2026· International journal of research and innovation in social science· Vol 10, pp. 1529-1538· 0 citations
Abstract
The implementation of the Literature in Action (LiA) component within Malaysian secondary education is purposefully done to promote a holistic language learning. However, there still exists structural classroom challenges among the students. This study aims to investigate the operational realities and challenges, and the pedagogical preferences of secondary school ESL learners. Utilizing a mixed-method design, quantitative survey data (N = 10) and qualitative semi-instructed interview were employed to gather insights from Form Three learners across varied proficiency levels. The findings revealed the exact split in regards to learners’ difficulties, in which half of the students struggled with the literature component due to vocabulary deficit and unclear teacher instructions. Furthermore, it is also revealed that the students prefer linear literary texts compared to dense poetry or short story formats. A notable gap also exists between the current classroom teaching methods and the desired ones where students favored visual tools and reading comprehension tasks to be included in the literature classroom. Ultimately, integrating authentic learners’ preferences in the curriculum is essential to transform literature components into an engaging L2 acquisition process.
The purpose of this study is to explore the perceived problems and classroom practice of English Medium Instruction (EMI) in public secondary schools of Nepal.Community schools have become more and more interested in implementing EMI in response to the increasing interest and demand in the community and shifting polici...
Krishna Prasad Chapain· Journal of Gurubaba· 0 citations
Although there have been studies on formative assessment (FA) for decades, research on teachers’ formative assessment literacy (FAL) remains scarce, particularly in contexts where assessment reform is still emerging. Using a survey design and an Indonesian-adapted version of the Teacher Formative Assessment Literacy Sc...
Diana Nur Utami, Utami Widiati, Mirjam Anugerahwati et al.· Asian Journal of Interdiscip...· 0 citations
This study explores the effect of interactive activities as a pedagogical innovation in teaching and learning of the English language, especially among secondary-level students. It also addresses how group tasks, role-plays, debates, and collaborative problem-solving activities can play a role in enhancing students’ En...
Md. Saddam Hossain, F. Yeasmin, Md. Shahjahan Kabir· Khulna University Studies· 0 citations
Student motivation and engagement in mathematics learning remain challenges at the elementary school level. Although the GASING (Gampang, Asyik, dan Menyenangkan) method has been increasingly used in mathematics instruction, previous studies have largely emphasized learning outcomes and have paid less attention to the...
B. Cahyono, Jarnawi Afgani Dahlan, B. A. Martadiputra· EDUCATOR Jurnal Inovasi Tena...· 0 citations
Digital media are now common in foreign language education, yet their pedagogical value depends on how teachers use them to support higher-order thinking. This cross-sectional survey examined the reported use of media-rich tasks, perceived implementation challenges, and the role of teaching experience among 30 foreign...
Gulmira Shynasylova, P. Yelubayeva, Г. Н. Абишева· Педагогика и Методы Обучения· 0 citations
Quality of education largely depends on curriculum, pedagogy and assessment strategy. Particularly, summative assessment is indisputable for the justification of students learning outcome, assigning grades and promoting them to the next level of education. The study examined the intention and practices of summative as...
