iosr-JRME   Volume-15 ~ Issue-3 ~ May – Jun. 2025

Abstract: This study aims at integrating the Technological Pedagogical Content Knowledge (TPACK) model into English Language Teaching (ELT) for secondary schools in the Democratic Republic of the Congo (DRC). The research is framed within a participatory action research (PAR) methodology, focusing on the collaborative development and application of TPACK principles by English language teachers in secondary schools. The TPACK model, which emphasizes the interconnectedness of content knowledge, pedagogical knowledge, and technological knowledge, is particularly relevant in the DRC.....

Keywords: TPACK, English Language Teaching (ELT), secondary schools, participatory action research (PAR), Democratic Republic of the Congo (DRC), technology integration, teacher development, educational outcomes.

[1] Baran, E., Chuang, H. H., & Thompson, A. (2011). TPACK: An Emerging Research And Development Tool For Teacher Educators. Turkish Online Journal Of Educational Technology, 10(4), 370-377.
[2] Blake, R. J. (2013). Brave New Digital Classroom: Technology And Foreign Language Learning. Georgetown University Press.
[3] Blin, F., & Appel, C. (2011). New Challenges For Language Teachers In The 21st Century: A TPACK Approach. Language Learning & Technology, 15(2), 1-17.
[4] Burns, A. (2010). Doing Action Research In English Language Teaching: A Guide For Practitioners. Routledge.
[5] Burston, J. (2014). MALL: The Pedagogical Challenges. Computer Assisted Language Learning, 27(4), 344–357. Https://Doi.Org/10.1080/09588221.2014.914539

Abstract: In the context of educational reform and the growing demand to improve the quality of teaching History and Geography at the lower secondary level, the development of students' thinking skills plays a crucial role. It not only enables learners to actively acquire knowledge but also equips them with the capacity to flexibly apply what they learn to real-life situations. This article proposes three pedagogical measures aimed at fostering historical and geographical thinking skills among Grade 9 students through the teaching of Theme 3: "Protecting Vietnam's Sovereignty, Rights and Legitimate Interests in the East Sea......

Keywords: Historical and Geographical Thinking, Thinking Skills, Source Analysis, Graphic Organization, Sovereignty over the East Sea.

[1] Hoang Phe. Vietnamese Dictionary. Da Nang: Da Nang Publishing House, 2003.
[2] Clevai. "What Is Thinking Competency? Criteria For Assessing Thinking Competency," 2024. [Online]. Available: Https://Clevai.Edu.Vn
[3] Ministry Of Education And Training. General Education Curriculum – Comprehensive Program (Promulgated Under Circular No. 32/2018/Tt-Bgddt Dated December 26, 2018, Issued By The Minister Of Education And Training), 2018.
[4] Vu Minh Giang Et Al. History And Geography 9. Hanoi: Vietnam Education Publishing House, 2024.
[5] Nguyen Thi Thanh Xuan. "Mind Mapping – An Effective Teaching And Learning Method," 2019. [Online]. Available:
Https://Dainam.Edu.Vn/Vi/Tin-Tuc/Ban-Do-Tu-Duy-Phuong-Phap-Day-Va-Hoc-Hieu-Qua

Abstract: Background: Institutions of higher learning, including Kenya Medical Training College (KMTC) are facing increased competition to adopt methods that enable them separate themselves from their competitors and attract more learners while still maintain regulatory requirements and expectations of learners. This study aimed to assess the level of learner satisfaction with teaching and learning, determine the level of importance learners place on teaching and learning, and determine influence of satisfaction on academic achievement in KMTC campuses in the Nyanza region.....

Keywords: Teaching and learning, Learner satisfaction, perceived importance, academic achievement

[1]. Virtanen, M. A., Kääriäinen, M., Liikanen, E., & Haavisto, E. (2017). The Comparison Of Learners' Satisfaction Between Ubiquitous And Web-Basedlearning Environments. Education And Information Technologies, 22(5), 2565-2581.
[2]. González Rogado, A. B., Rodríguez Conde, M. J., Olmos Migueláñez, S., Borham Puyal, M., & García Peñalvo, F. J. (2014). Key Factors For Determining Learner Satisfaction In Engineering: A Regression Study.
[3]. Douglas, J. A., Douglas, A., Mcclelland, R. J., & Davies, J. (2015). Understanding Learner Satisfaction And Dissatisfaction: An Interpretive Study In The UK Higher Education Context. Studies In Higher Education, 40(2), 329-349.
[4]. Cho, M. K., & Kim, M. Y. (2017). Effects Of Learner Motivation And Teacher-Learner Interaction On Learner Satisfaction In Nursing Learners. The Journal Of The Korea Contents Association, 17(4), 468-477.
[5]. Qi, D., Zhang, M., & Zhang, Y. (2020). Influence Of Participation And Value Co-Creation On Learner Satisfaction Of Moocs Learning: Learner Experience Perspective. The Asia- Pacific Education Researcher, 1-10

Abstract: Technology has become an integral part of our daily life and Artificial Intelligence (AI) is considered as an effective tool and application of modern technology. Artificial Intelligence holds the great promise and it has the potential to bring transformative changes. Artificial Intelligence (AI) in Education is not merely a technological advancement; rather, it represents a revolutionary approach to teaching and learning process, redefining the educational landscape. With the help of AI, educators can personalise learning experiences and all new future possibilities in Education.....

Keywords: Artificial Intelligence, AI, Education, Applications, Future Prospects

[1] Alam, A. (2020). Possibilities And Challenges Of Compounding Artificial Intelligence In India's Educational Landscape. Alam, A. (2020). Possibilities And Challenges Of Compounding Artificial Intelligence In India's Educational Landscape. International Journal Of Advanced Science And Technology, 29(5), 5077-5094.
[2] Aldhaen, F. (2022). The Use Of Artificial Intelligence In Higher Education Systematic Review. COVID-19 Challenges To University Information Technology Governance, 269-285.
[3] Amudha, T. (2021). Artificial Intelligence: A Complete Insight. In Artificial Intelligence Theory, Models, And Applications (Pp. 1-24). Auerbach Publications.
[4] Anis, M. (2023). Leveraging Artificial Intelligence For Inclusive English Language Teaching: Strategies And Implications For Learner Diversity. Journal Of Multi Disciplinary Educational Research, 12(6).

Abstract: Background: Mathematical thinking to foster skills and abilities in learning mathematics which include the ability to think critically, logically, creatively, and reflectively in solving mathematical problems. The Problem-Based Learning model has become a cornerstone due to the students' involvement in solving mathematical problems. Therefore, further approaches are required to develop students' conceptual understanding, procedural skills, and geometry.....

Keywords: Mathematical Thinking, Problem-Based Learning, 4C, Geometry

[1] Aziz, J. A., Juniati, D., & Wijayanti, P. (2020). Students' Reasoning With Logical Mathematical And Visual Spatial Intelligence In Geometry Problem Solving. Proceedings Of The International Joint Conference On Science And Engineering (IJCSE 2020), 203–207. Https://Doi.Org/10.2991/Aer.K.201124.038
[2] Clements, D. H., & Sarama, J. (2020). Learning And Teaching Early Math: The Learning Trajectories Approach. Routledge
[3] Fachrudin, A. D., & Juniati, D. (2023). Kinds Of Mathematical Thinking Addressed In Geometry Research In Schools: A Systematic Review. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika, 6(2), 154–165.
[4] Hmelo-Silver, C. E. (2004). Problem-Based Learning: What And How Do Students Learn? Educational Psychology Review, 16(3), 235–266.
[5] Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding It Up: Helping Children Learn Mathematics. Washington, DC: National Academy Press..

Abstract: Background: Listening remains one of the most challenging skills for EFL learners, particularly for non-English majors who often lack both exposure and confidence in dealing with authentic spoken English. This study investigates the effectiveness of using pre-listening questioning techniques to improve listening comprehension and learner motivation among first-year university students in Vietnam Materials and Methods: A quasi-experimental design was employed with two intact classes: the experimental group (23 students) received instruction supported by structured pre-listening questions, while the control group (22 students) followed traditional.......

Keywords: Pre-listening questioning; Listening comprehension; EFL learners; Vietnamese university students; Learner motivation.

[1]. Boornazian, A. (2015). Using Pre-Listening Strategies To Enhance Comprehension. English Teaching Forum, 53(2), 2–9. Https://Americanenglish.State.Gov/Resources/English-Teaching-Forum-2015-Volume-53-Number-2
[2]. Brown, H. D. (2001). Teaching By Principles: An Interactive Approach To Language Pedagogy (2nd Ed.). Longman..
[3]. Chen, H. I. (2005). A Preliminary Study Of Questioning Techniques Used In EFL Listening Tasks. Asian EFL Journal, 7(3), 31–49. Https://Www.Asian-Efl-Journal.Com/Sept_05_Hic.Php.
[4]. Gardner, R. C. (1985). Social Psychology And Second Language Learning: The Role Of Attitudes And Motivation. Edward Arnold.
[5]. Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ Listening Comprehension Difficulties In English Language Learning: A Literature Review. English Language Teaching, 9(6), 123–133. Https://Doi.Org/10.5539/Elt.V9n6p123

Abstract: This study investigates the multifaceted factors influencing English grammar learning among first-year English major students at a university, Vietnam. Recognizing the pivotal role of grammar in effective language acquisition and communication, this research aims to identify both internal (student-related) and external (environmental and pedagogical) challenges encountered by learners. A mixed-methods approach, combining a survey questionnaire administered to 100 first-year English major students and classroom observation, was employed to gather comprehensive data. Findings reveal significant.....

Keywords: English grammar learning, determinants, English major students, language acquisition.

[1]. Bell, J. (1993). Doing Your Research Project: A Guide For First-Time Researchers In Education And Social Science. Open University Press.
[2]. Brumfit, C. J., & Johnson, K. (Eds.). (1979). The Communicative Approach To Language Teaching. Oxford University Press.
[3]. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL Teacher’s Course. Heinle & Heinle.
[4]. Crysal, D. (2002). A Dictionary Of Linguistics And Phonetics. Blackwell Publishing.
[5]. Dekeyser, R. M. (2007). Practice In A Second Language: Perspectives From Skill Acquisition Theory. In R. O. Dekeyser (Ed.), Practice In A Second Language: Perspectives From Applied Linguistics And Cognitive Psychology (Pp. 1–28). Cambridge University Press.

Abstract: The implementation of English for Academic Purposes (EAP) curricula at the tertiary level at UTAS- Suhar is typically confronted with numerous structural, pedagogical, and administrative challenges. This study critically examines the intricate obstacles to EAP program effectiveness, such as centralized leadership structures, no input from teachers, limited communication channels, and institutional resistance to change. It also examines issues related to curriculum development, mismatch between learner needs and program goals, low academic performance, and diminishing learner motivation. Drawing on qualitative data from EAP teachers and program coordinators, the research aims to unearth systemic shortcomings and make informed recommendations for creating responsive, inclusive, and contextually relevant EAP curricula. The findings will inform how teaching practice and student experience in academic English programmes are influenced by top-down decision-making.

.....

Abstract: The incorporation of artificial intelligence (AI) tools into academic writing has garnered considerable attention within the context of higher education. This study seeks to investigate the usage patterns of AI tools among tertiary-level students, with particular emphasis on their frequency of use, perceptions of effectiveness and reliability, as well as the challenges encountered. Employing a mixed-methods approach, the research gathered quantitative data from 235 questionnaire responses and qualitative insights through 15 individual interviews. The findings reveal that a substantial proportion of students regularly utilize AI tools, primarily for grammar correction, paraphrasing......

Keywords: Artificial Intelligence (AI); Academic Writing; Writing Skills; AI Tools

[1] Adams, R., Brown, T., & Carter, J. (2021). Adoption And Adaptation: The Evolving Role Of AI In Education. Journal Of Educational Computing Research, 59(4), 678–695.
[2] Brown, A. (2021). Fostering Independent Writing Skills In The Age Of Artificial Intelligence. Journal Of Educational Technology, 45(3), 123–134.[3] Clark, R., Evans, L., & Patel, S. (2023). AI As A Co-Writer: Exploring Student Perceptions Of Collaborative Writing Tools. Computers & Education, 189, 104567.
[4] Fitria, T. N. (2023). Artificial Intelligence (AI) Technology In Open AI Chatgpt Application: A Review Of Chatgpt In Writing English Essays. ELT Forum: Journal Of English Language Teaching, 12(1), 44–58.
[5] Garcia, M., & Chen, H. (2023). AI Inaccuracies In Academic Writing: Causes And Consequences. Technology In Language Education, 29(2), 134–150.