Graduates’ English communicative competence and its impact on academic success: Implications for EFL learning in Bangladeshi public universities

This study explores how English language ability functions a linguistic capital for Senior High School students of Southern Mindanao Institute of Technology, Inc., impacting their academic performance, professional readiness, social connections, and personal development. Using thematic analysis of in-depth interviews, the research reveals that English proficiency enhances students' academic achievement, facilitates professional communication, and fosters social interactions across diverse cultural backgrounds. English plays a crucial role in shaping students' identities, cultural practices, and sociocultural dynamics, influencing their social status and future prospects. The findings highlight the broader political and economic implications of English proficiency, demonstrating its significance in accessing educational resources, expanding professional opportunities, and promoting economic mobility. English is shown to be essential for students' ability to interact with diverse individuals and engage in global exchanges. Moreover, the study emphasizes that students' perceptions of themselves and their social standing are shaped by their English skills, reinforcing their sense of identity in various social and cultural settings. Proficiency in English benefits students academically and professionally and helps them build social capital, increasing their willingness to participate in cross-cultural interactions and global discussions. The twofold effect of English proficiency underscores its importance in influencing students' educational experiences and shaping their future pathways. The study ultimately highlights the crucial role of English in students' sociocultural integration, professional preparedness, and academic success.

The alignment between OBE curricula and EFL learning outcomes plays a crucial role in shaping students’ language proficiency and academic success. This study aims at exploring the effectiveness of OBE in EFL context at KU and NUBTK through a comparative analysis of 80 undergraduate students’ perceptions. And their perceptions were collected through a survey questionnaire. The results suggest that KU students perceived clearer learning outcomes, better English proficiency, and a more structured integration of course materials. The effectiveness of feedback mechanisms, critical thinking enhancement, and real-world applications was also perceived to be higher at KU. In contrast, NUBTK students exhibited more varied responses, with a higher proportion of neutral perceptions, suggesting inconsistencies in curriculum implementation. Despite these differences, both institutions showed no statistically significant variation in reading and writing skill development, indicating comparable effectiveness in these areas. However, KU students perceived significantly stronger improvements in speaking confidence and analytical skills, reinforcing the notion that well-structured OBE implementation enhances student learning experiences. Nevertheless, to address the limitation of this study, future works should explore faculty perspectives, conduct longitudinal studies, and include qualitative methods. Moreover, institutions should refine their OBE frameworks to ensure that students acquire the linguistic and cognitive skills necessary for academic and professional success.

Logical abilities, encompassing critical dimensions such as reasoning, verbal, numerical, spatial, and psychomotor skills, play a foundational role in shaping students' cognitive development, problem-solving capabilities, and overall academic success play a crucial role in shaping students' cognitive development and academic success, encompassing skills like reasoning, problem-solving, and critical thinking. Investigating pre- and post-intervention differences helps evaluate the effectiveness of targeted teaching strategies in enhancing these abilities among higher secondary students. The study utilized a quasi-experimental, cross-sectional design with a quantitative approach, involving 600 class XI and XII Hindi students from 10 higher secondary schools in rural and urban areas of Sarojini Nagar, Lucknow, selected through quota sampling. Logical aptitude was measured using the Distinctive Aptitude Test Battery manual (Sood V et al., n.d.), which employs a 7-point Likert scale with reverse coding. Data collection was conducted offline through scheduled appointments and paper-based distribution. The data were analyzed using reliability analysis, frequency analysis, and paired t-test in SPSS and MS Excel 16. The results reveal substantial differences in logical abilities and their various dimensions between pre-test and post-test scores in the experimental group, while the control group exhibited only minor changes, highlighting clear contrasts in the degree and nature of these variations. The study concludes that the teaching intervention program significantly enhanced logical abilities across all dimensions in the experimental group, while only minor changes were observed in the control group. These findings highlight the importance of structured, model-based teaching strategies in fostering cognitive development and logical reasoning skills among learners.

Character education plays a crucial role in shaping students' Indonesian learning skills. This study adopts a qualitative approach with a descriptive method to explore the relationship between character education and Indonesian learning outcomes among grade X students in secondary school. Data collection tools include classroom observation Character education plays a crucial role in shaping students' Indonesian learning skills. This study adopts a qualitative approach with a descriptive method to explore the relationship between character education and Indonesian learning outcomes among grade X students in secondary school. Data collection tools include classroom observation Character education plays a crucial role in shaping students' Indonesian learning skills. This study adopts a qualitative approach with a descriptive method to explore the relationship between character education and Indonesian learning outcomes among grade X students in secondary school. Data collection tools include classroom observation

Islamic Religious Education (IRE) plays a crucial role in shaping students' emotional intelligence, particularly at the junior high school level. Emotional intelligence includes the ability to recognize, understand, and manage one's own emotions as well as those of others, which significantly impacts students' social interactions and academic success. This study aims to analyze the urgency of IRE in shaping students' emotional intelligence at SMP Al-Wasliyah 31 Medan. The research employs a qualitative approach using interviews, observations, and document analysis. The findings reveal that IRE significantly contributes to enhancing students' self-awareness, emotional regulation, empathy, and social skills. Therefore, integrating religious values into education is a crucial aspect of developing students' character and emotional intelligence.

Objective University dormitories play a crucial role in shaping students' overall health, which is essential for their academic success. Current university dormitories, understanding the impact of living conditions on students' overall health is crucial for guiding their academic success. Method: This study was designed as a cross-sectional exploratory research. The sample of the study consisted of 627 students, with 331 males and 296 females. Data for the study were collected using the Personal Information Form, Richards-Campbell Sleep Questionnaire, Pittsburgh Sleep Quality Index, and Adult Eating Behavior Questionnaire. Results: The gender distribution among the participating students was balanced, with a mean age of 20.98±1.680 years and predominantly medium to low income levels. When examining the average scores of RCSQ, AEBQ, and PSQI scales, it was found that the "RCSQ" average is below the poor and moderate range (46.443±28.290). While male students had higher overall sleep scores indicating poorer sleep quality compared to females, the sleep quality index scores were higher among females, indicating better sleep quality. Generally, the average sleep score among students was 46.443 ±28.290, which is considered to be at a poor level. The students' total average score on the Adult Eating Behavior Scale was determined to be 90.893 ±17.019, indicating a high average score and suggesting negative eating behaviors among them. Students' average sleep quality was also found to be 5.096 ± 2.927, indicating poor sleep quality. According to correlation analysis, poor eating behavior negatively affects sleep quality and overall sleep, and academic performance is also influenced by eating behavior. Conclusion: Sleep quality, eating behaviors, and healthy lifestyle behaviors have significant effect on academic performance and quality of life.

Background: Academic success is influenced by multiple psychological and environmental factors, with family environment playing a pivotal role in shaping students' self-concept, emotional resilience, and motivation. Family cohesion, which includes communication and satisfaction within the household, fosters a sense of security that enhances academic competence. Conversely, shame proneness can hinder academic performance by inducing self-doubt and avoidance behaviors. The complex interplay between these variables remains underexplored, particularly in collectivist societies where cultural values may modify the impact of shame proneness on academic outcomes. Objective: This study aimed to examine the relationship between family cohesion, shame proneness, and academic competence among university students, investigating whether family communication and satisfaction predict academic success and whether gender and family structure influence these associations. Methods: A cross-sectional correlational study was conducted on 370 university students (Men = 57.6%, Women = 42.4%) with a mean age of 23.12 years (SD = 4.13). The Family Cohesion Scale (Urdu version), including subscales for Family Communication and Family Satisfaction, was used to assess family environment. Shame proneness was measured using the Guilt and Shame Proneness Scale, while academic competence was evaluated using the Academic Competence Scale. Data were analyzed using Pearson correlation, multiple regression, and independent sample t-tests to determine relationships and group differences. Results: Significant positive correlations were found between family cohesion and academic competence (r = .54, p < .001). Family communication (r = .48, p < .001) and family satisfaction (r = .50, p < .01) were also positively associated with academic competence. Regression analysis indicated that family satisfaction (β = .35, p < .001) and family communication (β = .23, p < .001) were significant predictors of academic competence, explaining 32% of the variance. Gender differences showed that men reported significantly higher family satisfaction (p = .01) and communication (p = .04) than women. Students from nuclear families demonstrated higher academic competence (p = .01) and family cohesion (p = .03) compared to those from joint families. Conclusion: Family cohesion, particularly communication and satisfaction, plays a vital role in academic success. While shame proneness did not significantly hinder academic competence, cultural factors may moderate its effects. The findings highlight the need for interventions that strengthen family support systems to enhance students' academic resilience. Future research should explore the role of socioeconomic status, peer influence, and coping mechanisms in academic performance.

Reading instruction plays a fundamental role in shaping students' academic success, particularly in culturally diverse contexts. In Islamic educational institutions, there is a critical need for materials that resonate with students' cultural and religious backgrounds. This study aimed to develop a culturally responsive reading instructional module tailored to the specific needs of first-grade students at an Islamic Junior High School in Mataram, Indonesia. Grounded in constructivist learning theory, which emphasizes the importance of contextual relevance in education, the study integrates Islamic cultural and religious themes to foster student engagement and improve reading comprehension. A mixed-methods approach was utilized, involving surveys, interviews, and pre- and post-assessments. The study included 60 first-grade students and their teachers. The results demonstrated significant improvements in students’ reading comprehension and engagement. The mean test scores increased notably, and students expressed higher levels of enjoyment with the culturally aligned materials. These findings underscore the importance of integrating cultural and religious content into instructional materials, creating more inclusive and effective educational experiences. The study offers practical insights for educators in similar settings, highlighting the potential of culturally responsive pedagogy to bridge the gap between students' home and school environments, while also fostering a deeper appreciation of their cultural heritage. This contribution provides valuable guidance for the future development of culturally tailored educational strategies in Islamic contexts.

School Atmosphere (SAt) plays a crucial role in shaping students’ academic success and emotional well-being. When students perceive a negative SAt, this can lead to feelings of School Alienation (SAl), which are associated with School Refusal (SR). Despite previous research on school climate and SR, the dimension of SAt, which encompasses the intangible aspects (quality of relationships and justice perceptions) of the school environment, remains a topic of limited examination. Furthermore, the mediating role of SAl between these variables remains underexplored. This study aims to examine how SAl (learning alienation, teacher alienation, and classmate alienation) mediates the relationship between students’ perceptions of SAt (educational climate, student–teacher relations, student relations, sense of belonging, and interpersonal justice) and SR (anxious anticipation, difficult transition, interpersonal discomfort, and school avoidance). Data were collected from 528 Italian high school students (aged 14–20), and using structural equation modeling (SEM), the direct and indirect relationships between SAt variables, dimensions of SAl, and SR were assessed. The results indicated that negative perceptions of interpersonal justice and sense of belonging were strongly associated with higher levels of learning and teacher alienation, which are linked to SR, particularly anxious anticipation and difficult transition. The results emphasize the importance of promoting fairness, belonging, and supportive student–teacher relationships to mitigate alienation and improve student success. This study highlights the need for comprehensive strategies to foster positive school environments and prevent disengagement and absenteeism, ultimately promoting academic success and student well-being.

General background: Motivation is a crucial factor in students’ academic success, especially in the context of boarding schools where learning environments shape character and discipline. Specific background: However, many students still struggle with low motivation due to limited self-efficacy and inadequate independent learning skills, which hinder optimal academic achievement. Knowledge gap: While previous studies have examined self-efficacy or independent learning separately, few have analyzed their combined role in shaping students’ motivation at the junior secondary boarding school level. Aims: This study investigates how self-efficacy and independent learning contribute to students’ learning motivation at SMP Muhammadiyah 5 Tulangan. Results: Using a saturated sample of 75 students across grades 7 to 9 and analyzing data with multiple linear regression, the findings show that self-efficacy and independent learning significantly predict learning motivation (F=56.838; p<0.001), explaining 62.1% (R²=0.612) of its variance. Novelty: The study demonstrates that the synergy of self-efficacy and independent learning provides stronger explanatory power for student motivation compared to analyzing them in isolation. Implications: Strengthening these two factors may offer educators practical strategies to foster motivation and academic engagement in Islamic boarding school settings. Highlights: Self-efficacy and independent learning jointly shape students’ learning motivation. The model explains 62.1% of motivation variance among boarding school students. Offers insights for strategies to strengthen motivation in Islamic education contexts. Keywords: Self-Efficacy, Independent Learning, Motivation, Boarding School, Secondary Education

The article touches upon speaking skills as the most important yet the most difficult part of language learning. The development of speaking skills plays an immense role in shaping students’ academic success and personal growth. In recent years with the demands of modern society the development of speaking skills has become a long-term goal both for teachers and learners. Facing new challenges and difficulties in enhancing learners’ speaking skills teachers are looking for new effective ways to make their learners become motivated and creative. The novelty of the article lies in the use of the given text to incorporate interview-based practices in English teaching classroom which not only fosters learners’ communicative skills but also promotes their critical thinking. The experimental lesson proves that by being engaged in interview-based activities students will get opportunities to become fluent speakers and get one step closer to considering themselves almost native in their speaking abilities. This student-oriented approach not only prepares students for real-world scenarios but also helps them articulate their thoughts, ideas and experiences with confidence and clarity.

Education plays a crucial role in shaping students' academic success and future career prospects. The quality of instructional methods significantly effects learning outcomes, particularly in science subjects where conceptual understanding is essential. This study explores the implementation of 7E instructional model to enhance student learning and academic performance. This study adopts a quasi-experimental, Pretest–Posttest non-equivalent control group research design. A non-random, purposive sampling technique was employed due to the nature of intact classes. Two comparable intact groups were selected, one is experimental group (n = 28) and the other as control group (n = 32). The experimental group was taught using the 7E Constructive Instructional Model, whereas the control group continued with traditional lecture-based instruction. This research demonstrates the effectiveness of the 7E Constructivist Instructional Model in enhancing student performance in chemistry. It is recommended that teachers should integrate the application of this strategy into their teaching and learning process. This will promote active learning and improve students’ understanding of complex concepts.

Indonesian is the national language used as the main means of communication in everyday life, both in education, government, and in the mass media. In this context, literacy methods are important to be applied in the process of learning Indonesian. Indonesian language education at the Senior High School (SMA) level plays an important role in shaping students' literacy skills, both in reading, writing, speaking, and listening. One of the main objectives of learning Indonesian is to develop effective communication skills and improve literacy skills that can support students' academic success and daily lives. The application of appropriate literacy methods is very necessary to help improve the quality of Indonesian language learning. Literacy methods in learning Indonesian can encourage students to be more active in reading, writing, and thinking critically. With the right method, students not only master Indonesian language material, but are also able to apply literacy skills in various life contexts. This study aims to apply literacy methods in learning Indonesian at SMA Negeri Restorasi Doreng. Literacy as the ability to understand, criticize, and produce texts has an important role in improving students' competence in language. The methods applied in this study involve various literacy techniques, such as critical reading, creative writing, and text-based discussions. This research was conducted with a qualitative approach through observation, interviews, and document analysis. The results of the study indicate that the application of literacy methods can improve students' understanding of Indonesian language materials, enrich vocabulary, and hone their writing and speaking skills. In addition, the application of this method also succeeded in building more active student involvement in the learning process. Thus, the literacy method can be used as an alternative to improve the quality of Indonesian language learning at the high school level.

This study looked into how students' academic success in public secondary schools related to their workload. The study aimed to better understand how teachers’ workload can affect learners’ academic performance. The target population was 7588, including 7182 learners, 396 teachers, and 10 Head Teachers. A cross-sectional research design was used for the study. The study employed mixed mixed-methods approach and a cross-sectional research design. Using purposive sampling, 10 schools and 10 head teachers were chosen from among them. Simple random sampling was used to obtain 350 learners and 20 teachers. Questionnaires were the tools used to gather data for the study. Cronbach’s alpha was used to assess the reliability of the study instruments for quantitative data. In order to identify significant predictors of academic accomplishment, the analysis employed regression and correlation approaches to assess the degree of correlation between student performance and instructors' working conditions. The findings revealed strong positive correlations between workload and learners’ academic performance. the workload is the most influential predictor. When considering standardized coefficients, workload management plays a critical role in shaping students' academic performance. Improving these factors can lead to better teaching effectiveness and enhanced student learning. The findings recommended that educational policymakers should focus on optimizing teachers' workload to improve both teacher well-being and student success.

Faith-based cognitive development plays a crucial role in shaping students' intellectual, moral, and emotional capacities, particularly in religiously diverse societies like Nigeria. This study examines the relationship between faith-based cognitive development and academic performance in Nigerian tertiary institutions from a religio-educational perspective, focusing on two institutions: Yaba College of Technology, Yaba, Lagos, Nigeria and McPherson University, Seriki Sotayo, Ogun State, Nigeria. The research investigates how faith-based cognitive development influences students' academic success, discipline, and critical thinking skills. A sample of 100 students was selected, with 50 participants from McPherson University (a faith-based institution) and 50 from Yaba College of Technology (a Public tertiary institution with students from diverse religious backgrounds). Using surveys and structured interviews, the study found that 82% of students from McPherson University reported that faith-based cognitive training positively influenced their academic discipline, compared to 60% at Yaba College of Technology. Additionally, 74% of McPherson University students affirmed that religious values enhanced their ability to manage academic stress and time effectively, while 55% of Yaba College of Technology students acknowledged similar benefits. However, 32% of students at McPherson University indicated that strict religious expectations sometimes restricted open intellectual exploration, compared to 18% at Yaba College of Technology. The study concludes that faith-based cognitive development fosters discipline, resilience and moral guidance, contributing to academic excellence. However, it also emphasizes the need for a balanced approach to ensure that religious teachings do not hinder critical inquiry and intellectual independence. The paper recommends that tertiary institutions integrate faith-based cognitive principles with modern pedagogical strategies, ensuring an inclusive educational framework that benefits students from diverse religious backgrounds.