The integration of mobile-assisted language learning (MALL) into English language education has emerged as an effective pedagogical approach for developing students’ professional competences in higher education. This study aimed to examine how mobile technologies can support the formation of professional English competence among university students by aligning language instruction with real-world professional contexts. The research involved 405 undergraduate students from three higher education institutions in Uzbekistan and employed an experimental design supported by pedagogical observation, questionnaires, interviews, testing, and statistical analysis. Specialized instructional materials, including Basic Business English Grammar, English for Accounting and Finance, and a mobile application (Mobile English for Accounting and Finance), were implemented to integrate professional terminology, communicative scenarios, and case-based learning into English instruction. The findings indicate that students exposed to mobile-assisted learning demonstrated higher levels of cognitive, motivational, operational, and communicative competence compared to those taught through traditional methods. These results suggest that MALL contributes not only to linguistic development but also to students’ readiness for professional communication, critical thinking, and active engagement in English language learning.

This study aims to investigate the effectiveness of a digital civic debate platform in enhancing students’ Critical Language Awareness (CLA) and promoting democratic participation in social studies education. Employing a research and development methodology, the study adopts the ADDIE instructional design model, encompassing five systematic phases: analysis, design, development, implementation, and evaluation. The platform developed through this process was tested and implemented among 115 undergraduate students (39 male and 76 female). The results demonstrate that the digital debate platform significantly enhances both students’ critical language awareness and their capacity for democratic engagement. The platform was validated by three experts, deemed feasible for instructional use, and demonstrated strong results in classroom implementation. Students demonstrated marked improvements across all CLA dimensions, including phonological, morphological, syntactic, semantic, communicative, and cultural awareness. The use of digital debate as a pedagogical medium not only facilitated linguistic competence but also fostered inclusive, reflective, and ethically grounded civic discourse. This study provides compelling evidence for the integration of CLA-based digital learning environments in higher education, particularly as a means to cultivate active, critical, and responsible young citizens in the digital era.

In the linguistically varied environment of foreign cruise ships, strategic English use as a lingua franca determines how well multinational crews communicate. This study examines challenges, interference, and coping strategies in English communication in a multilingual context of Balinese cruise ship crew members who have spent more than ten years working for an international cruise company. The data of the study were collected using in-depth semi-structured interviews with nine deliberately selected participants. The collected data were analyzed using thematic analysis to examine their communication challenges, inferences, and copings strategies they develop in response to English communication-related issues. Results reveal the challenges that the Balinese cruise ship crew members faced were the variety of the English pronunciation and accent of the speakers from Japan, India, Russia, and China. In terms of interferences, The Balinese crew members’ English exhibited structural errors influenced by interference from Balinese and Indonesian. These errors, shaped by differences in their native languages, included issues with article usage, verb conjugation, and sentence construction. The This study also confirmed that Balinese cruise ship crew members demonstrated a range of adaptive strategies and coping methods to manage these challenges. In situations where verbal understanding was lacking, they primarily relied on context, nonverbal cues, and interpreting the situation to grasp meaning. To enhance clarity, particularly during guest interactions, they also employed techniques such as rephrasing, repeating information, and simplifying their language. These results highlight the resiliency and adaptability of Balinese cruise ship crew members and provide an understanding of English as a working language in international cruise ship professional environments.

This study aims to improve the ability to write ethnoliteracy-based fiction stories through the use of GPT chat engineering prompts in 5th grade elementary school students. This study employed a quasi-experimental nonequivalent control group design involving 50 students, divided into an experimental and a control group. The experimental group participated in fiction writing learning using ChatGPT with structured prompting tasks that highlight folklore and local cultural values, while the control group participated in conventional learning. The research instrument was a pre- and post-treatment ethnoliteracy-based fiction story writing test, with assessments that included indicators of writing fiction stories and the integration of local cultural elements. The results showed a statistically significant increase in the experimental group, especially in the ability to insert cultural values meaningfully in the story, this is because there are implications through the process of learning to write ethnoliteracy-based fiction stories that students are stimulated through chatGPT prompting learning. These findings indicate that prompt engineering with the help of ChatGPT can be an effective pedagogical strategy and have an impact on students' culturally responsive and creative writing learning at the elementary school level, thus making students more creative in utilizing the capabilities of GPT chat prompt engineering as a stimulation to brainstorm new ideas in honing and developing their ability to write fiction stories optimally.

This research aims to explore local language revitalization strategies as a pathway to children's participation within the Child-Friendly Village framework from a non-formal education perspective. Using a qualitative approach with the Participatory Rural Appraisal (PRA) method, this research involved 17 participants consisting of volunteers, community leaders, and parents, with data collection through focus group discussions, participatory mapping, and observation. The research results show that the local language revitalization strategy is implemented through participatory learning, the use of local languages in social spaces such as mosques and community activity centers, and children's activities based on outbound activities. As a result of this strategy, social identity is strengthened, communication accessibility is increased, and children's involvement in village decision-making is encouraged. However, challenges such as language shift, social stigma, and media limitations persist. In effect, this research confirms that integrating local language revitalization into non-formal education practices and village policies can be an important means of strengthening children's participation while maintaining the sustainability of local culture.

The study examined how textbooks, as a communication tool, shape gender-related messages and gender equality in social learning by analyzing gendered language in 9th-grade social science textbooks used by Indonesia's first Alpha Generation. The study adopted a sociological perspective to analyze the content and structure of the ninth-grade Merdeka curriculum textbook as an ideological medium of communication. It employed a mixed-methods approach, combining critical content analysis of textual and visual elements with a student survey involving 389 respondents. The findings revealed that the textbook conveyed gender bias through its text and figures, even though Indonesian permits grammatical neutrality. The survey showed that 9th-grade students perceived gender inequality, as they mentioned male figures far more frequently in visuals (277 vs. 67; bias ratio 4.13) and texts (233 vs. 111; bias ratio 2.10), indicating that they actively interpreted male dominance in the textbook's content. The results confirmed that textbooks shaped gendered inequality through implicit communication. The Alpha generation, shaped by constant exposure to digital narratives, may internalize patterns that hinder equitable educational goals. This study suggested that textbooks express social values and educators should create books that offer inclusive perspectives on gender roles to promote gender equality in education.

In Bangladesh, EFL learning in Aliya madrasas is still questionable as the English language proficiency of the students are far below the acceptable level. According to BANBEIS and World Bank (2018), there are huge dropouts that occur at Dakhil (equivalent to secondary) level in majority Aliya madrasas due to receiving failing grades in English language courses regularly. The poor English language proficiency of Madrasa students is also a result of ineffective teaching and insignificant use of target language by EFL teachers at Dakhil level. Therefore, EFL teachers at Dakhil level in the Aliya madrasas in Bangladesh need to have a very good oral proficiency of English language along with their content knowledge for effective teaching and learning. The purpose of this study was to examine the CLP (classroom language proficiency) of the teachers at Dakhil level who are currently teaching English language in different Aliya madrasas in Bangladesh. This research also investigated EFL learning and teaching in Aliya madrasas using classroom observation and explored the prevailing teaching methods of the teachers. Following qualitative methods of classroom observation and interviews, data were collected from thirty currently practicing teachers who are working at the secondary level in the Aliya madrasas in Bangladesh. Major findings revealed EFL teachers poor proficiency in the usage of target language, as the classroom observations reported I) Insignificant use of TL inside classrooms II) inadequacy in learner interaction using TL, III) limited scope for learner participation IV) lecture based classrooms V) vast use of native language VI) TTT beyond limits etc. Therefore, this research came up with some recommendations that may help to bring qualitative changes among the teaching learning situation in the Aliya madrasas in Bangladesh.

The study aims to elucidate the interdisciplinary perspective of folklore studies and arts-based research (ABR), focusing on the novelization of traditional stories to strengthen character education. An interdisciplinary perspective on language, literature, art, and education studies is employed to investigate how traditional folklore can be re-created through creative literary endeavors. Using an ABR qualitative research design, preceded by realist ethnographic research and in-depth character content analysis, this study explores the complexities of transforming oral traditions into written narratives, emphasizing the role of artistic interpretation in preserving cultural heritage and values. The steps of ABR are carried out through comparative data, literature review, and analysis of art practices of the selected traditional stories for their new adaptation. The results show that the folklore (legend) of Raden Alit has three variants. The variants teach about the values of religiousness, nationalism, independence, cooperation, and integrity. The variants of the Raden Alit folklore (legend) can be combined and transformed into a novel (didactic literature) through the six stages of the creative process of fiction-based research (FBR) design, which is part of arts-based research. The implications of this research are essential for socio-cultural in the contemporary context because it is relevant to the preservation and dissemination of cultural heritage. By integrating insights from folklore studies, literary analysis, and artistic practice, this study contributes to an emerging interdisciplinary research field. It offers valuable insights into the transformative potential of arts-based approaches to preserving and disseminating traditional folklore.

Gender equality is a consideration that must be addressed in the preparation of learning materials. Therefore, analyzing textbook learning materials from a gender equality perspective is essential. The purpose of this study is to identify the reality of gender equality in the learning materials of the 2020 Arabic textbook for MTs (Ministry of Religion) and the 2017 Arabic textbook for SMP (Ministry of Education and Culture). This study employs a qualitative method, using documentation and quotation techniques to collect data and content analysis to analyze the data. The results indicate that both textbooks represent gender equality in their instructional content, as evidenced by the identification of gender equality themes within the instructional content, such as: equality in roles and relationships, equality in rights and opportunities, equality in economic and social development, and equality in education and potential development. Additionally, gender equality subjects were found in various forms, such as: names of people, isim mudzakkar and muannats, isim dhamir (ghaib, mukhatab, dan mutakallim ma’al ghair), isim isyaroh lil ‘aqil (qorib and ba’id), isim maushul lil ‘aqil, and fi’il mudzakkar and muannats. These results can serve as a reference for improving the quality of Arabic-language teaching materials to be gender-equitable, thereby ensuring that students' understanding of gender equality in these materials is balanced. This study recommends developing Arabic-language teaching materials grounded in gender equality.

This study aimed to examine the influence of educational background on students' perspectives on English-language ability in Indonesia by analyzing language skills and the factors that both challenge and support their development. This study employed a qualitative method, and descriptive analysis was conducted using a questionnaire completed by 34 students from high school, vocational high school, Madrasah, and boarding school. Meanwhile, the interview data were analyzed using thematic analysis techniques. The findings showed that students from high schools and vocational high schools excelled in Writing and Reading. School curricula place greater emphasis on writing skills than on oral communication skills. Reading proficiency is relatively high, indicating that students have access to and reading habits with English-language texts, including textbooks, articles, and other media. On the other hand, listening and speaking remain significant challenges for students, likely due to limited direct or audio exposure to English conversations and, for speaking, to limited practice in academic settings. External factors, such as exposure to English-language media, improve students' English-language skills, although psychological support and English-course experiences remain limited. This study suggests the need to improve language skills and to develop an environment that supports more active English-language practice.