International Journal of Learning, Teaching and Educational Research

Teaching Factory-Based Learning and its Impact on Students’ Employability Skills

2025-12-13T15:38:14+00:00

Vocational schools aim to equip students with the knowledge and skills needed to compete in the job market. However, the high unemployment rate among vocational high school graduates has demonstrated the ineffectiveness of learning in vocational schools. The implementation of teaching factory-based learning in vocational schools was theoretically expected to strengthen students' employability skills, which consist of seven indicators: fundamental skills, essential skills, workplace skills, twenty-first century skills, learning and innovation skills, information media and technology skills, and life and career skills. This study used a longitudinal approach to analyze the development of students' employability skills after being involved in teaching factory-based learning for five semesters. The population in this study were students from three public vocational high schools in East Java, Indonesia. Proportional random sampling was used to determine the sample size. Descriptive analysis was used in this study to describe the development of students' employability skills. Meanwhile, multivariate analysis was used to determine the most effective teaching factory-based learning model in strengthening students' employability skills. This study found that students’ involvement in teaching factory-based learning for five semesters significantly improved employability skills. The most effective learning models for sequentially strengthening students' employability skills are dual systems, industry-based learning, production-based education and training, and competency-based training. This study recommends that vocational schools intensify practical learning as a key for strengthening graduates' employability skills. Furthermore, schools should strengthen collaboration with businesses and industry to implement TEFA-based learning more effectively.

https://doi.org/10.26803/ijlter.24.12.10

Digitally Enhanced Chunk & Check Learning: An Innovative, Instructor-Friendly Approach Powered by an Open-Source Tool for Effective Laboratory Instruction and Formative Assessment

2025-12-12T05:20:07+00:00

This study introduces digitally enhanced chunk & check learning, an innovative, user-friendly framework for active learning and formative assessment in laboratory instruction. Chunk & check learning uses familiar Google Workspace applications—Google Slides, Google Forms, and Google Sheets—for easy adoption. Central to this approach is the custom-built “Chunk & Check Creator”, which automatically segments instructional content into discrete learning chunks on Google Slides, each paired with formative assessment quizzes delivered through Google Forms. Students unlock subsequent chunks only after completing preceding quizzes and receiving instructor approval, ensuring mastery before progression. Instructors can monitor student learning progress in real-time through dynamic dashboards in Google Sheets, facilitating timely and targeted feedback. Implemented in a pharmaceutical science laboratory with 158 students and 13 instructors, the approach received high satisfaction ratings (students: 4.70/5 for approach, 4.56/5 for tools; instructors: 4.91/5). Students reported increased engagement, improved interaction with peers and instructors, and deeper understanding. Instructors valued real-time tracking and automation. Academic outcomes were strong, with formative quiz scores averaging over 90% and a final exam average of 72.40%. The open-source Chunk & Check Creator is freely available at https://tinyurl.com/Chunkcheckcreator, offering an effective, scalable, low-overhead solution for digital pedagogy.

https://doi.org/10.26803/ijlter.24.12.1

The Influence of Personality and Teacher Support on Engagement and Academic Achievement in Vocational Education in China: A Five-Factor Model and Self-Determination Theory Approach

2025-12-13T15:14:24+00:00

This study aims to examine the influence of personality traits and teacher support on student engagement and academic achievement in Chinese vocational education. It is grounded in the five-factor model of personality and self-determination theory (SDT). Specifically, it sought to: (1) determine how the five personality traits predicted engagement and achievement and (2) assess the moderating role of teacher support in these relationships. Data were collected through a structured questionnaire from 372 vocational students across three Chinese provinces using a stratified random sampling technique. The analysis was conducted using Partial Least Squares Structural Equation Modeling (SmartPLS 4) to test both direct and moderating effects. The results indicated that openness, conscientiousness, extraversion, and agreeableness positively influenced student engagement and academic achievement, whereas neuroticism exerted a negative effect. Furthermore, teacher support significantly moderated these relationships by amplifying the positive effects of adaptive traits and mitigating the adverse impact of neuroticism. The study contributed new insights by integrating personality and motivation theories within a culturally contextualized vocational education framework, highlighting how supportive teaching could transform personality-driven tendencies into improved educational outcomes. These findings had practical implications for teacher training and curriculum design, aiming to foster engagement and performance in vocational education settings in China.

https://doi.org/10.26803/ijlter.24.12.8

Between Assistance and Dependence: Artificial Intelligence and Critical Thinking. A Study on First-Year University Students

2025-12-12T05:54:21+00:00

This study examined the relationship between dependence on generative AI tools and the dimensions of critical thinking among first-semester students at a university in Trujillo, Peru. A quantitative, correlational, cross-sectional design was applied to a sample of 200 students, using validated Likert-scale instruments for AI dependence and for interpretation, explanation, inference, analysis, and evaluation. The results show moderate levels of AI use, primarily as support, alongside an uneven critical-thinking profile. AI dependence is negatively associated with the overall critical-thinking score and more strongly with inference and evaluation, whereas interpretation and explanation remain comparatively stronger. The regression models explain a meaningful share of the variance and suggest that unmediated AI use may displace self-regulatory processes in novice students. The study contributes empirical evidence from the Peruvian context—underrepresented in the regional literature—and offers practical guidelines for integrating AI as a verifiable pedagogical scaffolding that requires reconstructing reasoning and verifying sources. Curricular interventions aiseacher training in critical digital literacy are recommended, as are longitudinal and experimental studies to strengthen causal inference.

https://doi.org/10.26803/ijlter.24.12.6

Classroom Assessment Practices of Practice Teachers and Mentoring Support of Cooperating Teachers: Inputs for a School-Based Enhancement Program in the Philippines

2025-12-12T05:43:33+00:00

This mixed-methods descriptive-developmental study examined the classroom assessment practices of mathematics practice teachers and the mentoring approaches of cooperating teachers at Ifugao State University–Potia Campus, Ifugao, Philippines, during the academic year 2024–2025. The quantitative phase determined the practice teachers’ perceived level of competence in assessment literacy and the modes and activities they implemented, while the qualitative phase analyzed assessment activities reflected in detailed lesson plans and classroom demonstrations, as well as explored mentoring strategies of cooperating teachers. Data were gathered from nineteen (19) mathematics practice teachers through survey questionnaires, observation checklists, and semi-structured interviews, with the observation checklist data provided by their respective cooperating teachers. All research instruments were validated and tested for reliability to ensure accuracy and consistency. Findings revealed that mathematics practice teachers demonstrate a strong foundation in classroom assessment literacy and competency. However, ongoing guidance and targeted training are necessary to enhance their skills in feedback delivery, validity, inclusivity, and technology integration. Cognitive assessment tasks were dominant, emphasizing knowledge acquisition and problem-solving, while affective and psychomotor activities—such as recitation, group reporting, labeling, and graph construction—were also utilized. Mentoring practices of cooperating teachers involved modeling, feedback provision, encouragement of varied assessment modes, resource sharing, and fostering progressive independence. The study highlights the importance of sustained mentorship and professional development to strengthen assessment practices. Consequently, a cyclical and holistic program was proposed to enhance assessment literacy, mentoring, inclusivity, research engagement, and collaboration, ensuring well-prepared practice teachers and stronger partnerships between cooperating schools and universities.

https://doi.org/10.26803/ijlter.24.12.4

Enhancing English Listening and Speaking through Microlearning: Insights on Thai Learners’ Growth Mindset in Higher Education

2025-12-13T15:44:06+00:00

For decades, the limited communicative competence of Thai learners has been a recurring concern in English language education, particularly in the areas of listening and speaking, where traditional classroom methods often struggle to produce tangible, long-term fluency. This study proposes that English instructors in higher education can meaningfully integrate microlearning as a practical alternative to conventional teaching. Conducted over a four-week period through a mixed-method design, this research employed purposive and snowball sampling to recruit Thai undergraduates majoring in English, using pre- and post-tests delivered via AI-assured assessments, supplemented by growth mindset questionnaires and qualitative interviews. The analysis revealed that microlearning notably strengthened students' listening proficiency and fostered a more resilient growth mindset, while improvements in speaking performance, though present, did not yet reach the benchmark of international proficiency. Nevertheless, the inclusion of AI-based feedback proved valuable, offering clear, immediate, and constructive input that encouraged learners to refine their communicative performance. Beyond measurable skills, participants reported heightened motivation, confidence, and self-efficacy, all of which contributed to a more positive and proactive attitude toward language learning. Overall, this study concludes that microlearning offers a promising and practical pathway for improving listening proficiency and cultivating a positive mindset among Thai EFL learners, while suggesting that the attainment of higher speaking proficiency may require extended exposure and more complex communicative practice. Future research is therefore encouraged to explore the integration of microlearning with AI-supported assessments as a sustainable and scalable framework for advancing English communication skills in higher education contexts.

https://doi.org/10.26803/ijlter.24.12.11

Investigating Critical Reading Strategies and Challenges among Thai EFL University Students: A Mixed-Methods Study

2025-12-12T05:34:20+00:00

English as a Foreign Language (EFL) education widely acknowledges the importance of critical reading strategies in fostering individual scholarship. The revised Bloom’s Taxonomy served as a framework for interpreting and exploring these issues. This study aims to identify and analyze critical reading strategies and their challenges among EFL students in Thailand. This research focuses on the critical reading strategies employed by 75 Thai third-year students majoring in English at a university in Songkhla Province, Thailand, as well as the challenges they faced when reading academic English texts. Using quantitative methods through questionnaires and statistical analysis, as well as qualitative methods through interviews and thematic analysis, the data was collected through surveys (n=75) and interviews (n=13). The results show the dominance of low-level strategies, and that the main difficulties are vocabulary and understanding complex texts. The students tended to rely on basic strategies, primarily those associated with lower-order thinking skills (e.g., highlighting key words and rereading for context comprehension), while neglecting higher-order strategies (e.g., evaluating credibility or synthesizing ideas). The exploratory factor analysis showed six components relating to higher-order thinking skills, especially “Analyzing” and “Evaluating,” based on the revised Bloom’s Taxonomy. Limited vocabulary knowledge hindered the students’ critical reading abilities, as they reported struggling with complex texts or lengthy passages. This research contributes to extending the literature regarding the critical reading strategies utilized by Thai EFL students. Curriculum designers and educators in higher education should create supportive learning environments both inside and outside classes that enhance Thai students’ critical literacy.

https://doi.org/10.26803/ijlter.24.12.2

The Effectiveness of AI-Human Mediation in Recreating Literary Style: A Case of English/Arabic Poetry Translation

2025-12-13T15:18:18+00:00

Over the last three decades, computerized translation has witnessed accelerating developments in its forms, effectiveness, and terminology. Considering their ability to facilitate AI-human cooperation and evolving adaptability to diverse contextual nuances, emerging AI-driven translation tools have demonstrated remarkable progress in translation output quality. Despite the successive evolution in the types and performance of algorithmic translation software, these AI-powered translation tools continue to be challenged by the stylistic features of different text types, but most remarkably literary texts. This study addresses one of the least researched aspects in connection with the effectiveness of AI-driven translation software. The study aims to assess the quality and limitations of AI-powered translation enhanced with human prompt engineering in producing a stylistic translation of a poem from English into Arabic. The research methodology is guided by a hybrid methodology based on an experimental comparison between a professional human translation and a translation produced via AI-human interaction. The results show that LLMs’ shortcomings that disrupt the effectiveness of AI-HT mediation are related to AI’s decision-making limitations in applying translation strategies, algorithmic bias, sequential processing bias, and the lack of emotional intelligence. The results also imply that an effective AI translation requires independent human postediting rather than interactive AI-HT mediation. The study has profound implications for translation education, professional translation practices, and machine translation engineering programs.

https://doi.org/10.26803/ijlter.24.12.9

Navigating Loneliness and Solitude: A Comprehensive Literature Review of International Student Adaptation, Coping Strategies, and Institutional Interventions

2025-12-13T15:09:28+00:00

Loneliness among international students is both prevalent and consequential—linked to worse mental-health outcomes and lower engagement. In one large online sub-sample, screening positives reached 96%. This review employs social identity/identity negotiation and appraisal–coping and self-determination theories to analyze identity/belonging and coping mechanisms and network interactions and academic discourse through a critical narrative approach. PRISMA-aligned identification and reporting were used to improve transparency; the design is a critical narrative review with theory-informed thematic synthesis. The research combined data from 27 empirical studies while analyzing two reviews as separate entities. The research findings confirm the theoretical framework. showing four main findings: (1) an early post-arrival high-risk window; (2) identity threat/discrimination channeling appraisals toward low controllability and withdrawal-leaning coping; (3) language/academic-discourse thresholds depressing participation; and (4) friendship-network composition/role quality. Support origin differentiates trajectories (home-context vs host-context). Students need to develop control over their situation while building strong relationships with people who live near them so as to achieve better results. Institutions may consider one-path onboarding, invited-voice mentoring (with discourse scaffolds), visible anti-discrimination/empowerment cues, and housing-as-signpost—keeping routes into near-distance ties open. Volitional (autonomous) solitude can be adaptive, whereas avoidant solitude aligns with distress. Included studies were limited by mixed measures, scant moderator analyses, and predominantly cross-sectional methods. Future work could separate loneliness versus solitude motives, verify cross-language reliability, and adopt longitudinal models that test moderators.

https://doi.org/10.26803/ijlter.24.12.7

Identifying Students’ Demand to Develop Project-Based Learning Model Integrated with Problem-Solving to Support Independent Research in Higher Education

2025-12-12T05:48:25+00:00

Problem-solving skills are vital in the 21st century, as technology-driven contexts demand open-minded thinking, innovation, and solution-oriented abilities. This study aimed to identify students’ demands in developing a project-based learning (PjBL) model integrated with problem-solving to support independent research competence in higher education. Conducted as a preliminary phase of a multi-year project, the research employed a descriptive quantitative design supported by qualitative interviews. The sample consisted of 98 undergraduate students selected through purposive sampling at STKIP Andi Matappa, with follow-up interviews involving three representatives. Data was analyzed using descriptive statistical techniques and thematic analysis. The results showed that although students were familiar with PjBL, they faced challenges in accessing resources, conducting literature reviews, and applying research methodologies. Their understanding of research processes was moderate, while knowledge of Yimer and Ellerton’s problem-solving stages remained low. Students emphasized the need for structured guidance, training workshops, and greater access to academic resources. These findings highlight the urgency of developing a contextually adapted PjBL model integrating orientation, planning, investigation, analysis-reflection, and communication stages to enhance students’ independent research abilities.

https://doi.org/10.26803/ijlter.24.12.5

Integrating Culturally Responsive Teaching and TPACK Frameworks in the Design and Validation of Indonesian Language Learning Tools for Multicultural Schools

2025-12-13T15:47:46+00:00

Although there is a rise in cultural diversity and the use of technology in education, numerous Indonesian educators struggle to successfully integrate cultural values and digital teaching approaches into language learning. Therefore, this study aims to design and validate Indonesian language teaching tools based on the Culturally Responsive Teaching (CRT) approach, integrated with the Technological Pedagogical Content Knowledge (TPACK) framework, for use in multicultural high schools. This study followed a simplified Borg and Gall model, focusing on three main phases: needs analysis, prototype development, and expert validation. The method focused on designing, improving, and evaluating educational tools that are culturally appropriate and integrate technology for learning the Indonesian language. Data were collected from Grade X teachers and students in ten multicultural schools in Asahan Regency, Indonesia. Results indicated a very high level of agreement among experts as measured using a Gregory Index score of 0.89; this represents a robust content validity of the educational resource materials. Thus, these materials have educational and culturally relevant validity and can be used in multicultural school settings. Testing the effectiveness of the teaching resources used with 60 students (30 in the experimental group and 30 in the control group) resulted in significantly improved learning outcomes for the experimental group (experimental mean posttest = 41.20) when compared to the control group (control mean posttest = 19.80). A Mann-Whitney U Test p-value of 0.000 also supported the results, indicating that incorporating culturally responsive education and technology-enhanced pedagogy increased students' engagement and understanding of Indonesian language learning. These results provide validation of the effectiveness of the developed teaching materials and demonstrate how applying the CRT and TPACK models can merge cultural relevance and technical pedagogy to support contextualized learning and inclusive learning practices. Local cultural stories are incorporated into the tool to enable students to express their identities while enhancing the TPACK model by including CRT principles. This study demonstrates a successful combination of culturally responsive education and technology-enhanced pedagogy—applications that have previously been underrepresented in research. This research has developed a design model that has been empirically tested and validated to combine the CRT and TPACK models to enhance the theoretical basis for culturally sustainable learning and establish a base for future research that explores inclusive and context-based language education in various educational settings.

https://doi.org/10.26803/ijlter.24.12.12

Social Interaction between Lecturers and Undergraduates in EFL Classrooms: A Case Study from a Thai University in the Age of AI

2025-12-12T05:38:53+00:00

This explanatory sequential mixed-methods study investigates how artificial intelligence (AI) is reshaping social interactions in Thai EFL classrooms amid the rapid spread of chatbots and AI-supported writing tools in language education (2020–2025). Grounded in Sociocultural Theory and the Interaction Hypothesis, the design combined a questionnaire administered across four undergraduate year levels with semi-structured interviews of eight purposively selected students. Descriptive statistics summarized the survey responses, while the interview data was analysed thematically. The findings show that students welcome AI for quick access to input, idea generation, and building confidence before speaking yet remain cautious about accuracy and overreliance, and many still prefer lecturer clarification for complex issues. A new contribution emerges in the form of a dual effect: pre-class AI preparation enables students to enter lessons better prepared and more confident, but it is also associated with fewer spontaneous in-class clarification questions, suggesting a subtle displacement of routine lecturer–student interaction. While AI can stimulate participation and reduce hesitation, it cannot replace teacher guidance, formative feedback, and relational rapport. Overall, the evidence supports a hybrid interaction model in which AI-supported preparation is paired with human-led dialogue during class. Implications extend beyond ZPD and the negotiation of meaning toward a whole-class ecology: brief, transparent rules for responsible AI use (verification and disclosure), protection of talk time through AI-off/AI-critique moments, and process-oriented assessment that includes light evidence of AI use and short reflections on revisions. Program-level alignment (equity safeguards, approved tools, and privacy/ethics policies) is recommended to keep expectations consistent. By documenting both the benefits and displacement risks of pre-class AI use, this study refines the sociocultural theory for the AI era. It offers scalable guidance for EFL programs in Thailand and across Asia.

https://doi.org/10.26803/ijlter.24.12.3