Learning Context Research Articles

Socio-Emotional Competencies in Primary School Through A Social Constructivist Approach

Theme: The social constructivist approach allows to establish processes of transformation in the educational field, guiding the motivated participation of the teacher and the concentration of efforts to promote socio-emotional competencies. Objectives: This article, derived from the doctoral research process, had as its general objective: To interpret the different pedagogical conceptions on the development of socio-emotional competencies guided through teaching under a social constructivist approach applicable in basic primary education. Therefore, the specific objectives were: 1. To identify the different pedagogical conceptions of the teacher on teaching with a social constructivist approach in basic primary education of the public educational institution. 2. To describe the pedagogical experiences on the development of socio-emotional competencies in basic primary education in public educational institutions. Method: maintains a qualitative approach, under the socio-critical paradigm, using hermeneutical phenomenology as a method based on the case study, in which six moments or phases were followed. The participants were ten teachers linked to the Luis Carlos Galán Educational Institution in the municipality of Villa Garzón de Putumayo, to whom inclusion and exclusion criteria were applied, as well as informed consent. The collection instruments were the focus group and semi-structured interview scripts, validated through expert judgment. Conclusion: Social constructivism as a support approach for the development of socio-emotional competencies implies highlighting the importance of social contact and the relevance of the learning context, showing the need to address the processes of social interaction.

Identifikasi Kesulitan Belajar Siswa dalam Pembelajaran Bahasa Indonesia di Kelas XI MAS Al Jam’iyatul Wasliyah 22 Tembung

This research aims to identify students' learning difficulties in learning Indonesian in class XI MAS Al Jam'iyatul Wasliyah 22 Tembung. This research uses a qualitative approach with descriptive methods. The research subjects were class XI students, selected purposively. Data was collected through observation, interviews and documentation studies. The research results show that the learning difficulties experienced by students include four main aspects: (1) listening difficulties (2) speaking difficulties (3) reading difficulties (4) writing difficulties. Factors causing learning difficulties include lack of motivation to learn, minimal mastery of vocabulary, and less varied learning methods. This research recommends using more interactive and contextual learning methods to improve students' understanding of Indonesian language material. In addition, teachers are expected to be able to provide more intensive guidance to overcome students' learning obstacles, so that learning objectives can be achieved optimally.

Universal design of educational psychology? Improving theory and application by focusing on students with disabilities

Including students with disabilities is critical to the relevance and application of educational psychology theory and research. In this article, I draw on the Universal Design for Learning framework, focusing on three tenets to chart a path toward inclusivity. These include, first, expecting and designing for human variation to broaden and enrich theoretical understanding. Second, I describe how the tenet that designing for specific learners benefits all encourages researchers to focus on the varied learning contexts of students with disabilities. Third, the tenet of focused goals allowing for flexible means of reaching them is used to inform practical strategies for inclusive research. Self-determination theory and social and emotional learning are used as examples for the application of these tenets to broaden theory and research, with consideration around novel questions and expanded research methods.

A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students

BackgroundStudents’ psychological wellness is one of the key elements that improve their well-being and shape their academic progress in the realm of language learning. Among various strategies, physical exercise emerges as an effective approach, allowing learners to manage their emotions considerably.MethodsEmploying a quasi-experimental research design, this study examines the impact of a three-month physical running exercise intervention on emotional regulation behaviors among L1 (Arabic language) and L2 (English as a foreign language learning) students. Data was collected at three (pre-test, mid-test, and post-test) intervals, focusing cognitive reappraisal (CR) and expressive suppression (ES) the key constructs of emotional regulation.FindingsThe results showed that the emotional regulation abilities of both groups were considerably impacted by the physical running exertion and differed significantly, with students’ CR skills significantly improving and their ES decreasing over time. However, no significant interaction effect between time and (L1 and L2) groups’ CR was observed, suggesting that physical exercise universally benefits cognitive reappraisal regardless of the language learning context. Conversely, a significant interaction effect was observed in students’ ES, with L2 students experiencing more reduction compared to their L1 counterparts, highlighting the unique emotional challenges faced by L2 learners and the effectiveness of physical activity in mitigating these challenges.ConclusionThe results highlight the importance of physical exercise in enhancing emotional regulation abilities among students, particularly in a second language learning context. Given this, regular physical activity programs should be incorporated into educational curricula to support students’ emotional well-being and academic success. It further offers insightful recommendations for teachers, students, administrators, and policymakers to optimize physical exercise integration in higher education.

Adapting Curriculum and Materials for Distance Learning: Strategies for Effective Distance Education

This research addresses the importance of adapting distance learning curricula and materials to develop effective and appropriate teaching strategies to meet the diverse needs of students. In a learning context where there is an increasing reliance on technology and limited face-to-face interaction, to ensure that the learning process is inclusive, flexible and meets the expected quality standards of education, curriculum adaptation is essential. This research aims to identify and develop strategies to improve the effectiveness and quality of distance learning, focusing on student engagement, motivation and active participation in the learning process. This research uses a case study approach to analyze the different curriculum adaptation methods used in online and offline learning. These methods include the appropriate utilization of digital technology, the application of interactive learning approaches, and the design of educational materials that are easily accessible and comprehensible to students from various backgrounds. Research shows that such adaptive strategies increase student engagement, material comprehension and learning satisfaction. In summary, adapting PJJ curriculum and materials not only improves learning effectiveness, but also plays an important role in fostering student independence and is essential in meeting the challenges of education in today's digital era.

A review of Readlang: Multilingual e-reader for language learners

Reading is a critical skill in language acquisition involving various cognitive and linguistic processes. A good size of vocabulary is required for reading comprehension. However, language learners have been reported to face challenges in grasping unfamiliar words. Recent technological advances might assist learners in language learning in this regard. One instrument is Readlang – a web-based technology that allows users to translate words and phrases in any text on any website. Given the potential pedagogical benefits, this review intends to evaluate Readlang, outlining its features, tackling its affordances for reading skills, and delineating its impediments. Results suggest that Readlang could foster language learning and practice in higher education contexts.

Development of Mathematics Learning Tools Using Hopscotch Games to Enhance Students' Creative Thinking in the Topic of Plane Figures' Area

The creative thinking ability of students in mathematics remains very low in practice. Creative thinking skills can be enhanced through contextual mathematics learning by connecting mathematics to everyday life, and one of its examples is the use of hopscotch games. However, in reality, there are no existing learning tools that incorporate games to improve students’ creative thinking skills. This study is a developmental research aimed at designing mathematics learning tools with hopscotch games on the topic of the area of plane figures, aligned with the Merdeka Curriculum. The development model used is the 4D model. Data collection techniques include observation, tests, and questionnaires. Validity is determined through the validation results of teaching modules, student worksheets and test packages. Practicality is assessed from observations on the implementation of the learning tools, while effectiveness is measured by learning mastery, N-Gain category, student response questionnaires, and statistical tests. The research results indicate that the developed learning tools meet the criteria of being valid, practical, and effective. The validity coefficients for the teaching module, student worksheets and test packages are 3.38, 3.31, and 3.43. The observation results for the implementation of the learning tools achieved a score of 3.83, categorized as high. The classical mastery percentage reached 76.5%, with 100% of students in at least the medium N-Gain category. Students’ responses were positive, and there was a significant influence of the implementation of mathematics learning tools with hopscotch games on improving students’ creative thinking skills. Therefore, these learning tools are deemed feasible and effective for enhancing students’ creative thinking abilities through hopscotch games.

Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts

ABSTRACTIn this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entanglements of emotions to explore the multiple ways translanguaging is connected to, and part of, one's language education. Emotion is enmeshed within local modes of translanguaging, and it is bound up with changing modes of translingual resources embedded within translanguaging. It is entrenched in the everyday translanguaging practices of language teachers and learners in the classroom. From this perspective, unpacking translingual entanglements of emotions through translanguaging is essential, and we achieve this through an examination of recent literature that explicitly and implicitly addresses language teacher and learner emotion in relation to translanguaging.

Strategi Pengembangan Kompetensi Bahasa Inggris bagi Pengelola Wisata di Teluk Tomini melalui Perkampungan Bahasa

This study aims to identify the needs and design a teaching module for improving the English language skills of tourism managers in Tomini Bay. The ability to speak English is a crucial skill for competing in the global tourism market, especially in destinations aiming for international recognition. According to the survey, most tourism managers have limited English proficiency, particularly in speaking with foreign tourists. Findings show that 70% of respondents lack confidence in communicating in English, while 85% prefer hands-on learning methods like simulation or role-play. Thus, the Language Village program is designed as a practical solution, emphasizing real-world English learning contexts. This training is expected to enhance tourism service quality, improve English proficiency among managers, and directly contribute to the local community's economic welfare. The developed teaching materials focus on enhancing professional communication skills in the tourism industry.

Quantum algorithms for enhanced educational technologies

Quantum computing is the beginning of a new age for diverse industries, and educational technologies will significantly benefit from such quantum developments. This is a novel approach, applying quantum algorithms to enhance educational technologies, with no previous studies addressing the integration of quantum computing for personalized learning, data security, and resource optimization in such a comprehensive manner. It is in this context that the present paper delves into the role of quantum algorithms in education ecosystems and focuses on their capacity for transforming both learner and institution personalization, resources management, and secure data protection in learning contexts. Modern quantum algorithms like Grover’s Algorithm and Quantum Annealing support various functionalities like rapidity in processing as well as instantaneous flexibility towards customization of learning resources for the students and proper optimization of the learning trail. Also, quantum cryptography provides reliable security and prevention against future attacks on cyber security hence providing safe means of transferring educational data. Unfortunately, the use of these technologies in learning institutions has not been without some problems. Some of the challenges are the creation of well-functioning quantum hardware, functional software solutions, the application of data ethically, and others. This study presents a balanced view of the positive impacts as well as the technical and ethical implications of quantum technologies in education. In this respect, the paper advances theoretical and practical knowledge about what quantum computing could potentially do to reshape education. In conclusion, the findings of this study have revealed that more scholarly and collaborative research should be conducted in order to eliminate the existing obstacles to the use and exploitation of potential benefits of quantum computing in the educational system.

Diving Deep Into the Relationship Between Speech Fluency and Second Language Proficiency: A Meta‐Analysis

AbstractAbundant research has indicated fluency features as meaningful predictors of second language proficiency. However, the extent to which different fluency dimensions and features can predict proficiency remains underexplored. This meta‐analysis employed a multilevel modeling approach to synthesize fluency–proficiency relationships from 71 empirical studies from 1959–2023. Additionally, we examined several moderator variables, including task type, learning context, age, and proficiency measure. The correlations found were strongly positive for speed (r = .55), moderately positive for productivity (r = .38), moderately negative for breakdown (r = −.33), and weakly negative for repair (r = −.11). Moderator analyses revealed that task, learning context, and proficiency measure influence fluency–proficiency relationships in the repair, productivity, and speed dimensions, respectively. Post hoc analyses also suggested that the operationalization of breakdown features might make a difference in fluency–proficiency relationships. This study has both theoretical and methodological implications for second language fluency research.

Rethinking regulatory responsibility: equitable participation in work-integrated learning

ABSTRACT The final report of the Australian Universities Accord consultation process highlighted the impact of work-integrated learning requirements on students’ ability to complete professional qualifications, conceptualising equity in terms of a need to ensure ‘equitable participation’. This article uses the case of social work education to explore regulatory impediments to equitable participation. Professionally accredited social work degrees include some of the lengthiest work-integrated learning requirements in Australia. Prior research has identified deleterious consequences of work-integrated learning requirements for students, attributing responsibility for mandatory requirements to professional accreditation standards. Academic accreditation policy offers a different perspective on responsibility. Interpretive policy analysis of recent advocacy and subsequent policy responses illustrates how different interpretations of responsibility for effecting change can generate roadblocks to implementation. This article situates work-integrated learning in the regulatory context, identifying conflicting policy interpretations as an implementation challenge for the commitment to equitable participation.

Exploring the Current State of Information Literacy Education: A Systematic Literature Review

Information Literacy Education is a skill taught to students of various educational levels, from elementary school to college and even postgraduate programs. This research aims to present the current state of Information Literacy Education, identify the dominant research themes, the methods of teaching and learning used, the context of learning in which the skill is taught, and recommends future research development in related fields. A systematic literature review was conducted using large electronic journal databases such as Taylor and Francis, and Science Direct, which obtained 37,633 articles. Furthermore, The PICOC and PRISMA protocols were applied to analyze 17 relevant articles and identify 14 themes in learning, 14 learning methods, 12 research methods used, and 7 scientific fields in the implementation of Information Literacy Learning from 2017 to 2021. These results provide direction for future research and contribute to enhanced information literacy curriculum development, effective integration of information literacy in specific disciplines, transitioning to online information literacy instruction, development of engaging and interactive information literacy modules, assessing learning outcomes and informing instructional strategies, collaboration and professional development in information literacy, diverse and effective teaching methods, and advancements in research methods for information literacy.

Towards Campus Integrity: Integrating Anti-Corruption Education with Islamic Religious Education

The widespread corruption in Indonesia is a major obstacle to the country's economic and social progress. Instilling anti-corruption values in the next generation is a critical responsibility of higher education institutions. This study looks at how Islamic Religious Education classes in Indonesian universities have begun to incorporate lessons about against corruption. The faculty and students of Bhinneka PGRI University participated in a qualitative case study. Documentation, in-depth interviews, participant observation, and focus groups were used to obtain facts. The findings demonstrated that a number of strategies were employed to incorporate anti-corruption education into Islamic Religious Education courses. These included reviewing the curriculum and syllabus, creating interactive teaching materials and methods, and organising student activities to promote a culture that rejects corruption. Integrity, compassion, autonomy, discipline, responsibility, hard work, simplicity, courage, and fairness are nine anti-corruption principles that were found to be included in the course materials. Additionally, a number of successful learning strategies were implemented, including learning through projects, learning in context, learning in collaboration, learning through discovery, value clarification tools, and modelling good behaviour. Students are encouraged to cultivate their character and integrity through the incorporation of anti-corruption instruction within Islamic Religious instruction classes. This will equip them to take on leadership roles in the fight against corruption in the future. University syllabi should incorporate anti-corruption education, according to this report, and additional research into alternative learning modalities should be pursued to foster an anti-corruption culture on campus.

The Impact of EFL Learners’ Sociobiography on Language Learning Anxiety

This study examined the effects of EFL learners' sociobiographical factors (age, gender, and multilingualism) on their language learning anxiety. The research employed a quantitative approach with comparative analysis methods to investigate how these sociobiographical variables influence anxiety levels among language learners. Data analysis through t-tests revealed statistically significant correlations between sociobiographical variables and language learning anxiety, with p-values less than 0.05. The findings provide valuable insights into the complex relationship between learners' backgrounds and their anxiety in language learning contexts. These results have important implications for developing targeted teaching strategies and support systems aimed at creating more inclusive and effective EFL learning environments. The study addresses existing gaps in the literature and offers guidance for future educational policy and practice.

The Promise of Belatedness for Africa-Based Scholarship

ABSTRACT A regular response to scholarly submissions by Africa-based scholars to academic publications, research fellowships and funders, is that these submissions tend to be out of tune with current debates in their fields, or seemingly preoccupied with questions deemed dated in other scholarly contexts. This charge of belatedness is often framed in the diction of lack – lack of originality, lack of theoretical rigour, out of step with contemporary debates in the field of study, redundant, in a word, belated. This paper argues that this charge of belatedness is often misdiagnosed as resulting from lack of access to cutting edge scholarship from elsewhere, and therefore, addressed through temporary attempts to make these resources available. This diagnosis misrepresents deeper systemic problems in the African academy and the knowledge landscape, where academic vernaculars from the global north masquerade as normative frameworks of what quality scholarship should look like. The article proposes that rather than playing catch-up to these vernaculars-masquerading-as-norms, there is value in lingering on the specificities of African research contexts and the questions these contexts pose, as this creates scope for Africa-based scholars to produce work that turns the presumed belatedness of the questions provoked by our contexts into a generative catalyst for original scholarly interventions. I propose what I term a halafu ethic of hospitality to multiple lines of thought to demonstrate this promise of belatedness through three examples of scholarly work produced by Africa-based African scholars: Antjie Krog, Nosisi Mpolweni and Kopano Ratele’s There was this Goat: Investigating the Truth Commission Testimony of Notrose Nobomvu Konile (2009), my book, A Death Retold in Truth and Rumour: Kenya, Britain and the Julie Ward Murder (2015) and Hugo Canham’s Riotous Deathscapes (2023). A halafu ethic, paired with intentionality about the double-addressivity of Africa-based scholars’ research, offers a modest, yet potentially ground-shifting strategy to counter the charge of belatedness and its co-optive power.

Designing inclusive tech playful educative solutions for visually impaired learners in STEM education

Education in science, technology, engineering, and mathematics (STEM) is essential to achieving continued technological advancement. The most critical years for instilling knowledge are during childhood, and a strategic way to accomplish this is through playful materials. Therefore, there is a need to develop more inclusive solutions to achieve the good inclusion of visually impaired (VI) learners in this learning area. Despite their importance, specific design guidelines are scarce for developing playful, educational solutions for VI learners in STEM. Qualitative research was conducted through interviews and observations of the interactions between VI Learners playing an audio game and tactile 3D printed blocks, which covered an age range of young participants aged 8–18 years and adults aged 30–40 years in Taiwan. Surprisingly, the results showed that the combination of tangible and audio elements for playful purposes opens the way for students to show interest during educational interactions and, at the same time, allows them to understand the concept, especially when presented in different game missions but repeating the same principle/concept. In conclusion, there is a need for more inclusive strategies and approaches for playful STEM tools for VI learners, and one important aspect of achieving this is design guidelines. This study aims to understand the educational context of VI learners and their interactions when playing with educational materials to learn STEM concepts and develop design guidelines for the future development of playful STEM educational games.

A Review on English-Medium Instruction (EMI) in Teaching and Its Effects on University Students’ English Proficiency and Content Learning

English-Medium Instruction (EMI) has gained prominence globally as higher education institutions (HEIs) adopt English to teach academic subjects, particularly in non-Anglophone regions. This review explores the implementation and impacts of EMI on students' English proficiency and content learning in various contexts, including Taiwan, the UAE, Malaysia, and Thailand. EMI has been driven by globalization, institutional internationalization, and the perceived advantages of enhancing students’ career prospects and mobility. While EMI has successfully improved English language skills, its effects on content learning remain inconclusive, with studies showing varied outcomes. Key challenges include linguistic barriers, cultural mismatches, insufficient institutional support, and concerns over linguistic and cultural identity erosion. Notable issues such as limited English proficiency often hinder students' ability to fully engage with course material, leading to disparities in academic outcomes. The review also highlights the diversity of EMI implementation across educational levels and regions, ranging from partial integration in Chinese universities to fully English-medium programs in European HEIs. The findings underscore the importance of policy support, bilingual teaching strategies, and adequate teacher training to address the challenges associated with EMI. Ultimately, while EMI enhances international competitiveness and student employability, its broader implications for equity, cultural preservation, and effective content delivery warrant further investigation. This review calls for more rigorous research to explore the intersection of language proficiency, academic ability, and content mastery in EMI settings.

Exploring Engagement Opportunities for Autistic Children: Using AAC as a Controller in a Wizard-of-Oz Coloring Game

Autistic children face significant challenges in vocal communication and social interaction, often leading to social isolation. There is evidence that Augmentative and Alternative Communication (AAC) offers support to mitigate these challenges, enabling them to communicate with non-vocal means through forms of AAC, such as speech-generation devices (SGDs). However, the adoption and use of SGDs are hindered by several factors, including the large amount of practice required to learn to use SGDs and the limited options for highly engaging social learning contexts. Our study introduces the novel approach of using SGDs as game controller for digital and interactive games. With three design goals guiding our work, we conducted a Wizard-of-Oz formative case study with five participants aged 3-5 years, who were learning to use their SGD. We simulated a digital coloring game, integrating the speech-generated output of the participant's SGD to function as the game's controller. From this case study, we observed that all participants engaged with the game using their SGD for at least one turn, and two participants also engaged in emerging joint attention responses with the game and game's facilitator. This paper discusses these findings and contributes directions for future research, with suggestions for the design of future SGD-controlled games and exploration of social connection and collaboration between autistic children who use AAC and their caregivers, siblings, and peers.

Increasing Student Engagement and Understanding through Project-Based Learning on Asmaul Husna Materials

This research aims to improve the understanding of grade VII students of SMPIT Iqra’ Bengkulu City towards Asmaul Husna (Al-‘Alim, Al-Khabir, As-Sami’, and Al-Bashir) through the application of a project-based learning model. The research was conducted on grade VII students of SMPIT Iqra’ Bengkulu City in semester 1 (odd) of the 2024-2025 school year. The method used is Classroom Action Research (PTK) with a cycle design consisting of four stages: planning, action, observation, and reflection (Kemmis & McTaggart, 2023). The results of the study show that the application of this project-based learning model has succeeded in increasing student involvement in learning, understanding of the concept of Asmaul Husna, and the average score of student learning outcomes. In the pre-cycle stage, of the 12 students who were the subjects of the study, only 5 students (41.7%) achieved learning completeness with an average score of 72.5, while 7 students (58.3%) had not completed it. In the first cycle, there was an increase with 7 students (58.3%) achieving completeness and the average score increased to 79.6, while 5 students (41.7%) were still incomplete. In the second cycle, the level of completeness increased significantly to reach more than 80%, indicating the success of the implementation of this learning model. This study emphasizes the importance of an interactive and contextual learning approach to integrate religious values into the teaching and learning process (Arends, 2012; Trianto, 2010). Thus, the implementation of Project-Based Learning not only improves academic outcomes but also makes an important contribution to the formation of students’ religious character through innovative learning (Mulyasa, 2014; Sanjaya, 2016).