Pedagogical Value Research Articles

This study investigates how English as an Additional Language students in a non-English medium instruction university context seek, understand and utilize translingual digital feedback during academic writing. Framed by translingual practice, the study reports a semester-long case study of five undergraduates in China. Data comprised screen recordings of composing sessions (researching, outlining, drafting, revising), successive drafts and two rounds of semi-structured interviews. A thematic analysis combining deductive and inductive coding traced how students engaged with translingual digital feedback to construct their English as an Additional Language writing. Findings reveal a staged, recursive workflow: learners primarily leveraged Chinese feedback resources to scaffold conceptual understanding, surface key terms and structure outlines, then turned to more English feedback resources to verify terminology, align stance and genre moves, and refine lexical/grammatical expression. Students perceived this orchestration as efficient and confidence-building, yet flagged risks of ‘Chinglish’ and rhetorical mismatch. The study contributes to the construct of translingual digital feedback and demonstrates its pedagogical value for writer agency and iterative development in English as an Additional Language writing.

This study investigates the relationship between VARK learning styles (Visual, Auditory, Read/Write, and Kinesthetic) and student learning outcomes in the Instructional Media course within the Home Economics Education Program at the Faculty of Engineering, Universitas Negeri Semarang. Understanding diverse learning styles is essential to supporting effective instruction; however, mismatches between students’ preferences and teaching approaches are frequently observed. A quantitative survey design was employed, in which students’ learning styles were identified using the VARK questionnaire, while final course grades were obtained through academic records. Data were analyzed using the Spearman rank correlation and the Kruskal-Wallis test. The results indicated no statistically significant correlation between learning styles and learning outcomes (ρ = 0.018; p = 0.916), and no significant differences in outcomes across learning style groups (H = 1.585; p = 0.663). Despite the lack of statistical significance, descriptive analysis revealed that students with multimodal learning preferences tended to achieve higher average scores than their unimodal peers. These findings suggest the pedagogical value of accommodating diverse learning styles, particularly through flexible and multimodal instructional strategies.

This systematic review paper examines the pedagogical value of utilizing Quizizz to enhance mathematics instruction within secondary education. Guided by the PRISMA 2020 framework, the review analyzed 25 peer-reviewed studies published between 2015 and 2024, sourced from ERIC, ScienceDirect, and SpringerLink. The database searches employed specific search terms, such as “Quizizz AND mathematics,” “formative assessment AND Quizizz,” “educational games AND mathematics classroom,” and “student motivation OR Quizizz,” to ensure comprehensive coverage of relevant literature. A thematic synthesis approach was utilized, involving coding, the grouping of descriptive themes, and the generation of analytical themes to analyze the findings. The review particularly focused on Quizizz's effects on student engagement, motivation, academic performance, formative feedback, and differentiated instruction, with Self-Determination Theory (SDT) serving as the guiding framework. The results indicated that Quizizz consistently promotes active participation and motivation, with multiple studies reporting higher test scores and improved attitudes toward mathematics compared to traditional instructional methods. Quizizz facilitates real-time formative assessment, provides instant feedback, and enables educators to adjust their instructional strategies accordingly. Its gamified features, including avatars, leaderboards, and self-paced learning, create an interactive environment that supports autonomy, competence, and relatedness, as articulated by SDT. Furthermore, Quizizz allows for differentiation, accommodating students with varying skill levels to engage at their individual pace. These findings underscore the tool's potential to render mathematics classrooms more inclusive and effective. The review concludes with recommendations for integrating Quizizz with other pedagogical approaches and emphasizes the necessity for further research in rural and under-resourced contexts to ensure equitable access.

This study investigates the impact of gamified learning through Duolingo on the vocabulary mastery of EFL students and its subsequent effect on reading Skill. Grounded in theories of gamification, self-regulated learning (SRL), and the Octalysis Framework, the research employed a quasi-experimental design involving 62 eleventh-grade students at one Senior High School at Mojokerto, East Java, divided into an experimental group using Duolingo and a control group taught with conventional methods. A vocabulary test consisting of 25 items across five reading-based indicators was administered as both pre-test and post-test. Several statistics step were applied to analyze the data. Further analysis across five indicators revealed that the most notable gains were in students' ability to recognize word meanings in context and apply vocabulary in varied reading tasks. These findings highlight the pedagogical value of Duolingo in improving not only vocabulary acquisition but also its application in reading skill. Gamified language learning platforms are thus recommended as effective tools to support vocabulary development in EFL contexts.

Abstract One of the most influential articles in the history of literacy education has been ‘A Pedagogy of Multiliteracies: Designing Social Futures’ co‐written by the New London Group in 1996. This seminal article introduced multiliteracies pedagogy, developed the theoretical framework for why it was needed, and outlined how teachers, curriculum planners and policy makers should implement the pedagogy. The article called for classroom‐based research to establish the evidence, lacking at the time, to support that the pedagogy of multiliteracies improves student literacy outcomes. Recent reviews claim that the generation of research following the foundational article produced evidence that multiliteracies pedagogy improves several literacy outcomes. However, existing reviews have not followed systematic review protocols typically required for concluding that a pedagogy is evidence‐based, so it remains unclear what evidence exists from (quasi‐)experimental classroom research. This paper reports on a systematic review of 20,581 studies published since 1996 with the aim of clarifying the extent to which multiliteracies interventions have reported positive effects on any literacy outcome (K‐12), in any country, through experimental/quasi‐experimental research designs that measured outcomes against control/comparison groups. The result is an ‘empty review’, meaning no studies were found. These results point to an important limitation on claims about the pedagogical value of multiliteracies in raising literacy outcomes. With recent movements toward evidence‐based practices, this study points toward opportunities for (quasi‐)experimental studies to be conducted that can provide teachers with a more robust evidence base and clarity around which aspects of multiliteracies pedagogy improve which literacy outcomes. Context and implications Rationale for this study: The Pedagogy of Multiliteracies (NLG, 1996) has influenced the history of literacy education. No review exists of (quasi‐)experimental interventions that evaluate their effectiveness. Evidence from (quasi‐)experimental research designs is fundamental to international discussions concerning effective pedagogy. This systematic review of (quasi‐)experimental studies assessed the evidence that multiliteracies pedagogy improves K‐12 literacy outcomes. Why the new findings matter: It has been claimed that the pedagogy of multiliteracies has been tested and improves literacy outcomes. The results of this study suggest such claims are open to academic debate. While multiliteracies has admirable ideas, and potentially evidence from qualitative research, the review found no evidence of positive outcomes from (quasi‐)experimental research. Implications for practitioners, policy makers and researchers: A generation after initial publication, empirical evidence that the pedagogy of multiliteracies improves any literacy outcome is insufficient to inform teaching practice. This is unusual given multiliteracies' immense international influence on curriculum, research, funding and public policy. More research should be done on the pedagogy, using a wider range of research methods.

This study analyzes the implementation of mathematical modeling of real-world phenomena as a strategy to promote meaningful learning in Early Childhood, Basic, and High School levels of Ecuadorian public institutions. A mixed-methods, descriptive, and correlational design was applied, using questionnaires and interviews with teachers and students to identify perceptions, practices, and outcomes related to the use of modeling. The findings reveal that this methodology enhances conceptual understanding, motivation, and active student participation by linking mathematical content to real-life contexts. Likewise, limitations were observed regarding the lack of teacher training and didactic resources. Qualitative results highlight the pedagogical value of modeling as a tool for critical reasoning and the transfer of knowledge to everyday situations. It is concluded that mathematical modeling represents an innovative and inclusive pedagogical approach that fosters the development of cognitive and socio-emotional skills, thereby strengthening educational quality within Ecuador’s public education system.

Introduction Simulation-Based Learning (SBL) is a transformative approach in medical education, providing a safe environment for skill acquisition and refinement. This study assessed the perceptions and effectiveness of SBL among fourth-year medical students at a private medical school in a developing country, addressing the critical need for robust training amidst healthcare complexities and limited clinical exposure. Methods A retrospective, cross-sectional design analyzed anonymous survey data from 132 fourth-year medical students (Clinical Clerks) at the Ateneo School of Medicine and Public Health. Students participated in mandatory SBL activities across various clinical disciplines during the 2023–2024 academic year. A web-based, custom questionnaire with a 5-point Likert scale and open-ended questions was used. Voluntary participation was considered implied informed consent. Quantitative data were analyzed using descriptive statistics and Spearman's rank correlation; qualitative data underwent thematic analysis. Ethical approval was obtained from the Ateneo de Manila University Research Ethics Committee. Results All 132 students completed the survey (59% female, mean age 27 years). Students overwhelmingly perceived SBL as a valuable teaching modality (mean Likert score 4.5, median 5), agreeing it enhanced their learning, facilitated skill application, improved knowledge retention, and deepened clinical concept understanding. Significant positive correlations were found between perceived SBL usefulness and enhanced clinical concept comprehension (ρ=0.5576), clinical decision-making (ρ=0.6616), and psychomotor skills (ρ=0.6204). Qualitative feedback highlighted direct exposure to scenarios, a safe learning environment, and hands-on practice as key benefits. Challenges included inconsistent equipment realism, scheduling conflicts, and inconsistent instruction. Discussion This study confirms that medical students positively perceive SBL as an effective educational tool for clinical preparedness. While benefits are clear, addressing challenges related to equipment realism, scheduling, and consistent instruction is crucial for optimizing SBL's role in preparing future medical professionals, particularly in resource-limited settings and unique academic programs.

ABSTRACT Integrated STEM education (iSTEMe) is increasingly emphasized in educational reforms around the world. These reforms prompted curricular changes in many countries, including Spain. In the Autonomous Community of Valencia, a new curriculum model was introduced that organized both STEM and non‐STEM subjects into broader interdisciplinary domains, designed to be taught through an integrated approach. However, the success of such reforms largely depends on teachers, who are the primary agents of educational change. This underscores the importance of understanding their motivation and intention to implement iSTEMe. Drawing on the expectancy‐value‐cost model, this study examined secondary education teachers' motivations toward iSTEMe, with a particular focus on STEM teachers, who comprised 70.2% of the total sample ( N = 439). The research addressed four key questions: RQ1. What are secondary school teachers' expectancies for success, values, perceived costs, and intentions to implement iSTEMe?; RQ2. How do secondary school teachers' expectancies for success, values, perceived costs, and intentions to implement iSTEMe vary according to sociodemographic characteristics?; RQ3. To what extent are secondary school teachers' expectancies for success, values, and perceived costs related to their intentions to implement iSTEMe?; and RQ4. To what extent do sociodemographic characteristics mediate the relationship between teachers' expectancies for success, values, and costs and their intention to implement iSTEMe? Multivariate analysis and Partial Least Squares Structural Equation Modeling revealed that teachers generally feel unprepared to implement iSTEMe, perceive limited pedagogical value in it, and associate it with significant instructional and learning challenges. Consequently, their intention to adopt iSTEMe was low, and this was associated with the perceived lack of pedagogical value. These findings raise concerns about the feasibility of iSTEMe reforms, which may struggle to succeed without stronger support and greater teacher engagement.

This study investigated the impact of using multiple representations in teaching selected physics topics, specifically sound and waves, to senior high school students in Ghana. An action-research design was employed with an intact class of 30 form two students purposively sampled. Various representational formats including visual, text, graph, diagrammatic, and mathematical representations were incorporated during lessons. The main data collection instruments were achievement tests and classroom observation over five lessons. Findings revealed that students demonstrated improved skills in diagrammatic, graphical, verbal, and mathematical representations, with a notable enhancement in their cognitive achievement on physics concepts relating to sound and waves. The intervention engaged students actively in classroom discourse, promoting higher motivation, interaction, and participation. Quantitative analysis showed significant gains in students' ability to correctly solve physics problems using multiple representations compared to pre-intervention results. The study concluded that employing multiple representations supports conceptual understanding and problem-solving skills, counteracting the limitations of traditional lecture-based teaching that often leads to rote memorization and low engagement. The use of diverse representations facilitated students' development of science process skills such as graph drawing and diagrammatic reasoning. Recommendations include integrating multiple representations consistently in physics curricula, encouraging collaborative learning, and providing teacher training on implementing these strategies. The findings underscore the pedagogical value of multiple representations and provide a basis for adopting similar approaches to improve science education outcomes in Ghana and beyond.

Semi-open-ended questions (SOE) are commonly used in online foreign language assignments; however, the effects of online feedback on these question types have received limited research attention. To address this gap, the present study employed an instructor survey and an in-class experiment to investigate how different forms of immediate feedback to SOE questions influence learning outcomes and judgment of learning (JoL). Survey findings revealed that although most instructors had access to platforms enabling immediate feedback, few utilized this feature for open-ended questions. Moreover, a majority of instructors believed that the most effective approach was to provide both correct responses (CR) and elaborated feedback (EF). Contrary to these beliefs, our experimental findings demonstrated that CR alone—feedback that simply provides the correct answer—was more effective than more complex feedback conditions, including a combination of CR and EF. Students who received CR required the least time, achieved the highest learning gains and reported stronger JoL, while CR and EF together did not yield additional benefits despite requiring more time to process. These findings challenge the common assumption that “more feedback is always better” and highlight the efficiency and pedagogical value of CR feedback for SOE questions in online foreign language learning. The study offers practical implications for instructors designing feedback strategies in technology-mediated environments.

Disclosure: R. Heinrich: None. K. Kaput: None.Background: This case provides valuable teaching points by describing the extremely rare (<1% of all thyroid tumors) presentation of a collision tumor consisting of two histologically distinct forms of thyroid cancer, medullary thyroid cancer and papillary thyroid carcinoma. Preoperative imaging often fails to identify two morphologically different nodules and fine needle aspiration of the nodule often only identifies one type of cancer, as occurred in this case. With each tumor typically having a different stage and prognosis, management often requires consideration of each tumor individually. Case Description: A 37 year old female presenting with a thyroid nodule located in the isthmus, with associated lymphadenopathy, was subsequently found to have a collision tumor consisting of papillary thyroid carcinoma and metastatic medullary thyroid cancer. The patient was initially found to have a thyroid nodule at the age of 22. At the age of 37, a neck ultrasound revealed a thyroid nodule located in the isthmus measuring 17 mm described as solid, hypoechoic with irregular margins. This was associated with an abnormal appearing right lateral neck (level 3) lymph node which notably had an abnormal short-to-long axis ratio and central calcification. Ultrasound-guided fine needle aspiration of the isthmus nodule revealed papillary thyroid carcinoma while the lymph node aspirate was nondiagnostic and negative for thyroglobulin wash. Repeat biopsy of the level three lymph node showed findings consistent with malignancy, favoring medullary thyroid cancer, though there were insufficient cells for diagnosis. Calcitonin and CEA were elevated at 219 pg/mL (reference 0-5 pg/mL) and 4.8 ng/mL (ULN 4.7 ng/mL) respectively. The patient underwent total thyroidectomy, central neck dissection and right lateral neck dissection. Surgical pathology revealed papillary thyroid carcinoma (15 mm, classic subtype) as well as a focus of medullary thyroid cancer (9 mm), both located in the right thyroid lobe and isthmus with disruption of the capsule. Four out of nine lymph nodes in the right central neck, five out of nine in the right lateral neck and one out of fifteen in the left lateral neck were positive for medullary thyroid cancer. The medullary thyroid cancer was staged as PT1aPN1b and the papillary thyroid carcinoma was staged as P1Tb PN0a. The patient had no known family history of multiple endocrine neoplasia syndrome or medullary thyroid cancer. Conclusion: Thyroid collision tumors are often undiagnosed on neck ultrasound and fine needle aspiration and thus the diagnosis may not become apparent until pathology from a surgical resection of a seemingly single thyroid nodule confirms the presence of two distinct tumors. This case provides an example of how collision tumors may not be detected by standard thyroid nodule evaluations but can drastically change how a thyroid nodule is eventually managed.Presentation: Monday, July 14, 2025

Purpose This study explores how design strategies based on modular thinking intersect with the principles of open building movement (OBM), in early architectural education. It aims to assess the pedagogical value of OBM's adaptability-focused framework when applied in a studio environment. Design/methodology/approach A qualitative case study was conducted on 20 student projects developed in a second-year architecture studio focused on modular, reconfigurable residential units for temporary student use. The projects were evaluated through core OBM principles – support–infill distinction, user agency and adaptation – alongside selected ideas from the Metabolism movement. Student feedback and iterative reflections were incorporated to triangulate the analysis. Findings Students successfully engaged with OBM concepts, especially at the infill level, using modular strategies to enable personalization and post-occupancy adaptability. However, the standardized dimensions of the living modules and students’ limited experience in technical knowledge and detailing led to limitations such as structural rigidity, reduced facade flexibility and insufficient technical resolution in the projects. Social implications The study posits adaptability as a social necessity, advocating for architectural education that prepares students to create resilient, inclusive environments. It emphasizes how OBM principles can democratize design, enabling transient users to modify environments without expensive renovations – a vital approach for sustainable urbanization. Originality/value This paper distinctly connects the systemic modularity of Metabolism with the user-centric pragmatism of OBM, evaluating their joint significance as a pedagogical foundation in early architectural education. It enhances discussions on sustainable design by framing adaptability as an instructive competency that reconciles industrial discipline, ecological resilience and participatory equity.

This article aims to present and reflect on a combination of teaching methodologies, particularly the relationship between architecture and anthropology, as applied in an outreach experiment. Thus, it focuses on a specific segment of a project called Casas Coloridas [Colorful Houses], developed with students from the architecture and urbanism undergraduate program at the Centro Universitário UDF, as part of a doctoral research project at the Universidade de Brasília, concluded in 2021. Drawing on Jorge Larrosa Bondía’s concept of learning through experience, the article details the development of this outreach project, from the initial meetings and theoretical approaches, through the empirical routines established by the group during meetings, to a description of key activities involved in the development of the project. Based on this experience, it reflects on fieldwork as a foundational practice for mediating between theory and the critical teaching of architecture, seeking pedagogical insights in the field, underscored by Carlos Rodrigues Brandão's concept of contamination. The study thus demonstrates that such an approach serves as a valuable teaching tool with significant implications for teaching practice, encouraging students to broaden their observations and develop nuanced understandings of social and spatial relationships.

The increasing integration of artificial intelligence (AI) in education has raised significant questions about its pedagogical value, especially in language learning. This meta-analysis examines the extent to which AI contributes to the development of English-speaking and listening skills. A systematic review of the literature was conducted by the preferred reporting items for systematic reviews and meta-analyses guidelines, utilizing peer-reviewed studies indexed in Scopus, ERIC, and EBSCOhost from 2017 to 2024. Nineteen studies met the inclusion criteria, all of which utilized experimental or quasi-experimental designs with measurable learning outcomes. The analysis reveals a substantial overall effect of AI-enhanced instruction (standardized mean difference [SMD] = 0.981, 95% confidence interval [0.571, 1.391], p &amp;lt; .001), with particularly notable improvements in speaking proficiency (SMD = 1.033). Although listening outcomes showed a positive trend (SMD = 0.714), the effect did not attain statistical significance. Considerable heterogeneity was noted across the studies, reflecting variations in learner populations, instructional contexts, and AI applications. Quality appraisal using the risk of bias in non-randomized studies of interventions framework indicated a predominantly low to moderate risk of bias. Publication bias analysis, including funnel plot symmetry and fail-safe N, further confirmed the reliability of the results. These findings highlight the advantages of AI in enhancing speaking skills within English instruction and underscore the need for further empirical studies to investigate its impact on listening comprehension. Collectively, the results provide timely, evidence-based guidance for educators and policymakers aiming to integrate AI effectively into language education. Highlight the advantages of AI in enhancing speaking skills within English instruction and underscore the need.

Effective bovine artificial insemination (AI) training requires balancing technical skill development with animal welfare considerations. Commercial simulators typically replicate Bos taurus anatomy, limiting utility in regions where Bos indicus breeds predominate. This study validates the TrAI4Nel simulator, customized for Nelore cattle AI training. Validation employed a multi-dimensional framework encompassing face, physical, content, construct, and concurrent validity, plus usability and training effectiveness assessments. Of the 85 participants in standardized AI technician courses who were randomly allocated to control (abattoir specimen-based) and experimental (simulator-integrated) groups, 61 provided feedback about TrAI4Nel (19 in the control group and 42 in the experimental group). The simulator was also independently evaluated by 14 AI experts. Trainees rated the simulator highly for anatomical realism and procedural consistency. Compared with abattoir specimens, TrAI4Nel significantly enhanced skill transfer to live animals, particularly cervical pipette navigation and semen deposition identification. The simulator increased trainee confidence, reduced anxiety, and improved perceived preparedness. Performance assessments demonstrated simulator-trained participants achieved significantly higher success rates (78.6%) versus controls (52.6%; p = 0.043), without prolonging completion times. Qualitative feedback emphasized the simulator's pedagogical value in enhancing anatomical comprehension, skill acquisition, and learner autonomy while supporting animal welfare. Training sequence analysis indicated biological specimen exposure before simulator use may optimize learning efficiency. These findings validate TrAI4Nel as an effective, ethically sound tool for Bos indicus AI training. Simulator integration into curricula provides scalable improvement of reproductive management in zebu-dependent regions.

Abstract In today's world, where the single‐grade model is most prevalent, some schools are offering a more flexible organisational model based on respecting the learning pace of each child. This study examines a scarcely explored topic, with the objective of elucidating inclusive and flexible organisational practices and underscoring their educational benefits. To this end, this study focuses on a total of six Eskola Txikiak , or rural schools, in the Basque Autonomous Region. These schools are organised into comprehensive workshops, where coexistence and interaction between children from 3 to 12 years of age is a distinctive feature. The objectives of this study are as follows: (1) Identify the specific difficulties and challenges faced by teachers in a context of age diversity in the Eskola Txikiak school network; (2) describe the benefits of age diversity in children's education; and (3) present the contributions of interactions between boys and girls of different ages to the perception of diversity. This research encompasses critical ethnographic methods. It involves 45 children aged 6–12 and 20 teachers. The data collection consisted of 630 h of participatory observation, documentary analysis and 13 focus groups. The analysis was based on categorisation, coding and triangulation. The findings show that coexistence among various ages encourages learning and development that is both academic and affective, thereby fostering greater tolerance toward diversity. These results highlight the need to readjust school organisation, re‐interpret the curricula, offer diverse pedagogical proposals, redefine the role of teachers and emphasise the pedagogical and social value of age diversity. Context and implications Rationale for this study: this research presents an in‐depth study of six rural schools located in the Basque Autonomous Community (Spain). It focuses on one of the key characteristics shared by rural schools: age diversity. The study aims to explore how these schools respond to age diversity and to identify its contribution in children's education. As this is a matter that requires more in‐depht understanding. Why the new findings matter: the study aims to give value to the rural context and the contributions of public education. It may be of particular interest to Eskola Txikiak , by highlighting the valuable work carried out in these schools and supporting reflection and improvement of their own pedagogical practices. Implications for educators, families, educational researchers and policy makers: the results and conclusions of this study may be highly relevant for several audiences: for teachers working in rural schools, offering insights into how to address age diversity; for families whose children attend multi‐age rural schools, helping them appreciate the benefits of such groupings; and for policy‐makers, encouraging reflection on the value of mixed‐age interactions.

The rapid expansion of online education has generated large volumes of learner interaction data, highlighting the need for intelligent systems capable of transforming this information into personalized guidance. Educational Recommender Systems (ERS) represent a key application of big data analytics and machine learning, offering adaptive learning pathways that respond to diverse student needs. For widespread adoption, these systems must align with pedagogical principles while ensuring transparency, interpretability, and seamless integration into Learning Management Systems (LMS). This paper introduces a comprehensive framework and implementation of an ERS designed for platforms such as Moodle. The system integrates big data processing pipelines to support scalability, real-time interaction, and multi-layered personalization, including data collection, preprocessing, recommendation generation, and retrieval. A detailed use case demonstrates its deployment in a real educational environment, underlining both technical feasibility and pedagogical value. Finally, the paper discusses challenges such as data sparsity, learner model complexity, and evaluation of effectiveness, offering directions for future research at the intersection of big data technologies and digital education. By bridging theoretical models with operational platforms, this work contributes to sustainable and data-driven personalization in online learning ecosystems.

The article explores the implementation of the innovative educational approach known as Team-Based Learning (TBL) within the context of modern medical education in Ukraine and European countries. TBL, which emphasizes active student engagement through structured teamwork, has proven effective in developing clinical reasoning, communication skills, and professional responsibility. This study examines the methodological foundations of TBL, its core components – including pre-class preparation, individual and team readiness assessment, collaborative case-solving, and instructor-led feedback – and highlights its pedagogical value in training future healthcare professionals.A comparative analysis of TBL integration in European Union countries (including the United Kingdom, the Netherlands, Germany, and Sweden) versus Ukraine is presented. While European medical universities have adopted TBL as a systematic and often hybridized approach (in combination with PBL, CBL, and simulation-based learning), Ukrainian institutions primarily implement TBL on a pilot basis or within international educational initiatives. Key barriers to TBL adoption in Ukraine include insufficient instructor training, lack of regulatory frameworks, limited institutional support, and scarce access to digital and infrastructural resources.The article emphasizes the significant potential of TBL as a driver of educational reform in Ukraine’s medical education system. The authors argue that the method can bring the learning process closer to real clinical practice, increase student motivation, and promote teamwork readiness in interdisciplinary healthcare settings. Strategic recommendations are offered for integrating TBL into national curricula, drawing on the experience and best practices of European medical schools.

This article explores the influence of the Grammar-Translation Method (GTM) on non-English majors’ grammatical competence and learning motivation at Dong Nai Technical College. The purpose of this study is to determine how effectively the Grammar–Translation Method (GTM) enhances learners’ grammatical proficiency and shapes their attitudes and motivation in the process of learning English grammar. Grounded in theories of second language acquisition and functional-pragmatic translation, the research situates GTM as a method that continues to hold pedagogical value in English as a Foreign Language (EFL) contexts. A quasi-experimental design using quantitative approaches was applied, involving control and experimental groups. Data were gathered through pre-tests and post-tests to assess grammatical gains and through questionnaires to measure learners’ motivational changes. Statistical analyses, including paired and independent t-tests, were employed to interpret the results. The findings reveal that GTM significantly improved students’ grammatical accuracy while fostering confidence, engagement, and positive motivation. These outcomes suggest that GTM can complement communicative approaches by reinforcing accuracy-based learning and supporting learner motivation. The study contributes to EFL pedagogy by reaffirming GTM’s relevance in technical education and offering insights for teachers and curriculum developers seeking to balance form-focused instruction with motivational teaching practices.

Artificial Intelligence (AI) tools are increasingly transforming the landscape of language education by offering personalized feedback, real-time interaction, and adaptive learning experiences. Their integration into English Language Teaching (ELT) has gained momentum globally, especially in the wake of digital transformation and the need for scalable, learner-centered instruction. This study explores the comparative effectiveness of traditional English language instruction versus AI and digital tools-integrated teaching in enhancing writing and speaking skills among diploma-level learners in India. Utilizing a quasi-experimental pre-test/post-test design, two groups of 30 students each were exposed to different instructional strategies over a four-week period. Group A received conventional classroom instruction, while Group B engaged with tools such as Grammarly, ChatGPT, and Mizou within a Task-Based Language Learning (TBLL) framework. The findings indicate that Group B significantly outperformed Group A in both email writing and IELTS-style speaking tasks. The integration of AI tools provided real-time feedback, personalized scaffolding, and interactive language experiences, resulting in greater learner autonomy and improved performance. These results support the pedagogical value of AI-augmented instruction in second-language learning environments, particularly for developing productive language skills.