The formative assessment (FA) in the Foundation Program (FP) accounts for 30% of the students' total grades. The FP's formative assessment practices have been shaped by various factors, including Dhofar University’s (DU) assessment policy, its educational philosophy, the FP's curriculum design, and student-related factors such as engagement and motivation. Since many FP students come from a schooling system that prioritizes grades over feedback, FA has been used as a tool to motivate complacent learners. A byproduct of this technique has been the introduction of an intensive testing cycle, often disguised as formative assessments. This research investigates the perspectives of English as a Foreign Language (EFL) teachers on the new formative assessment approach introduced among the three levels of the FP English course at the Centre for Preparatory Studies (CPS), DU in the Sultanate of Oman. This approach serves as a significant indicator of learning. Additionally, the research addresses the limitations of previous FA practices at CPS. Data was collected in a 3-phase data collection cycle through a pre-session task (n=13 teachers + 50 students), a hands-on focus group session (n=8) to explore qualitative data regarding actual application of the new technique, and a questionnaire (n=29) to obtain quantitative data for further investigation of teachers’ perceptions and evaluation to cross check with implementation. This makes the present study a mixed methods analysis in an exploratory sequential design. Pre Reformed Formative Assessment Techniques (RFAT) confirmed that there were notable defects in the FA practices due to a more summative orientation. Feedback was given on the quizzes that contributed to the final grades instead of on the learning process itself. Although teacher’s perceptions of RFAT were largely positive, their implementation was hindered due to two main factors, lack of conceptual knowledge of formative assessment and the misconception that RFAT is restrictive and depriving of autonomy. This research highlights stress-free assessment systems with formative observation feedback in EFL contexts. It emphasizes mentoring and advising students to enhance performance, aligning with their needs. By enabling teachers to track students’ performance and reducing student anxiety, it also offers innovative, practical strategies for effective teaching and learning.

In the interest of developing a proposal for the improvement of human resource policy, this study made an attempt to evaluate the identification of motivational elements that affect teachers' productivity at a government primary education school in China. The researcher utilized the descriptive approach in order to collect the essential data for this study from the fifty individuals who participated in the survey. In accordance with Calderon (2011), descriptive research is characterized by the characteristics of describing, recording, analyzing, and interpreting the nature, composition, or processes of events that are now occurring. The characteristics of the respondents, including their gender, age, civil status, duration of service, educational attainment, and length of service, all have an impact on the efficiency with which teachers are able to provide quality education to their students.

This research paper investigates the effectiveness of three prominent Teaching English to Speakers of Other Languages (TESOL) methodologies—Communicative Language Teaching (CLT), Task-Based Learning (TBL), and Content-Based Instruction (CBI)—within the context of English language education in Kuwaiti universities. The study aims to understand their impact on language proficiency development, student engagement, and long-term retention. Data were collected through interviews with experienced English teachers from diverse universities in Kuwait. The interviews provided insights into educators' experiences, perspectives, and practices employing these methodologies. Thematic analysis of the interview data revealed distinct patterns for each methodology. CLT enhanced authentic communication and fluency, TBL emphasized task-oriented language use and collaboration, and CBI integrated language learning with subject matter knowledge. The study's findings highlight the significance of context-specific adaptations and offer practical implications for language education in Kuwait. Additionally, the research contributes to the broader field of TESOL by providing insights into the diverse impacts of these methodologies within a specific cultural and educational context.

The present study seeks to investigate the attitudes of Moroccan EFL learners (MEFLLs) towards different varieties of English speech (World Englishes (WE)). The study utilises a direct method of attitude measurement as the study’s participants are directly asked about their own explicit attitudes towards six English varieties of English speech[1] (namely, American English, British English, Indian English, Filipino English, Japanese English and Thai English). A sample of 544 MEFLLs was recruited in the study. The findings of the study show that MEFLLs’ attitudes towards varieties of English are aligned, to some extent, with those of previous studies conducted elsewhere (Jindapitak & Teo, 2012; Chien, 2018; Almegren, 2017). For example, it was found that MEFLLs, on the one hand, prefer Inner Circle Englishes (ICE) over Outer Circle Englishes (OCE) and Outer Circle Englishes over Expanding Circle Englishes (ECE) on the other hand. Another interesting finding is that the participants surveyed are already aware of English language variation, and they are willing to learn more about the different varieties of English spoken worldwide. Generally speaking, the Moroccan context seems to be a fertile setting for the discussion of World Englishes-related issues as the participants do, in fact, recognise and appreciate the sociolinguistic variation exhibited in the English language. The study concludes with a number of pedagogical implications for the choice of linguistic model(s) to be employed in EFL classrooms both inside and outside Morocco.
 
 [1] American English, AmE; British English, BrE; Indian English, InE; Filipino English, FiE; Japanese English, JpE; Thai English, ThE

This study aimed to investigate the influencing factors affecting students’ English learning experiences of grade 10-12 students in the consecutive academic years of 1/2022 at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were 140 students who are studying Science-mathematics majors, Mathematics-English major, English-Chinese major, and English-Japanese major. The instrument used for data collection was the Google form questionnaire. The results of the Google form questionnaire were interpreted, categorized and tabulated on computer sheets. Case studiesAssistant immigration officer: JohnThe findings revealed that the majority of the students studied in grade 11 and attended the English Tutorial class outside school. The reasons for attending the tutorial class were 1) to prepare for the Thai University Center Admission System (TCAS), 2) to prepare for the specific test, such as TOEFL, IELTS, GED, TOEIC, OPI and OPIC, Cambridge Exams, TU-GET and CU-TEP, 3) to improve listening, speaking, reading, and writing skills and 4) to improve ability in vocabulary and grammar use. New vocabulary, English practice and feedback, advanced grammar structure, and speed reading should be strongly emphasized in further English courses.

The transition to hybrid learning brought about by the new normal education introduced various discussions and changes in the physical classroom, which require teachers to upskill their teaching strategies in order to upscale student performance. Lately, flipped instruction (FI) has been suggested to support this transition. According to Dr. Bada (2015), an important restriction of education is that teachers cannot simply spoon-feed students with knowledge; instead, students need to actively construct knowledge in their own minds. FI basically inverts the learning process by reversing the order of typical activities of common teaching practice (Ekmekci, 2017; Tucker, 2012). It is an educational approach that combines engaging exercises with asynchronous preclass materials that are provided to cater to students' needs depending on their learning styles. Though it is observed to be effective in the classroom in general, the researchers specifically aimed to assess if FI could better assist EFL teachers in upscaling their writing skills. It sought to help the Grade 7 students of Bajet-Castillo High School as respondents of this study to improve their sentence structures through FI. Findings revealed that FI has been effective in developing the writing skills of the respondents and should have enough task-based asynchronous activities to help with their sentence structures. Aside from this, this study recommends that educators and administration allocate time and programs that support this particular learning setting to achieve continuous and total development of each and individual learner.

This study was conducted from February to April 2022 to determine the Implementation of the School Learning Continuity Plan (SLCP) in the selected public secondary schools of Aborlan North District in the Division of Palawan. This study which is quantitative in nature, employed a descriptive research design, specifically the survey method. A total of forty (40) permanent teachers and three (3) school heads were enumerated from the selected junior high schools as the respondents of this study. The data were gathered through survey questionnaires using Google Forms. Descriptive statistics were utilized for data analysis, particularly frequency distribution, percentages, and mean. The results showed that most of the respondents were married females in their middle age. They had been in the service for a mean of 12 years, and 44 percent of them were Secondary School Teacher I. The perceived level of implementation of the different programs and activities in the School Learning Continuity Plan was noted to be “great extent”. The insufficient fund was considered the number one problem in the implementation of programs and projects, and activities in the School Learning Continuity Plan.

The widespread dissemination of fake news could have serious negative consequences for individuals and society. First, fake news could upset the balance of authenticity in the news ecosystem. For example, the most popular fake news was more prevalent on Facebook or Instagram media. Second, fake news intentionally persuaded consumers to accept biased or false beliefs. Third, fake news was changing the way people interpret and react to real news. For example, some fake news was created to mistrust and confuse people, so it was impossible, to tell the truth from what was not. To mitigate the negative impact of fake news, it was very important to develop methods to automatically detect fake news in social networks, namely problem-based learning, in order to differentiate between real and fake visual content. Qualitative and quantitative approaches were performed using experimental and control groups to determine whether problem learning could induce students to engage more actively with the topic and develop critical thinking skills to avoid the implicit bias of fake news. This study was conducted at Universitas Katolik Santo Thomas Medan, Indonesia. This research showed that problem-based learning could promote the development of learning communities where learners could freely exchange ideas and ask questions related to the material being studied. Therefore, problem-based learning was an effective way to improve the analytical ability to distinguish between real news and fake news based on the credibility of the news.

Individual differences are considered one of the main factors in language learning. This article begins by presenting the definition of individual differences and identifying the possible individual differences that may affect the L2 learning process are. Based on the literature review, shows that there are eight (8) major individual differences to be found as salient features in the L2 learning process. A brief overview of these eight (8) individual differences is provided, supported by the literature review of 20 journal articles. This journal article used grounded theory design as a method in identifying the relationship of the following individual differences in the L2 learning process. According to the results, although there is a growth in the study of individual differences that affects the L2 learning process, there is still much work to be done and much more investigation is required.

The strong rise of the globalization trend makes most students want to learn other languages than English. Many students have chosen Chinese as their second foreign language because China is one of the world's largest economies today. Learning vocabulary is one of the important factors that require much investment from the learners so that they need to find a suitable and effective learning method for themselves. To help Chinese learners learn vocabulary in an easier and more effective way, we would like to propose an approach of Designing online flashcards to help students learn Chinese vocabulary. This proposal is supported by Anki software. We design a set of Chinese vocabulary flashcards on this platform based on pre-compiled content. With the assisting of flashcards in learning Chinese, we can help the learners learn Chinese vocabulary more conveniently and more effectively. To evaluate this approach, we asked the learners for using a set of flashcards that we designed on the Anki app. The joining learners in this study are the 46th generation students, freshers in Chinese learning, in the Chinese Faculty at HCMUE. The survey results show that the majority of users are satisfied with their experiences on online flashcards, and they see it much helpful for learning Chinese vocabulary.