traditional methods. This research offers insights and recommendations for effective gamification implementation in Thai EFL classrooms. The study emphasizes the need for teacher’s understanding of the pedagogical value of gamification and how to align it with learning objectives, and the necessity for  training in using digital platforms that align gamified activities with curriculum goals.

Exploring the Implementation of Project-Based Learning in Primary English Classrooms: Insights from Teachers’ and Students’ Perspectives

The implementation of Project-Based Learning (PjBL) in primary English classrooms is important to investigate because it enhances students’ motivation and engagement despite challenges in instructional practices and assessment. This study aims to explore the implementation of Project-Based Learning (PjBL) in primary English classrooms, focusing on planning, implementation, assessment, and the perceptions of teachers and students. This research employed a qualitative approach with a case study design conducted at Bali Kiddy Primary School. The participants consisted of English teachers and fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, documentation, and self-reflection journals, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that PjBL has been implemented with several strengths, particularly in enhancing student motivation, engagement, collaboration, and confidence in using English. Students actively participated in group work and showed positive attitudes toward learning through projects. However, several challenges were identified, including limited alignment in lesson planning, unclear instructional guidance, time constraints, and assessment practices that focus more on final products rather than learning processes. Project-Based Learning has strong potential to improve English learning at the primary level by creating meaningful and student-centered learning experiences. Nevertheless, improvements in planning, instructional clarity, and comprehensive assessment strategies are necessary to optimize its implementation

Teachers’ Experiences in Supporting Foundational Learning: A Qualitative Study of Grade 2 Instruction at Balliao Integrated Public School

  Foundational learning in the early grades is critical for learners’ long-term academic success, particularly in literacy and numeracy. In public elementary schools, teachers play a central role in ensuring that foundational skills are developed despite challenges related to learner diversity, curriculum demands, and limited resources. This qualitative study explored the experiences of Grade 2 teachers in supporting foundational learning at Balliao Integrated Public School. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed four major themes: explicit and routine-based instruction as a foundation for learning, adaptive teaching strategies for diverse learner needs, the role of assessment-informed instruction, and the emotional and professional demands of early-grade teaching. Findings indicate that while teachers demonstrate strong commitment and adaptive expertise in supporting early learners, sustained foundational instruction requires stronger institutional support, protected instructional time, and ongoing professional development. The study contributes to a deeper understanding of teachers’ lived experiences in early-grade instruction and highlights implications for practice, policy, and future research in foundational education.

Implementation of the Questions Students Have (QSH) Learning Method to Enhance Learning Motivation in Islamic Religious Education (A Classroom Action Research)

This Classroom Action Research (CAR) was conducted in response to the low learning motivation in Islamic Religious Education (IRE) among fifth-grade students at SDN Cipajaran, which was primarily caused by the predominance of conventional teacher-centered instructional methods. The study aimed to examine the effectiveness of implementing the Questions Students Have (QSH) active learning method combined with visual media in improving students' learning motivation, both individually and classically. The research participants consisted of all 22 fifth-grade students of SDN Cipajaran in the 2025/2026 academic year. Data were collected through classroom observation sheets, a learning motivation questionnaire based on the ARCS model (Attention, Relevance, Confidence, and Satisfaction), formative tests, and instructional documentation. The research followed the Kemmis and McTaggart Classroom Action Research model, consisting of the stages of planning, action, observation, and reflection, implemented over two consecutive cycles. The empirical findings demonstrated a significant and progressive improvement in students' learning motivation throughout the research cycles. In the preliminary stage (Pre-Cycle), the percentage of students achieving the classical learning motivation criterion was only 22.7% (5 students). After implementing the QSH method in Cycle I, classical learning motivation increased to 54.5% (12 students), although it had not yet reached the predetermined success criterion due to students' psychological barriers in formulating questions. In Cycle II, the action plan was refined by integrating visual media (images and short videos) as contextual learning stimuli and providing reinforcement through rewards and motivational badges. As a result, students' classical learning motivation increased substantially to 81.8% (18 students), exceeding the predetermined classical mastery criterion of 80%. Both quantitatively and qualitatively, the findings indicate that the combination of the QSH learning method and visual media effectively transformed a conventional classroom into a dynamic, interactive, and student-centered learning environment. Therefore, Islamic Religious Education teachers are encouraged to adopt this instructional approach as a sustainable teaching strategy.

Exploring Teacher and Student Perspectives on Form-Focused Instruction in Communicative EFL Classrooms: An Iranian Context Study

This study aimed to explore the perspectives and experiences of Iranian EFL teachers and students regarding the implementation of form-focused instruction (FFI) within communicative language classrooms. This qualitative study was conducted in a private English language institute in Semnan, Iran. Participants included four EFL teachers and a group of upper-intermediate students aged 17–25 years who attended communicative English classes. Data were collected through semi-structured teacher interviews, classroom observations, reflective field notes, and follow-up validation interviews with selected students. Teachers implemented form-focused instruction techniques during communicative classroom activities over a two-week period. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically using Braun and Clarke’s framework. Coding and categorization procedures were employed to identify recurring themes related to FFI approaches, uptake, corrective feedback, and communicative interaction. Trustworthiness of findings was enhanced through member checking, inter-coder agreement, and triangulation of interview and observation data. Ethical principles including informed consent, anonymity, and voluntary participation were maintained throughout the research process. The findings revealed that both teachers and students perceived form-focused instruction as a beneficial and necessary component of communicative EFL teaching. Teachers emphasized maintaining communicative fluency while selectively addressing grammatical forms and learner errors. Most participants favored reactive rather than preemptive form-focused practices because they considered them less disruptive to classroom interaction. Teachers also demonstrated preference for implicit instruction but acknowledged the importance of explicit metalinguistic explanations for adult learners when necessary. Students expressed positive attitudes toward integrating grammar instruction into meaning-focused communication and reported that corrective feedback contributed to language awareness and self-correction. Furthermore, the findings highlighted tensions between communicative goals and grammatical accuracy, showing that teachers continuously negotiated these priorities according to classroom context and learner needs. The study concluded that form-focused instruction can be effectively integrated into communicative EFL classrooms when implemented flexibly and contextually. Both teachers and learners recognized the pedagogical value of combining attention to linguistic forms with communicative interaction, particularly within EFL settings where exposure to English outside the classroom is limited. The findings suggest that successful FFI implementation requires pedagogical sensitivity, strategic corrective feedback, and adaptation to learner characteristics and classroom dynamics. Overall, the study supports the view that communicative language teaching and form-focused instruction should be regarded as complementary rather than opposing approaches in foreign language education.

Adapting Literature Circles to Foster Critical Thinking Skills in Indonesian EFL Classrooms: A Qualitative Case Study toward SDG 4