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1
Sudarti Sudarti, Didit Pramana Putra, and Nur Hamidah. "Classroom Action Research Assistance for Teachers SD Winong Using Differentiated Learning Methods." Jurnal Pengabdian Kepada Masyarakat Multidisiplin 1, no. 1 (2025): 20–28. https://doi.org/10.63760/jam.v1i1.13.
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This research aims to mentor teachers at SD Winong in implementing Classroom Action Research (CAR) using differentiated instruction methods to enhance their teaching effectiveness. The study employs a qualitative approach, beginning with an initial assessment of the teachers' current instructional challenges. Teachers are then guided through the process of integrating differentiated instruction into their CAR projects, focusing on adapting teaching methods to meet the diverse needs of their students. Data is collected through classroom observations, interviews, and reflective journals to evaluate the impact of differentiation on student engagement and learning outcomes. The results show that the use of differentiated instruction in CAR significantly improved the teachers' ability to cater to individual student needs. This research contributes by providing a practical framework for implementing differentiated instruction in CAR, promoting more personalized and effective teaching strategies in SD Winong, Pati.
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Sanemueang, Chalida. "The Effectiveness of Integrating CEFR-Aligned English Instructional Program with Gamification." Journal of Education and Learning 14, no. 5 (2025): 123. https://doi.org/10.5539/jel.v14n5p123.
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The proficiency of English language in Thailand is considered as a crucial factor prioritized across various sectors to enhance the population’s capacities. All educational institutions, from kindergarten to tertiary levels, emphasize the improvement of English competence through diverse pedagogical approaches and the application of the Common European Framework of Reference for Languages (CEFR) for assessment. Therefore, this study examines the effectiveness of integrating CEFR-aligned English instructional program with gamification in enhancing English proficiency. A pretest-posttest experimental design was conducted with 33 demonstration school students who participated in the CEFR-aligned English instructional program integrated with gamification. In this study, the instructional program targeted CEFR A2–B1 levels, and integrated with gamification elements such as Kahoot, Padlet and Quizlet incorporating leaderboards, rewards and collaborative quizzes to enhance proficiency and engagement. The study focused on three skills such as listening, reading, and grammar skills, aligning with the achievement tests and CEFR standardized test. Statistical analyses, including t-tests and Spearman’s correlation, were employed to evaluate the program’s impact. The findings revealed a significant improvement in posttest scores (M = 34.33, SD = 9.983) compared to pretest scores (M = 28.36, SD = 8.961), with a highly significant effect (p < .001). Correlation analysis further demonstrated an intrinsic correlation between pretest and posttest scores and CEFR level progression (p < .001). Moreover, students’ perceptions of the integrated instructional program were overwhelmingly positive, indicating that gamification effectively enhanced language acquisition, motivation and engagement. These findings highlight the effectiveness of integrating CEFR-aligned English instructions with gamification in fostering English proficiency and advancing students’ progression to higher CEFR proficiency levels.
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Kim, Won Jung. "Community-Engaged Research Projects in School Settings: Science Teachers’ Practices and Reflections." Social Sciences 13, no. 12 (2024): 661. https://doi.org/10.3390/socsci13120661.
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Community-engaged research (CER) is a justice-oriented research paradigm that emphasizes equitable and reciprocal knowledge co-production with community members and organizations, sharing power, benefits, contributions, and responsibilities among all participants. This study explores nine teachers’ cases of facilitating CER projects in their respective school settings, aimed to support students’ critical consciousness and action for environmental issues and injustices. This study contributes to educational research by adapting an existing framework for CER for environmental justice that can guide K-12 teaching and research on it. By analyzing data from teacher community meetings and individual interviews in the CER framework, this study articulates classroom practices that addressed the Distribution, Procedure, Recognition, and Transformation dimensions of CER, as well as the positive impacts and challenges of these implementations. The findings report teacher practices categorized by the CER dimensions they addressed (the what of the practices) and the instructional strategies they employed (the how of the practices). The findings also compare the frequency of these practices as an indicator of variation in teacher practices and illustrate this variation through three teachers’ CER cases. The findings also document the positive outcomes of CER in student empowerment, as well as the challenges related to time, resources, assessment, and stakeholder skepticism, underscoring the need for systemic support to enhance CER in school settings. The discussion focuses on the implications of these findings and ways to address the identified challenges through future research and institutional efforts.
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Mahmudah, Umi, and Tulus Musthofa. "Reading Skills Learning in the "Arabic-Online.net" Application by Saudi Electronic University Based on the Common European Framework of Reference for Languages (CEFR)." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 5, no. 3 (2023): 370–85. http://dx.doi.org/10.37680/scaffolding.v5i3.3377.
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This research focuses on analyzing learning qira’ah (reading) skills in the Arabic-Online.net program within the learning assessment evaluation framework, especially the Common European Framework of Reference for Languages (CEFR) as one of the international standards in foreign language learning. This research is qualitative research, and the primary data in this research is reading text in qira'ah material from all 16 levels in Arabic-Online.net. In the analysis, the researchers focused on the reading texts provided at each level in the program through the CEFR framework. Data analysis in this research used data reduction, data presentation, and drawing conclusions based on Miles and Huberman’s method. The research findings indicate that the reading skills instruction in the "Arabic-Online.net" application offers a diverse range of instructional materials. These materials are designed to help participants comprehensively master reading skills. The content, vocabulary, and exercises within this program align with the CEFR standards. This is demonstrated not only in the selection of themes with higher levels of difficulty but also through the inclusion of more complex questions and exercises. The chosen themes are systematically organized, starting from topics closely related to the participants' experiences and progressing to subjects further removed from daily life, such as transportation, administration, and legal issues. These diverse themes not only require a strong language proficiency with a command of vocabulary related to the themes but also demand critical and exploratory thinking from learners to grasp the discourse and main points of the reading materials.
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Wardani, Sri. "Transforming Senior High School Students’ Writing Abilities through Problem-Based Learning." TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) 6, no. 2 (2024): 60–65. https://doi.org/10.35747/tefla.v6i2.1265.
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This study explores the integration of Problem-Based Learning (PBL) as an instructional method to improve students’ proficiency in writing analytical exposition texts. The PBL approach was implemented for one cylce only, with bi-weekly sessions, each lasting 45 minutes. Conducted in an XI-grade classroom consisting of 31 students, this research employed a Classroom Action Research (CAR) framework. The writing instruction was structured using a systematic five-step process: pre-writing (planning), drafting, revising, editing, and publishing. PBL was introduced through five distinct phases: (1) orienting students to the problem, (2) organizing learners for collaborative work, (3) facilitating individual and group research, (4) guiding students in developing and presenting their solutions, and (5) critically analyzing and evaluating the problem-solving process. To evaluate the effectiveness of this approach, writing assessments were administered at the conclusion of each cycle. Data collection methods included writing tests and classroom observation. The findings demonstrated that the implementation of PBL significantly enhanced students’ writing competence in analytical exposition texts, fostered greater self-confidence in their writing abilities, and cultivated a more positive attitude towards the writing process.
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Batrisyia, Azra, and Sonya Puspasari Suganda. "Pengembangan Silabus Selaras CEFR untuk Mengoptimalkan Pembelajaran Bahasa Arab di Pesantren Mahasiswa X." JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 10, no. 1 (2025): 53. https://doi.org/10.36722/sh.v10i1.4009.
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<p><strong>Textbook-based instruction fails to address students' actual needs, and the lack of a clear learning sequence highlights the need for a structured syllabus. This study develops an Arabic syllabus to improve instruction at Pesantren Mahasiswa X using a research and development approach. The methods of data collection used were interviews, focus group discussion, and questionnaire with key stakeholders, including students, alumni, teachers, the principal, and the foundation. Thematic analysis of the needs analysis revealed that: 1) instruction aims to develop simple communication skills and subsequently, comprehension of Islamic texts; 2) learning levels require clear specification; and 3) instruction should initially focus on listening and speaking skills to address immediate needs. The study produced a competency-based syllabus aligned with the Common European Framework of Reference for Language (CEFR) for beginner level. The syllabus includes a program description, objectives, assessments, topics, learning outcomes, linguistic competencies, activities, indicators, and learning media. This article also discusses CEFR alignment and challenges encountered in syllabus implementation. </strong></p><p><strong><em>Keywords</em></strong><strong> - </strong><em>Arabic syllabus design, competency-based syllabus, CEFR, need analysis</em></p>
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Arnott, Stephanie, and Marie-Josée Vignola. "The Common European Framework of Reference (CEFR) in French immersion teacher education." Journal of Immersion and Content-Based Language Education 6, no. 2 (2018): 321–45. http://dx.doi.org/10.1075/jicb.17008.arn.
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Abstract Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers (n = 25) and the course instructor identified strengths and challenges associated with this initiative via surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for decision-making related to its use in ITE programs targeting FI teachers.
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Mhatre, Ms Janhavi. "Real Time Gesture Controlled Robotic Vehicle." International Journal for Research in Applied Science and Engineering Technology 12, no. 3 (2024): 2286–89. http://dx.doi.org/10.22214/ijraset.2024.59320.
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Abstract: The complexity of controlling an automobile increases with the incorporation of more significant capabilities. Planning automobile-controlling frameworks that enable users to teach the car only to demonstrate whatit should do is the focus of numerous research efforts; yet, for non- expert users, using a switch or remote to operatethe car is difficult. In light of this, this paper proposes an Arduino-based automobile-controlling framework that eliminates the need for physical car control. This work exhibits two main commitments. First, we demonstrate thathand gestures maybe used to drive the car, with the vehicle agreeing to the hand's position and movement. An Arduino Nano, an accelerometer, and a radio-frequency (RF) transmitter are used by the hand-gesture framework.The Arduino Nano, which is attached to the hand glove, receives data from the accelerometer, which is connectedto the glove to sense the acceleration powers produced by hand movement .following data reception, Arduino Nano converts the data into unique angle values between 0 and 450° and transmits it to the Arduino Uno's RF receiver, which is mounted on the vehicle, via the RF sender. Moreover, a mobile application with unique modes based on Android will operate the suggested automobile framework. The hand-gesture framework was expanded with the addition of the Bluetooth module to become the mobile application framework. In this instance, the Arduino Uno receives the comparing signal whenever the user sends any commands. Once you've acknowledged thesignal, The Arduino will compare this to its pre-programmed commands for braking, left, right, forward, and back-ward motion before instructing the motor module to move the vehicle in that direction
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S. Amrenova and K. Zh. Rakhymova. "The Global Impact of CEFR in Higher Education: A Case Study in Kazakhstan and Insights from a Pedagogical Experiment." Bulletin of Toraighyrov University. Pedagogics series, no. 1,2024 (March 29, 2024): 46–59. http://dx.doi.org/10.48081/obvs7996.
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The article explores the transformative impact of the Common European Framework of Reference for Languages (CEFR) on global language pedagogy, with a particular focus on its implications for higher education and its application in Kazakhstan. Introduced by the Council of Europe in the early 2000s, the CEFR offers a comprehensive framework for language teaching, learning, and assessment, spanning six competency levels from A1 to C2. Its widespread adoption has reshaped language education policies and practices worldwide, emphasizing communication skills across reading, writing, speaking, and listening. The study investigates the evolution of the CEFR and its integration into higher education systems, examining its influence in countries such as the UK, Germany, France, and Canada. Notably, Kazakhstan has embraced the CEFR as a guiding framework for language instruction, aiming to enhance graduates’ employability in the international job market. Additionally, the article presents findings from a pedagogical experiment conducted at a Kazakhstani university, assessing the effectiveness of CEFR-aligned speaking assessment criteria in improving students’ proficiency. The study employs a mixed-methods approach, combining quantitative data analysis with qualitative student feedback, highlighting the positive impact of aligning teaching strategies with the CEFR. Overall, the research contributes valuable insights into the practical application of the CEFR in Kazakhstani higher education and its broader implications for language instruction worldwide. Keywords: CEFR, higher education system, teaching methods, assessment criteria, student feedback, survey.
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Sunengko, Sunengko. "The Impact of CEFR-Aligned Writing Assessments on Enhancing ESL/EFL Learners' Writing Competence: A Comparative Analysis." Jurnal Pendidikan 12, no. 2 (2024): 291–305. https://doi.org/10.36232/pendidikan.v12i2.7209.
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This systematic literature review (SLR) investigates the impact of CEFR-aligned writing assessments on ESL/EFL learners' writing competence from 2019 to 2024. Using the PRISMA framework, the review evaluates studies comparing CEFR-based writing interventions with traditional assessment methods, focusing on grammatical accuracy, coherence, and overall writing proficiency. Data were sourced from Scopus using well-defined inclusion criteria. Key themes include feedback mechanisms (peer, teacher, and automated tools like Grammarly), the role of digital platforms, and learner engagement. Findings suggest that CEFR-aligned assessments provide structured, outcome-driven writing improvement, especially when supported by feedback and technology-enhanced instruction. However, limitations remain concerning long-term effects and the applicability of gamified learning tools for advanced learners. This review underscores the need for future research into writing assessment scalability, task-based rubrics, and the integration of AI-driven evaluation tools in CEFR-based writing instruction.
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Hasoon, Jamal Nasir, Yasmin Makki Mohialden, and Firas Ali Hashim. "A Mountain Gazelle Optimization (MGO) for Enhancing the Deep Learning Performance in Various Operating Systems." Al-Salam Journal for Engineering and Technology 4, no. 1 (2024): 113–23. http://dx.doi.org/10.55145/ajest.2025.04.01.011.
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This study introduces a novel optimization framework that assesses and enhances deep learning algorithm performance across autonomous car operating systems. The framework generates synthetic performance measures, including inference time, memory use, CPU/GPU utilization, and accuracy, to evaluate algorithm performance. By employing the Mountain Gazelle Optimizer (MGO), the study identifies the best deep learning algorithm and operating system setup for accuracy and resource efficiency. The proposed methodology normalizes performance indicators, defines a fitness function to assist optimization, and then iterates through numerous configurations to discover the optimum option. Extensive trials and scenario comparisons validate the effectiveness of our approach. Computational efficiency and accuracy improved significantly, revealing the ideal autonomous car system performance combinations. This study not only enhances deep learning optimization but also provides practical instructions for building robust autonomous car systems in varied operating contexts, thereby informing the development of future autonomous vehicles and offering actionable insights for developers and researchers in the field.
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Thin, Dang Van, Nguyen Thi Thuy, Duong Ngoc Hao, and Nguyen Luu-Thuy Ngan. "Two-stage framework for identifying and extracting Vietnamese comparative opinion quintuple extraction." Journal of Computer Science and Cybernetics 41, no. 1 (2025): 79–94. https://doi.org/10.15625/1813-9663/20607.
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Comparative opinion mining is an important subtask of opinion mining. It aims to identify comparative reviews and extract the comparative elements in quintuples. This task, called Comparative Opinion Quintuple Extraction (COQE), has two main sub-tasks: Comparative Sentence Identification (CSI) and Comparative Element Extraction (CEE). In this paper, we introduce an effective two-stage framework for the COQE task specifically designed for the Vietnamese language. The first stage leverages the power of fine-tuning different BERT-based language models to identify the comparative sentences. We then formulate the comparison extraction task as a conditional text generation problem and apply a multi-task instruction prompting architecture based on generative language models. Furthermore, we also employ a data augmentation technique to increase the training data samples. Our experimental results on the VCOM dataset [15] demonstrate that our framework outperforms existing methods and achieves state-of-the-art performance on the test set. We also conduct a detailed analysis to provide insights for future research on this topic.
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Anggoro, Kiki Juli, and Ahn Nguyet Nguyen. "Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction." Studies in English Language and Education 8, no. 3 (2021): 1177–93. http://dx.doi.org/10.24815/siele.v8i3.19629.
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The demand for foreign teachers of English as a Foreign Language (EFL) has been high in non-English speaking countries, including Thailand. As foreigners have resided in the country for several years, they picked up students’ first language (L1) competence. Several foreign teachers, to some extent, utilized this mastery of L1 to assist the English instruction. This research aimed to explore how students with different Common European Framework of Reference for Languages (CEFR) levels perceive foreign English teachers’ use of L1. Three hundred twenty students from Walailak University participated in the survey. A quantitative survey and qualitative interview were used to collect data. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was administered to investigate the qualitative data. The quantitative findings revealed a significant difference in students’ perceptions, Welch’s F(2,68.42)=11.304, p .05. The qualitative findings exposed that students in level A1 had significantly different perceptions compared to those in levels A2 and B1. Students who supported L1 integration disclosed that it ameliorated communication, enhanced learning motivation, and improved academic achievement. Additionally, students who opposed L1 expressed that English’s full usage developed their learning motivation and academic accomplishment.
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Gray, S. H., J. Owen, and A. Petrosoniak. "LO096: Comfortable with your thoracotomy skills? An innovative simulation-based curriculum to teach rare procedures in emergency medicine." CJEM 18, S1 (2016): S63. http://dx.doi.org/10.1017/cem.2016.133.
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Introduction / Innovation Concept: Emergency medicine (EM) residents must demonstrate proficiency in several rare, life-saving procedures but few clinical opportunities exist to practice and master these skills. Currently no standardized curricula exist for the instruction of these skills during EM residency. Accordingly, many residents graduate without the experience to perform these critical procedures confidently. We developed a novel, simulation-based curriculum for six rare, life-saving, EM skills that integrates deliberate practice and Kolb’s theory of experiential education. Methods: We used existing EM training objectives and a recent national resident needs assessment to develop a simulation-based technical skills curriculum. The six station curriculum was underpinned by the pedagogical framework of experiential education and deliberate practice. Instructor and participant feedback directed subsequent curriculum modifications. Curriculum, Tool, or Material: This one-day intensive curriculum was successfully implemented at two Canadian EM residency programs for 54 EM residents, from both CCFP-EM and FRCP-EM streams. Participant feedback was highly favorable. An iterative approach to curriculum implementation at two separate residency programs effectively allowed educators to respond to participant needs. Conclusion: A novel simulation-based curriculum for rare procedures in EM is feasible, practical, and highly valued by participants. Ongoing work is underway to refine the curriculum and assess its efficacy in creating competence. Deliberate practice and Kolb’s theory of experiential education provide useful frameworks for technical skills training.
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Mofoka, Jerry George, and Matsolo Mokhampanyane. "Potential threats to implementing instructional leadership in Western Cape township secondary schools." Interdisciplinary Journal of Education Research 6 (September 12, 2024): 1–16. http://dx.doi.org/10.38140/ijer-2024.vol6.33.
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This empirical study examines the factors that pose challenges to the implementation of instructional leadership in township secondary schools in the Western Cape province of South Africa. The study adopts Critical Emancipatory Research (CER), which promotes peace, hope, freedom, and social justice, as its theoretical framework. Participatory action research (PAR), utilising focus group interviews, is employed to collect data. PAR is situated within a transformative paradigm, and a qualitative research approach is chosen to align with this paradigm. Data is collected through focus group discussions with the school management team (SMT), consisting of the principal, two deputy principals, and six heads of department. These discussions aim to gather information on threats to instructional leadership and strategies to mitigate these threats. The findings reveal that the local community and its dynamics, along with the prevalence of violence in the neighbourhood, are external factors that significantly impede the smooth operation of the school and negatively affect the implementation of effective instructional leadership. Conversely, factors such as limited interference from the local community, reduced workload, adherence to compliance guidelines and requirements set by the Department of Education, and an unimpeded leadership role for the management team may contribute to the successful implementation of instructional leadership. Therefore, the study recommends promoting effective and transparent communication as well as open engagement among all stakeholders within the school.
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Xu, Yang, Zhe Zhang, and Zhi Yu Huang. "Vehicle Embedded Speech Recognition and Control System Research and Implementation." Applied Mechanics and Materials 494-495 (February 2014): 104–7. http://dx.doi.org/10.4028/www.scientific.net/amm.494-495.104.
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For the driver in the process of moving inconvenient to manually operated vehicle electronics, as well as the monopoly of foreign technology and other issues related , a framework based on DSP + MCU car speech recognition and control systems is designed. According to the embedded application environment, the corresponding recognition algorithm and the hardware architecture of DSP + MCU are chosen, in which DSP is mainly responsible for voice signal processing work, MCU is responsible for communicating with DSP and MCU to obtain recognition results after speech signal processing, as the final control instructions .The experimental results show that the hardware platform can run normally, and control the car body light on experimental bench.
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Lei, Yin. "The Implementation of China Standards of English (CSE) Framework and CEFR-Based English Test Performance of University Students in China." English Language Teaching and Linguistics Studies 6, no. 5 (2024): p174. http://dx.doi.org/10.22158/eltls.v6n5p174.
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The study investigates the implementation of the China Standards of English (CSE) Framework in China and its effect on students' English proficiency. The study, involving 250 students and 100 instructors, demonstrated that the execution of the CSE Framework is irregular and deficient, revealing inconsistencies between the prescribed standards and actual practices. The findings reveal an absence of significant link between the degree of CSE implementation and students' test performance, underscoring the disconnect between policy and practice. The results suggest that a more thorough and methodical application of the CSE Framework is crucial for enhancing English language proficiency outcomes among university students in China. The study concludes with recommendations for a comprehensive redesign of the curriculum and instructional methods to improve alignment with the CSE Framework and enhance student performance in English proficiency assessments.
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Antunović, Branka. "Research Bridging Theory and Practice." Metodički obzori 19, no. 1 (36) (2025): 5–30. https://doi.org/10.32728/mo.19.1.2024.01.
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This study explores the potential of the Collaborative Action Research (CAR) model to bridge the gap between research and practice in geometry education. Using the Development of Geometrical Thinking (DGT) program, CAR facilitated a collaborative process among teachers and researchers through iterative cycles of planning, action, observation, and reflection. Conducted with 88 seventh-grade students and four mathematics teachers in Croatia, the study aimed to enhance geometric understanding and problem-solving skills.The CAR model translated theoretical insights into practical teaching strategies, leading to significant improvements in student learning outcomes and teacher attitudes. Teachers became more reflective practitioners, adapting methods to meet students’ needs effectively. These findings affirm CAR’s value as a framework for professional growth and sustained instructional innovation in mathematics education.
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Adrián Hernandez, Jairo. "El inglés como una herramienta evangelizadora en las escuelas de Kerala: Un análisis diacrónico sobre el elitismo anglófono a través de «Indulekha» (1889) de O. Chandu Menon y «El Dios de las Pequeñas Cosas» (1997) de Arundhati Roy." Castilla. Estudios de Literatura, no. 16 (July 4, 2025): 1–23. https://doi.org/10.24197/cel.16.2025.1-23.
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This manuscript investigates the factors contributing to Kerala’s superior educational performance, particularly in English language instruction, compared to the rest of India. It examines two distinct educational models: the colonial governmental approach articulated in Macaulay's Minute on Education (1835) and the missionary pedagogy exemplified in the works of Rev. Samuel Mateer. A period-over-period analysis explores the lasting cultural implications of these British-centered models, highlighting their impact on Kerala’s educational framework. To illustrate these effects, a comparative analysis of literary works, Indulekha (1889) and The God of Small Things (1997), is undertaken, emphasizing themes of cultural accommodation and colonial legacy.
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Didit Pramana Putra, Nur Hamidah, and Supadi Supadi. "Classroom Action Research Assistance for Teachers SMP PGRI 5 Winong Using Case Study Learning Techniques." Jurnal Pengabdian Kepada Masyarakat Multidisiplin 1, no. 1 (2025): 39–47. https://doi.org/10.63760/jam.v1i1.15.
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This research aims to mentor teachers at SMP PGRI 5 Winong in implementing Classroom Action Research (CAR) using case study teaching techniques to enhance instructional effectiveness. The study employs a qualitative approach, beginning with an assessment of the teachers' current challenges in the classroom. Teachers are then guided through the process of integrating case study techniques into their CAR projects, focusing on applying real-world scenarios to engage students more deeply in the learning process. Data is collected through classroom observations, interviews, and reflective journals to evaluate the impact of these techniques on student engagement and learning outcomes. The results indicate that the use of case study techniques in CAR significantly improved both student participation and critical thinking skills. This research contributes by providing a practical framework for incorporating case study methods into CAR, offering an effective strategy for improving teaching practices in middle schools.
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Syed Husain, Sharifah Shahnaz Bt, Julina Munchar, Zaemah Abdul Kadir, T. Parimala Devi Thevarajoo, and Puteri Zarina Megat Khalid. "Theory to Practice: Lecturers' Readiness in Implementing a CEFR-aligned Tertiary Curriculum." International Journal of Education 16, no. 2 (2024): 109. http://dx.doi.org/10.5296/ije.v16i2.21729.
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Malaysia is pushing for the implementation of a new English language education reform that would be implemented and integrated at all levels of the educational system, from preschool to tertiary education. Incorporating the Common European Framework of Reference is an apparent preference to satisfy the benchmark of a global platform (CEFR). This move involves an immediate review of present classes and adherence to the new national curriculum restructuring. Lecturers are expected to know the essentials to adopt and implement CEFR in the curriculum. However, because this is relatively new, there is a lack of guidelines for executing the new curriculum. This study investigates if lecturers are prepared to implement a curricular framework consistent with and guided by the CEFR. A survey was distributed to 40 lecturers from two public universities to gain insight into a few dimensions of readiness; quality, climate, cognitive, emotional, and other determinants. The offered findings serve as a guide for organizing and designing any essential training for lecturers. It will also help in the development of instructional materials that are suitable for a local setting.
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Won, Yunhee. "Common European Framework of Reference for Language (CEFR) and Test of Proficiency in Korean (TOPIK)." International Journal of Area Studies 11, no. 1 (2016): 39–58. http://dx.doi.org/10.1515/ijas-2016-0003.
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Abstract This paper is an overview of Test of Proficiency in Korean (TOPIK). Test of Proficiency in Korean (TOPIK) is a test to measure and evaluate the Korean language proficiency targeting for overseas Koreans and foreigners who do not speak Korean as their first language. The TOPIK is utilized for studying in Korean universities or taking advantages of employment. Systems of the TOPIK are largely divided into TOPIK I and TOPIK II: TOPIK I is divided into the Beginner 1 and 2; TOPIK II is divided into Intermediate 1, 2, Advanced 1, and 2, all of which are equal to the measure proposed in the European common reference standard. Common European Framework of Reference (CEFR) is equipped with a six-step framework for language proficiency and communicative activities. This system describes knowledge, skills, cultural competence, and regulations of each step-by-step learning skill level for the purpose of communication in the private, public, and occupational areas. This paper first presents the Common European Framework of Reference (CEFR) that is familiar to Europeans, and compares it with the TOPIK system. First, it compares the TOPIK with the Common European Framework of Reference on the overall system, the assessment method, question types and etc. Also, it briefly examines foreign language education in Korea. Foreign language education in Korea was in abstract level as compared to the Common European Framework of Reference or topic. As in Europe, Korea also divides the language acquisition into 6 levels. It prepares the evaluation criteria for each level. Criteria and test methods can be understood by comparing the German language test and TOPIK to be carried out in accordance with the Common European Framework of Reference. Test methods and criteria of the German test and TOPIK are similar, but information and instruction for testing showed at the Goethe-Institute is far more detailed than TOPIK in Korea. The problem lies in the absence of speaking test in TOPIK. In order to understand the language proficiency, speaking, listening, reading and writing in all parts should be evaluated; however, there is no speaking test in TOPIK, and it is unfortunate that there is no writing test in the beginner-level test. This is what should be improved in the future.
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Mikhael Misa. "Language Learning: Enhancing Students’ Pronunciation through English Songs." Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris 2, no. 6 (2024): 151–59. https://doi.org/10.61132/sintaksis.v2i6.1289.
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This study examines how well English songs may be used as a teaching technique to improve eighth-grade students' pronunciation. The study aims to provide evidence-based insights applicable to English as a Foreign Language (EFL) contexts and future teaching practices by methodically examining the effects of incorporating English songs into the instructional process to improve pronunciation using a Classroom Action Research (CAR) design. A methodical framework for using English songs as a teaching tool for pronunciation enhancement is created during the planning stage. Data is collected throughout the observation period to evaluate the overall efficacy of the intervention as well as the pronunciation development of the pupils. Throughout iterative cycles, this data becomes the basis for evaluating and improving instructional tactics. Results and debates regarding using songs to teach pronunciation are presented in the study. Songs improve pronunciation and make learning more enjoyable and pleasurable when used as an instructional technique. This method is a valuable supplement to language teaching approaches since it may increase students' motivation and self-assurance in their English-speaking skills.
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Thamrin, Nur Sehang, Suwarsih Madya, and Nur Hidayanto Pancoro Setyo Putro. "Employing multimodal dialogic feedback on EFL tertiary students’ writing: Formative assessment framework." Englisia: Journal of Language, Education, and Humanities 11, no. 2 (2024): 124. http://dx.doi.org/10.22373/ej.v11i2.20393.
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Feedback is essential for improving EFL students' writing skills, even though it is still underutilized. Yet, only some studies examine multimodal dialogic feedback (MDF) on students' writing. To address the gap, this study, which employed an exploratory mixed-method, investigated the impact of MDF mediated by utilizing Google Docs and Zoom conferences as convenience platforms in a writing class among some Indonesian university learners and the impact of this MDF on the revision quality of the student texts. Furthermore, the study explored the students' perceptions of MDF from the formative assessment framework. While the quantitative method through classroom action research (CAR) with 39 students recruited purposively, examined the impact of MDF on students' writing skills, the qualitative approach using semi-structured in-person interviews with eleven students recruited conveniently, addressed the student's perceptions of the influence of MDF on their writing skills. The quantitative data were analyzed through simple descriptive statistical analyses to visualize the trend of students' improvement and the instructor's feedback. The qualitative data on the students' positive perceptions of the impact of MDF on their writing were analyzed using thematic analysis. Statistical analyses of the student's texts reveal that the student's writing skills are gradually developing. The results demonstrate how mediating MDF during teaching-learning writing affected the student's work on organization, content, language use, mechanics, and text length. Implications for writing instruction and the instructor's feedback are also discussed. Although this current study has limitations, suggestions for further research are offered.
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Pammer, Kristen, Melissa Freire, Cassandra Gauld, and Nathan Towney. "Keeping Safe on Australian Roads: Overview of Key Determinants of Risky Driving, Passenger Injury, and Fatalities for Indigenous Populations." International Journal of Environmental Research and Public Health 18, no. 5 (2021): 2446. http://dx.doi.org/10.3390/ijerph18052446.
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Social and cultural barriers associated with inequitable access to driver licensing and associated road safety education, as well as socioeconomic issues that preclude ongoing vehicle maintenance and registration, result in unsafe in-car behaviours such as passenger overcrowding. This in turn is associated with improper seatbelt usage, noncompliance with child restraint mandates, and driver distraction. For example, in Australia, where seatbelt use is mandatory, Indigenous road users are three times less likely to wear seatbelts than non-Indigenous road users. This is associated with a disproportionately high fatality rate for Indigenous drivers and passengers; 21% of Indigenous motor-vehicle occupants killed on Australian roads were not wearing a seatbelt at the time of impact. In addition, inequitable access to driver licensing instruction due to financial and cultural barriers results in Indigenous learner drivers having limited access to qualified mentors and instructors. A consequent lack of road safety instruction results in a normalising of risky driving behaviours, perpetuated through successive generations of drivers. Moreover, culturally biased driver instruction manuals, which are contextualised within an English written-language learning framework, fail to accommodate the learning needs of Indigenous peoples who may encounter difficulties with English literacy. This results in difficulty understanding the fundamental road rules, which in turn makes it difficult for young drivers to develop and sustain safe in-car behaviours. This paper considers the literature regarding road safety for Indigenous road users and critically evaluates strategies and policies that have been advanced to protect Indigenous drivers. Novel solutions to increasing road safety rule compliance are proposed, particularly in relation to passenger safety, which are uniquely embedded within Indigenous ways of knowing, being, and doing. Safe driving practices have crucial health and social implications for Indigenous communities by allowing more Indigenous people to participate in work and education opportunities, access healthcare, maintain cultural commitments, and engage with families and friends, qualities which are essential for ongoing health and wellbeing.
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A.X.Mukhamedov and S.O.Doniyorova. "INTEGRATING CRITICAL THINKING INTO CEFR-BASED COMMUNICATIVE LANGUAGE TEACHING FOR 21ST-CENTURY COMPETENCE." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 1067–75. https://doi.org/10.5281/zenodo.15504048.
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This article explores the integration of critical thinking into CEFR-based communicative language teaching, arguing that such alignment is essential for preparing 21st-century learners to engage meaningfully in academic, professional, and intercultural contexts. Within the Uzbek educational landscape, where English is gaining prominence, the traditional focus on memorization and structural accuracy must give way to pedagogies that promote analysis, evaluation, and reflective communication. The study demonstrates how communicative descriptors can be reinterpreted through a critical thinking lens to foster autonomy and deeper engagement. It proposes a framework of spiraled, task-based activities that integrate language skills with higher-order thinking. The article also examines the use of digital platforms alongside low-tech tools to support collaborative reasoning, visible thinking, and formative assessment. Emphasis is placed on reflective practices, dual-trait rubrics, and portfolio-based evaluation as means to validate critical thinking-communicative competence development. Professional development, curriculum design, and national policy alignment are identified as key levers for sustainable implementation. Ultimately, the paper offers a research-informed model for transforming English language education in Uzbekistan and similar contexts, shifting the focus from rule-based instruction to inquiry-driven, cognitively rich learning.
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Qoimatu Dinillah, Nurwanti Fatnah, and Teti Herawati. "Peningkatan Hasil Belajar IPA Materi Senyawa Menggunakan Model Tgt (Team Games Turnament) Kelas VIII SMPN 2 Sumber." NUSRA : Jurnal Penelitian dan Ilmu Pendidikan 6, no. 2 (2025): 388–95. https://doi.org/10.55681/nusra.v6i2.3735.
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This research investigated the efficacy of the Team Games Tournament (TGT) learning model in enhancing the learning outcomes of eighth-grade students (Class VIII E) at SMPN 2 Sumber in the subject of Natural Sciences (IPA), specifically focusing on the topic of chemical compounds. The study was motivated by observed low levels of student engagement and the prevalence of conventional instructional methods in teaching chemical compounds, a subject often perceived as abstract and challenging for a subset of learners. This situation potentially contributes to diminished overall achievement in Science. A Classroom Action Research (CAR) design, following the cyclical framework proposed by Kemmis and McTaggart, was employed. The research was conducted across two iterative cycles, each encompassing the phases of planning, action implementation, observation, and reflection. The participant sample comprised 37 students. Data were collected through systematic observation, summative tests, and relevant documentation, subsequently subjected to descriptive quantitative analysis. The findings revealed a statistically significant improvement in student learning outcomes pertaining to chemical compounds following the implementation of the TGT learning model. In the pre-cycle phase, only 22% of students achieved scores exceeding the established Learning Objectives Achievement Criteria (KKTP), with a mean score of 53,91. Subsequent to the intervention, the first cycle demonstrated an increase to 68% of students achieving mastery, with a corresponding mean score of 74,59. A more substantial improvement was evident in the second cycle, where 89% of students attained mastery, and the mean score reached 86,05. These increments suggest that the TGT learning model is an effective pedagogical strategy for fostering enhanced comprehension and improved learning outcomes in the context of teaching chemical compounds. Consequently, the TGT learning model presents a viable and engaging alternative for Science instruction, with the potential to significantly elevate student academic achievement.
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Mubarok, Muhammad Habib, Novia Hayati, and Nuria Haristiani. "Politeness on Public Signs in Japanese And Indonesian Train Cars - A Study Of Linguistic Landscape." Chi e Journal of Japanese Learning and Teaching 12, no. 2 (2024): 86–94. http://dx.doi.org/10.15294/chie.v12i2.6527.
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The study reports on the comparison of the esxpressions of politeness used in Japanese and Indonesian train cars. It aims to compare how politeness is expressed and in what situations or contexts politeness patterns are formulated on public signs in mobile public space, specifically inside Japanese and Indonesian train cars. This research is conducted under the framework of Linguistic Landscape approach, involving 36 photos of train cars signs in Japanese (19 photos) and in Indonesian (17 photos). This descriptive qualitative study analyzes signs by involving three types of public signs, including prohibitions, warnings, and instructions. The research results in some findings as follows. First, politeness marker in Japanese in any types of public signs of train cars involves the expressions kudasai or 'please' while that in Indonesian includes the use of the prefix 'di-' and the addition of lexical item of 'Mohon'. Second, in Japanese train cars signs, direct expressions appear almost in all types of signs but still using politeness, and explicitness is applied based on the situational needs of the signs, rather than the types of the signs. Similarly, in Indonesian train car signs, direct expressions appear in all types of signs and all signs use two types of politeness markers (lexical item of 'mohon' and the prefix 'di-'). The study found that he degree of politeness in sign expressions varies depending on the situation. Signs indicating danger or threats are typically less polite but more explicit, while those in regular areas are more polite but less explicit. This variation is evident in warning and instructional signs where the severity of the situation dictates the level of politeness and explicitness.
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Babalola, Emmanuel, Wonjin Yu, Hillary Ongoyo Omoz, Zainab Saka, Favour Ojike, and Iyanu Adedeji. "Stimulating the Interest of Young Learners in Physics through Storytelling and STEM Activities." Purdue Journal of Service-Learning and International Engagement 10, no. 1 (2023): 28–38. http://dx.doi.org/10.5703/1288284317690.
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The Physics is Fun Project is an initiative funded by Purdue’s Office of Engagement and aims to promote an interest in physics among young learners aged 5 to 12. The project’s unique approach blends instructional design and motivational design to create an engaging and relevant learning experience. Development of the project was guided by the analyze, design, develop, implement, and evaluate (ADDIE) framework and Keller’s attention, relevance, confidence, and satisfaction (ARCS) theory and utilized storytelling and hands-on learning strategies to bring physics to life through the story of a young physics enthusiast who is passionate about building a dream car. Basic physics concepts such as force, motion, and energy were presented using age-appropriate language and large infographics with relatable examples. Learners each received a STEM packet to construct their own dream car, therefore providing an authentic learning experience as they assembled their own car with the physics concepts. The first outreach was held in collaboration with Imagination Station in Lafayette and reached over 30 young physics inquirers with minimal scaffolding to support their learning.
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Sijono, Sijono, Ilinawati Ilinawati, Tuti Tuti, and P. Angela Agnes. "INCORPORATING MIND MAPPING INTO THE INSTRUCTION OF TEACHING WRITING PROCEDURE TEXTS AT SMKN 1 DEDAI." Journal of English Educational Study (JEES) 7, no. 1 (2024): 122–28. http://dx.doi.org/10.31932/jees.v7i1.3425.
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This study explores the effectiveness of the Mind Mapping technique in enhancing students' writing abilities and their active participation in learning activities, specifically in Class X Multimedia of SMKN 1 Dedai. Drawing on various theories of writing instruction and motivation, as well as the benefits of Mind Mapping, the research aims to address students' writing challenges through innovative teaching methodologies.Utilizing Classroom Action Research (CAR) as the methodological framework, the study follows a four-step cycle: Planning, Action, Observing, and Reflecting. Researchers actively engage in teaching writing procedures using the Mind Mapping technique, while observing student interactions and responses in the classroom. Data collection involves observations, tests, field notes, and interviews conducted across two research cycles.The findings reveal significant improvements in student engagement and writing proficiency throughout the research process. Despite initial challenges, such as low motivation and participation, the implementation of the Mind Mapping technique leads to notable enhancements in student participation rates, writing skills, and overall learning experiences.Analysis of data from both cycles demonstrates a marked increase in student participation, with average scores rising from 69.21% to 82.89%. Moreover, test results indicate substantial advancements in students' writing proficiency, particularly in content, organization, language use, vocabulary, and mechanics. This study underscores the importance of innovative teaching methodologies, such as Mind Mapping, in fostering student engagement and improving learning outcomes. By actively integrating such techniques into classroom instruction, educators can create dynamic learning environments conducive to student participation and skill development. Keywords: Mind mapping technique, teaching writing, procedure text
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Hussien, Nadia Mahmood, Yasmin Makki Mohialden, Mustafa Mahmood Akawee, and Mostafa Abdulghafoor Mohammed. "The software requirements process for designing a microcontroller-based voice-controlled system." Bulletin of Electrical Engineering and Informatics 12, no. 1 (2023): 539–43. http://dx.doi.org/10.11591/eei.v12i1.4407.
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Smartphones of today are capable of controlling motors, music systems, and lighting. This project's objective is to construct a robot car for the elderly and disabled that is based on the Arduino platform. Voice instructions can be used to wirelessly control the robotic car that the user is riding. The robot is able to move to the left and right, as well as forward and backward, and it can also stop. The voice-controlled robot vehicle built using Arduino and operated by an HC-05 module is connected to Bluetooth. The exact spoken commands are sent to the robot through the phone via an application that runs on android. The Arduino, which is in charge of controlling the robotic automobile, gets commands through a Bluetooth transceiver module, which then relays them to the Arduino. The hardware consists of an android phone, an android-powered motor drive, an Arduino, and Bluetooth. This system was developed with the help of Arduino C and the android-meets-robot framework. The primary goals of this piece of writing are to gain an understanding of how to create the criteria for a voice-controlled system that is based on Arduino.
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Sukmawati, Nur Najibah, and Sukma Septian Nasution. "Genre-Based Approach: Can It Improve the Informatics Engineering Students’ Writing Skill?" JEES (Journal of English Educators Society) 5, no. 1 (2020): 95–102. http://dx.doi.org/10.21070/jees.v5i1.395.
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Because instructional process in English for Specific Purpose (ESP) context is oriented to students’ academic and professional settings within discourse community, challenges appear. Learning language and learning language are directed to improving students’ language skills to survive the 21st century. On the other hand, score-documentations proved that the students performed low skills; especially writing skill. This study aimed at improving the students’ skill in writing explanation text by using Genre-Based Approach (GBA) to Informatics Engineering students of a private university in South, Indonesia. Classroom Action Research (CAR) was conducted to the third semester students of the university within two cycles. To validate the findings, writing test, observation and questionnaire were employed. The test result proved implementing GBA improved the classroom’s average score from 54 to 59.95 in cycle 1. This improvement was supported by the students’ engagement and enthusiasm to the instructional process as suggested by questionnaire and observation respectively. Further, the implementation of cycle 2 revealed the average score improved from 59.5 to 70.5. This score improvement is followed by the students’ agility and cooperativeness during the instructional process. This concludes that implementing GBA can improve the students’ skill in writing explanation text. This finding is expected to give insight for teachers to undoubtedly using GBA in English for specific purposes context.
 HIGHLIGHTS:
 
 The instructional practice of teaching English for informatics engineering students in the private university still focuses on form-based mastery.
 The informatics engineering students are eager and high-determinate to learn language skills especially writing in collaborative framework.
 
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Aberilla, Odessa D., Monera H. Salic, Ronaldo R. Orbita, Joy B. Bagaloyos, Cesar G. Demayo, and Mark Anthony G. Torres. "University Students' Acceptance of Evolution: Basis for STEM-based Instructional Design." International Journal of STEM Education for Sustainability 1, no. 1 (2021): 33–44. http://dx.doi.org/10.53889/ijses.v1i1.3.
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This study was conducted to explore the overall acceptance of evolution among undergraduate students in a State University as basis for developing a STEM-based instructional design to address the misconceptions about evolution. The research was conducted using the 20-item questionnaires of the Measurement of Acceptance of the Theory of Evolution (MATE) instrument assessing undergraduate students' acceptance of evolution in relations to; the process of evolution, the scientific validity of the evolutionary theory, the evolution of humans, evidence of evolution, scientific community's view of evolution and age of the Earth. The study is within a quantitative and qualitative framework using descriptive and inferential analysis. The findings revealed that all the colleges in the science group acquired a moderate level of acceptance except for the CED non-science group who received a low degree of acceptance of the theory of evolution. Although among the six concepts in the study, they generally agree on the statements and only in the idea on the age of the earth where the students were undecided. This research confirms that the level of acceptance is not positively related to the students' specialization. Based on the result of this study there is a need to develop a STEM based instructional design and this should be emphasized in the science curriculum. The teaching design will fill in the gaps in understanding concepts of evolution and its significance to the lives of many organisms and for the teachers to look evolution from very broad flexible and interdisciplinary perspectives.
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Syahraini, Intan Fitrah, Nina Afrida, and Mauloeddin Afna. "Increasing Students’ Mastery in Tense by Using DOTEN Media." JL3T (Journal of Linguistics, Literature and Language Teaching) 10, no. 1 (2024): 42–61. http://dx.doi.org/10.32505/jl3t.v10i1.8042.
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This Classroom Action Research (CAR) investigated the effectiveness of Domino Tenses Learning Media (DOTEN) in enhancing students' mastery of the simple present tense in English. The study involved 25 seventh graders (15 females, 10 male) from class VII.A at SMPN 1 Langsa, Indonesia. A two-cycle CAR design was employed, with each cycle consisting of two meetings. Data collection methods included observation, document analysis, and pre- and post-tests. Jean McNiff's CAR framework guided the research process, encompassing planning, implementation, observation, and reflection. The findings demonstrated a significant improvement in students' understanding and application of the simple present tense after utilizing DOTEN media. The minimum mastery criterion (KKM) for this study was set at 72. The average score in cycle I was 50.96, rising to 73.3 in cycle II. This increase suggested that DOTEN media effectively facilitated learning. Additionally, observations revealed a positive shift in student attitudes towards learning the simple present tense. Students displayed increased engagement, characterized by smiles, laughter, and active participation during DOTEN activities. These observations suggested that the game-based nature of DOTEN media fostered enjoyment and motivation, ultimately contributing to improved learning outcomes. In conclusion, this study provided evidence that DOTEN media is valuable tool for enhancing students' mastery of the simple present tense. The research findings offered valuable insights for English language educators seeking to integrate engaging and effective instructional strategies into their classrooms.
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BALABAN, Anton, Sorin BERBENTE, Andrei NEAMTU, et al. "Case study of TCAS implementation in modern FMS." INCAS BULLETIN 15, no. 2 (2023): 11–19. http://dx.doi.org/10.13111/2066-8201.2023.15.2.2.
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In this paper, uncertainty is included in the extended framework of global air traffic both through the action of the wind and through the incomplete determination of the aerodynamic coefficients and the inevitable imprecision involved in the execution of ATC instructions. In order to study the air conflict detection process in detail, the possibility of potential conflicts must be evaluated, considering the current state of the international airspace, and taking into account the uncertainty in calculating the future position of the aircraft. A mathematical model for predicting potential aerial conflicts is necessary for this objective. In a probabilistic framework, the mathematical model thus created could be either an empirical distribution of future aircraft positions in space or a dynamic model, such as a stochastic differential equation, that describes the movement of the aircraft and implicitly defines a distribution for the position’s future of the aircraft/ future aircraft positions. Based on the prediction model, aircraft flight safety matrices can be evaluated. The mathematical methods applied in the Detection and Resolution of Air Traffic Conflicts - CDR involve a wide range of fields, but also the appropriate modeling of physical systems such as airplanes, the codification of mathematical algorithms for conflict detection, as well as the properly applied procedures for resolving potential air conflicts.
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A. Hamid, Huzaifah, Wan Farah Wani Wan Fakhruddin, Liyana Ahmad Afip, and M. Obaidul Hamid. "Navigating global standards in local contexts: A systematic review of CEFR-aligned English language curriculum in the ASEAN region." Journal of Nusantara Studies (JONUS) 10, no. 1 (2025): 324–52. https://doi.org/10.24200/jonus.vol10iss1pp324-352.
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Background and Purpose: The rise of ASEAN as a regional economic bloc necessitates increased language proficiency among its diverse population. Many countries in the region as elsewhere in the world have borrowed the Common European Framework of Reference for Languages (CEFR) in meeting these national English language proficiency goals for their citizens. This systematic review investigates the barriers and facilitators to CEFR implementation in the ASEAN context, particularly focusing on their impact on educational outcomes. Methodology: A systematic review was conducted to identify and synthesise peer-reviewed articles published in English between 2017 and 2023. The search, performed in January 2024, utilised Web of Science Core Collection, Scopus, and ERIC databases. Articles were screened based on relevance to CEFR-aligned curricula in ESL/EFL contexts, curriculum content, instructional approaches, textbook CEFR-aligned curricula in ESL/EFL contexts, curriculum content, instructional approaches, textbook adaptations, assessments and teacher and student readiness following the PRISMA guidelines. A total of 40 eligible studies were analysed to identify trends, methodological strengths, and challenges associated with CEFR-aligned curriculum research in ASEAN. Findings: The review revealed that insufficient teacher training on the CEFR hinders its successful implementation, potentially limiting student opportunities for improved communication skills within the ASEAN community, while comprehensive course alignment with CEFR standards emerges as a crucial facilitator. Additionally, the review examines methodological approaches used in the existing research to identify these factors, with interviews and surveys being the most prevalent. Contributions: The study’s findings inform stakeholders of crucial areas for capacity building to ensure the CEFR's effectiveness in fostering ASEAN's educational development in a globalised world. Keywords: CEFR, implementation, barriers and facilitators, ASEAN, systematic review.
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Rehner, Katherine, Anne Popovich, and Ivan Lasan. "How the CEFR Is Impacting French-as-a-Second-Language in Ontario, Canada: Teachers’ Self-Reported Instructional Practices and Students’ Proficiency Exam Results." Languages 6, no. 1 (2021): 15. http://dx.doi.org/10.3390/languages6010015.
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This exploratory article describes (1) the self-reported instructional practices of a group of 103 Kindergarten to Grade 12 French-as-a-second-language (FSL) teachers from school boards across Ontario, Canada before and after intensive and extensive professional learning about the Common European Framework of Reference (CEFR) and (2) the areas of strength and opportunities for improvement in the FSL proficiency of 434 Grade 12 students from school boards across Ontario in their final year of study, as measured through their outcomes on the Diplôme d’études en langue française (the FSL proficiency exam aligned with the CEFR). In looking across the findings from these early-CEFR-adopter teachers and these highly-motivated students at the end of their FSL studies, the article offers a window onto how the CEFR is impacting the local landscape of FSL education in the province.
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Li, Zhiqing, Janis Zhiyou Li, Xiaofang Zhang, and Barry Lee Reynolds. "Mastery of Listening and Reading Vocabulary Levels in Relation to CEFR: Insights into Student Admissions and English as a Medium of Instruction." Languages 9, no. 7 (2024): 239. http://dx.doi.org/10.3390/languages9070239.
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Prior to enrolling in an English as a medium of instruction (EMI) institution, students must show an English proficiency level through meeting a benchmark on a standard English proficiency test, which is typically aligned with the Common European Framework of Reference for Languages (CEFR). Along with overall English proficiency, aural/written vocabulary level mastery could also predict students’ success at EMI institutions, as students need adequate English vocabulary knowledge to comprehend lectures and course readings. However, aural/written vocabulary level mastery has yet to be clearly benchmarked to CEFR levels. Therefore, this study aimed to investigate the correlations between students’ aural/written vocabulary level mastery and their CEFR levels. Forty undergraduate students in a Macau EMI university were recruited to take one English proficiency test and two vocabulary level tests (i.e., Listening Vocabulary Levels Test (LVLT) and the Updated Vocabulary Levels Test (UVLT)). Correlation analyses were conducted to explore the relationship between students’ CEFR levels and their mastery of listening and reading vocabulary levels. A positive correlation was found between students’ CEFR levels and their mastery of receptive aural vocabulary levels (ρ = 0.409, p = 0.009). Furthermore, a statistically significant positive correlation was found between students’ CEFR levels and their mastery of receptive written vocabulary levels (ρ = 0.559, p < 0.001). Although positive correlations were observed, no clear pattern was identified regarding the relationship between students’ CEFR levels and their mastery of aural/written vocabulary levels. Regression analyses were further conducted to determine the extent to which the combination of receptive aural and written vocabulary knowledge predicts the CEFR levels. The results indicated that the regression model that included only UVLT scores better predicted the CEFR levels. Given the positive correlations observed between students’ CEFR levels and their mastery of vocabulary levels, this study’s findings suggest the inclusion of aural/written vocabulary levels as additional indicators for ensuring student academic success in EMI institutions. Implications for EMI universities on student admissions, classroom teaching, and provision of additional English courses were provided.
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Zhang, Ning, and Supit Karnjanapun. "DEVELOPMENT OF A 3D-CAM TO ENHANCE STUDENTS' CAREER ADAPTABILITY AT VOCATIONAL COLLEGES IN SHANDONG PROVINCE, CHINA." EUrASEANs: journal on global socio-economic dynamics, no. 2(51) (March 30, 2025): 651–66. https://doi.org/10.35678/2539-5645.2(51).2025.651-666.
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This study, grounded in the framework of Social Cognitive Theory, adopted a quantitative research design to develop and validate the Three-Dimensional Career Adaptability Model (3D-CAM) for enhancing students' career adaptability at vocational colleges in Shandong province, China. By employing Partial Least Squares Structural Equation Modeling (PLS-SEM), a survey (N=996) was conducted with students from three vocational colleges in Shandong Province. The results indicate that: (1) lecturers’ transformational leadership, outcome-based education, and occupational self-efficacy constitute the three core dimensions influencing career adaptability, with standardized path coefficients of 0.112 (p<0.01), 0.180 (p<0.001), and 0.649 (p<0.001), respectively; (2) lecturers’ transformational leadership indirectly affects career adaptability through the dual mediation paths of outcome-based education (β=0.862, p<0.001) and occupational self-efficacy (β=0.461, p<0.001); (3) the curriculum intervention designed based on the 3D-CAM significantly improved students' career adaptability in the teaching practice of Used Car Appraisal and Evaluation (t=18.493, p<0.001). This study innovatively establishes a three-dimensional synergy mechanism of goal-oriented instruction, practice-based learning, and psychological empowerment, providing an intervention paradigm for improving the quality of vocational education. Additionally, it offers localized empirical evidence for outcome-based education reform.
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Taher, A. Khaled, J. Lockwood, C. Spearen, et al. "LO11: Improving patient access, care and transportation by paramedics (IMPACT): a novel curriculum toward redefining paramedic services in Ontario." CJEM 20, S1 (2018): S10. http://dx.doi.org/10.1017/cem.2018.73.
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Introduction: A proportion of Emergency Department (ED) visits may be treated in out-of-hospital settings. The objective of this curriculum was to expand paramedic competencies to safely risk stratify patients and divert low risk, low acuity patients from EDs with and without physician oversight. Methods: We followed Kerns 6-step Curriculum Development Framework . (a) We identified a problem, and (b) completed a needs assessment by retrospectively reviewing the clinical pathways of 3000 patients were cared for and transported by paramedics and received care at an EDs. We used this data to identify competencies (e.g., diagnostics, interventions, reasoning needs) and targeted patient types that would result in the most significant advancements to paramedic services. These were translated to (c) goals and objectives. Results: Our (d) educational strategies involved a 14-week intensive patient-type and case-based curriculum. (e) Implementation involved 3 days/wk of clinical rotations supplemented with 2 days/wk of a mixed curriculum (i.e., fixed instruction using blended didactic small and large group sessions; flexible/individualized curriculum based on identified needs; formative assessments; self and peer-directed learning; simulations). (f) Assessment involved knowledge and application tests, clinical placement and simulation assessments; case development, assignments, and OSCE. Evaluation outcomes included student performance scores across 7-dimensions, clinical placement and student feedback. Thirteen Advanced Care Paramedics from York Region Paramedic Services completed the program. Challenges included provincial stakeholder consensus, and formally addressing clinical suspicion in a protocol based field within a limited time frame. Conclusion: A curriculum for expanded paramedic practice to risk stratify and divert targeted low risk patients from EDs resulted in new paramedic competencies and scope of practice. It received high evaluations from clinical staff and students. Successful candidates will undergo a 1-year study for validation and safety.
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Affendy Lee, Noor Azli, Aini Akmar Mohd Kassim, and Rofiza Aboo Bakar. "The CEFR-Aligned Curriculum Execution in Malaysia and Other Countries: A Conceptual Paper." Malaysian Journal of ELT Research 19, no. 1 (2022): 1–15. http://dx.doi.org/10.52696/tgct6849.
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The Common European Framework of Reference for Languages (CEFR) impacts language education, learning and evaluation in the European nations as well as in different nations around the world. The recently presented CEFR-aligned educational plan through the Malaysian English Language Roadmap (2013-2025) could set up a fundamental and reliable arrangement of learning guidance and evaluation in Malaysia. As the CEFR has been broadly embraced by numerous nations before its selection in Malaysia, there is a need to look at the issues faced by different nations to guarantee a superior arrangement of the CEFR in the Malaysian educational program. This paper aims to examine the executions of the CEFR in a few nations to satisfy their respective education policies in order to compare with the development and execution of the CEFR in Malaysian schools and universities. In this investigation, a review of 25 research papers published in journals from the year 2010 to 2019 related to the CEFR transformation and execution issues for English language from different nations all around the world, including Malaysia, was conducted. Utilising Google Scholar, these papers were selected with important keywords such as “CEFR” and the name of the chosen country. In view of the current writing, a few differences just as qualities and constraints of the CEFR-aligned executions were underscored, which propose required data to rethink the execution of the CEFR in the Malaysian education curriculum in order to accomplish the significant goal of refining English instructing, learning and assessment. The paper ends with proposals on the need to normalise academic practice to improve the CEFRaligned educational program change endeavours.
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Khabbazan, Mohammad M. "Cost-Risk Analysis Reconsidered—Value of Information on the Climate Sensitivity in the Integrated Assessment Model PRICE." Energies 15, no. 11 (2022): 4096. http://dx.doi.org/10.3390/en15114096.
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Infeasible solutions or negative expected values of future climate information are undesired problems if climate policies are adopted under Cost-Effectiveness Analysis (CEA) to reach uncertain temperature targets. Cost-Risk Analysis (CRA) was developed to resolve these issues. It allows for a trade-off between expected welfare losses of mitigation and avoided risk of transgressing a climate target with a certain probability of compliance (Safety). Some of the significant contributions of this paper are: (i) It updates the Probabilistic Integrated model of Climate and the Economy (PRICE) as a probabilistic version of the latest version of the Dynamic Integrated Climate-Economy model (DICE) 2016, and it extends the model to run welfare-maximizing decision analytic frameworks readily. (ii) It highlights that the standard method of applying CRA (Old CRA) leads to an extra welfare cost. (iii) It proposes revised instruction on how to use CRA. (iv) It simulates and compares welfare-maximizing decision analytic frameworks on the level of risk, damages, and carbon prices. (v) It measures the value of information using risk-based methods and compares them with the value of information calculated using the damage-based method. (vi) It measures the carbon prices for the CRA scenarios for the first time. The results show that the choice of the disutility function governs the magnitude of the value of information. Using a damage function or Old CRA, the value of information is significantly high for new information arriving between 2020 and 2060. If the New CRA is applied, however, such benefits are negligible.
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Musfah, Jejen, and Desita Erviani. "SCHOOL OF MASTER TEACHER (SMT) TRAINING: DEVELOPING TEACHERS’ PEDAGOGIC COMPETENCE." TARBIYA: Journal of Education in Muslim Society 5, no. 2 (2019): 126–34. http://dx.doi.org/10.15408/tjems.v5i2.10622.
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AbstractThis study aimed at analyzing School of Master Teacher (SMT) training in developing teacher's pedagogic competence. This study applied a qualitative approach within the framework of case study research. The data was collected through documentation, observation, and interviews. The results showed that SMT training consisted of lectures, social projects, and Classroom Action Research (CAR). Secondly, the training was able to improve teachers’ pedagogic competence with excellent results. 22 of 33 teachers showed accomplished pedagogic competence. While, 9 teachers performed a very good level of the competence in their instruction, 1 teacher gained a medium level, and only 1 teacher received a poor mark.AbstrakPenelitian ini bertujuan untuk menganalisis pelatihan School of Master Teacher (SMT) dalam mengembangkan kompetensi pedagogik guru. Penelitian ini menerapkan pendekatan kualitatif dalam kerangka penelitian studi kasus. Data dikumpulkan melalui dokumentasi, observasi, dan wawancara. Hasil penelitian menunjukkan bahwa pelatihan SMT terdiri dari ceramah, proyek sosial, dan Penelitian Tindakan Kelas (PTK). Kedua, pelatihan ini mampu meningkatkan kompetensi pedagogik guru dengan hasil yang sangat baik. 22 dari 33 guru menunjukkan kompetensi pedagogik yang baik. Sementara, 9 guru menunjukkan tingkat kompetensi yang sangat baik dalam pengajaran mereka, 1 guru memperoleh tingkat sedang, dan hanya 1 guru yang mendapat nilai buruk. How to Cite : Musfah, J., Erviani, D. (2018). School of Master Teacher (SMT) Training: Developing Teachers’ Pedagogic Competence. TARBIYA: Journal of Education in Muslim Society, 5(2), 126-134. doi:10.15408/tjems.v5i2.10622.
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Lee, P., I. Rigby, and S. J. McPherson. "P078: Handover education in Canadian adult and pediatric emergency medicine residencies: a national survey and needs assessment." CJEM 18, S1 (2016): S104—S105. http://dx.doi.org/10.1017/cem.2016.254.
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Introduction: Emergency department handover is a high-risk period for patient safety. A recent study showed a decreased rate of preventable adverse events and errors after implementation of a resident hand-off bundle on pediatric inpatient wards. In a 2013 survey by the Canadian Associations of Internes and Residents, only 11% of residents in any discipline stated they received a formal teaching session on handover. Recently, the CanMEDS 2015 Physician Competency Framework has added safe and skillful transfer of patient care as a new proficiency within the collaborator role. We hypothesize that significant variation exists in the current delivery and evaluation of handover education in Canadian EM residencies. Methods: We conducted a descriptive, cross-sectional survey of Canadian residents enrolled in the three main training streams of Emergency Medicine (FRCP CCFP-EM, PEM). The primary outcome was to determine which educational modalities are used to teach and assess handover proficiency. Secondarily, we described current sign-over practices and perceived competency at patient handover. Results: 130 residents completed the survey (73% FRCP, 19% CCFP-EM, 8% PEM). 6% of residents were aware of handover proficiency objectives within their curriculum, while 15% acknowledged formal evaluation in this area. 98% of respondents were taught handover by observation of staff or residents on shift, while 55% had direct teaching on the job. Less than 10% of respondents received formal sessions in didactic lecture, small group or simulation formats. Evaluation of handover skills occurred primarily by on shift observation (100% of respondents), while 3% of residents had received assessment through simulation. Local centre handover practices were variable; less than half of residents used mnemonic tools, written or electronic adjuncts. Conclusion: Canadian EM residents receive variable and sparse formal training and assessment on emergency department handover. The majority of training occurs by on shift observation and few trainees receive instruction on objective tools or explicit patient care standards. There exists potential for further development of standardized objectives, utilization of other educational modalities and formal assessments to better prepare residents to conduct safer patient handoffs.
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MacIntyre, A., Q. Yang, R. De Gorter, S. Lee, and L. Calder. "LO66: Strengthening team communication may decrease medico-legal risk for physicians in the emergency department." CJEM 22, S1 (2020): S31—S32. http://dx.doi.org/10.1017/cem.2020.121.
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Introduction: In a busy emergency department (ED), effective communication is integral to the provision of safe medical care. Physicians working in the ED interact with multiple team members including patients, allied healthcare professionals and other physicians, who all need to understand their verbal and written instructions. Our study's objective was to identify and describe communication problems occurring in the ED setting, and how these problems contributed to patient safety events and increased medico-legal risk for physicians. Methods: The Canadian Medical Protective Association (CMPA) is a not-for-profit, medico-legal organization which represented over 97,000 physicians at the time of this study. We conducted a retrospective descriptive analysis where we extracted five years (2013-2017) of CMPA data describing closed medico-legal cases occurring in the ED involving physicians (any specialty) who experienced complaints due to communication issues. We then applied an internal contributing factor framework to identify data themes. Data were summarized using descriptive statistics. Results: We identified 517 eligible cases involving 521 patients (some cases involved >1 patient). We found that 99.8% (520/521) of patients experienced some form of healthcare-related harm in the ED. Specifically, there was poor communication between: the physician and patient or patient's family (202/517, 39.1%); two or more physicians (79/517, 15.3%), and physicians and other healthcare providers (55/517, 10.6%). Inadequate documentation was observed in more than half of the cases (324/517, 62.7%) and poor team communication affected physicians’ decision making process (326/517, 63%) in areas such as deficient assessments, inadequate investigations, failure or delay to attend to the patient, and disposition decisions. Conclusion: Team communication issues are prevalent among physician medico-legal cases occurring in the ED. Efforts to strengthen communication skills may enhance patient safety and reduce medico-legal risk.
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Suhendra, Erwin, Abdul Muhid, and Panji Tanashur. "Using Computational Thinking to Enhance Problem-Solving in English for Specific Purposes Classrooms." Humanitatis : Journal of Language and Literature 11, no. 1 (2024): 121–32. https://doi.org/10.30812/humanitatis.v11i1.4660.
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In the evolving landscape of English for Specific Purposes (ESP) education, integrating computational thinking (CT) offers a systematic approach to addressing the cognitive and analytical challenges posed by technical texts. This study investigates the impact of CT strategies—decomposition, pattern recognition, and abstraction—on enhancing ESP learners’ reading comprehension and problem-solving skills. A classroom action research (CAR) framework was employed with second-semester management and engineering students at Universitas Bumigora. A mixed-methods approach combined pre- and post-tests, classroom observations, and reflective journals to measure outcomes and capture qualitative insights. The results revealed significant improvements, with reading comprehension scores rising from 59% to 79% and problem-solving scores increasing from 59% to 80.1%. Large effect sizes (Cohen’s d > 1.1) underscored the efficacy of CT strategies. Qualitative findings highlighted increased student confidence, effective use of decomposition and pattern recognition, and the transferability of skills to other contexts. However, challenges with abstraction persisted, indicating a need for additional scaffolding and instructional support. These findings demonstrate the potential of CT to bridge linguistic and analytical gaps in ESP education. Future research should explore longitudinal impacts and expand the application of CT across diverse ESP fields and teaching methodologies.
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Thamrin, Nani Ronsani, Erlan Darmawan, and Dede Irawan. "Enhancing Reading Skills through Visualizing Strategies: A Fresh Approach for English Education Students at Kuningan University." Jurnal Pendidikan Bahasa Inggris undiksha 13, no. 1 (2025): 95–103. https://doi.org/10.23887/jpbi.v13i1.91002.
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Reading comprehension remains a challenge for many English as a Foreign Language (EFL) students, particularly in engaging with and understanding texts effectively. Traditional teaching methods often fail to encourage active participation and critical thinking, resulting in low motivation and limited comprehension skills. To address this gap, this study investigates the implementation of visualizing strategies to enhance reading comprehension skills among English Education students at Universitas Kuningan. Visualizing strategies encourage students to create mental images of the text, fostering deeper engagement and understanding of the material. The research employed a qualitative approach within a collaborative action research (CAR) framework, involving 14 students as participants. Data collection methods included classroom observations, student reflections, and pre-and post-test assessments of reading comprehension. The findings indicate that integrating visualizing strategies into reading instruction significantly improved students' comprehension of folktale texts. Students demonstrated enhanced abilities to identify main ideas, draw cultural connections, and confidently articulate their understanding through discussions and retelling activities. The pre-test average score of 59.4 increased to 85.7 in the post-test, with all students exceeding the Minimum Mastery Criterion (MMC) of 75. Participants also reported increased motivation and enjoyment, attributing their progress to the strategy's interactive and engaging nature. This study recommends a broader application of visualizing strategies in English language education to support comprehension and engagement across diverse text genres. Further research is suggested to explore its adaptability and impact in different educational contexts..
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Rajaram, A., N. Patel, Z. Hickey, J. Newbigging, and B. Wolfrom. "P105: Charting in the electronic medical record: Perspectives of Emergency Medicine residents." CJEM 21, S1 (2019): S101—S102. http://dx.doi.org/10.1017/cem.2019.296.
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Introduction: The literature reveals that residents spend significant amounts of time working with and charting in electronic medical records (EMR). As adoption of EMRs accelerates among emergency medicine (EM) departments, postgraduate programs will need to adapt curricula related to communication in the patient record. In order to make targeted changes, clinician-educators need a better understanding of how the documentation practices of trainees develop and change over residency, as well as the challenges they face in effectively charting. We gathered the perspectives of EM residents on data entry in the EMR to identify opportunities for such change. Methods: We recruited residents from all five years of the Royal College EM residency program at Queen's University and conducted focus groups from August to October 2018. Data collection was audio recorded and later transcribed. Line-by-line coding was performed independently by both AR and NP. A final codebook was validated by ZH. The codebook was then thematically analyzed to identify and characterize themes from the data. The study was approved by the Queen's University Health Sciences Research Ethics Board. Results: 15 EM residents participated. Groups discussed similar challenges with charting, including time constraints, ensuring sufficient, but appropriate detail, variable preceptor expectations, and an inability to draw diagrams. All residents noted formal teaching of the SOAP note framework during medical school and reported receiving an introductory EMR session. Groups highlighted the importance of feedback, especially from physicians with medicolegal experience. They also described more informal learning strategies, including receiving tips from preceptors during shifts and reading the notes of others. They also reported that changes in their documentation practices as junior and senior residents were largely due to a graduation of responsibility and medicolegal considerations. Conclusion: Our results suggest there is a lack of formal postgraduate training for EM residents with respect to documentation in the EMR with reliance on informal teaching and feedback. Future work should explore opportunities to address this gap with various educational strategies, including the development of specific objectives, application of consistent expectations, modelling of excellent chart notes in teaching, and instruction by preceptors with medicolegal experience.
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Manning, Thomas C., Evan A. Parke, Luc Teyton та David M. Kranz. "Effects of Complementarity Determining Region Mutations on the Affinity of an α/β T Cell Receptor: Measuring the Energy Associated with CD4/CD8 Repertoire Skewing". Journal of Experimental Medicine 189, № 3 (1999): 461–70. http://dx.doi.org/10.1084/jem.189.3.461.
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It has been proposed that the generally low affinities of T cell receptors (TCRs) for their peptide–major histocompatibility complex (pMHC) ligands (Kd ∼10−4 to 10−7 M) are the result of biological selection rather than an intrinsic affinity limitation imposed by the TCR framework. Using a soluble version of the 2C TCR, we have used complementarity determining region (CDR)-directed mutagenesis to investigate whether the affinity of this receptor for its allogeneic pMHC ligand can be improved upon. We report that several mutants at positions lying within CDR3α and CDR2β showed increased affinities for pMHC compared with the wild-type receptor. Additionally, we have investigated whether Vα mutations that have been implicated in the phenomenon of CD8+ repertoire skewing achieve this skewing by means of generalized increases in affinity for MHC-I molecules. Two mutants (S27F and S51P), which each promote skewing toward a CD8+ phenotype, exhibited significantly reduced affinity for pMHC-I, consistent with a quantitative-instructional model of CD4/CD8 lineage commitment. This model predicts that CD8 is downregulated on thymocytes that have TCR–ligand interactions above a minimal energy threshold. Together, the results (a) demonstrate that engineering higher affinity TCRs is feasible, and (b) provide TCR–pMHC energy values associated with CD4/CD8 repertoire skewing.
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Emecen, Sevim, and Gülay Sarıçoban. "An Analysis of Cultural Elements in Count Me In: A Sociocultural Knowledge Criteria of CEFR and Kachru’s Three Circles Model." Shanlax International Journal of Education 11, no. 3 (2023): 57–72. http://dx.doi.org/10.34293/education.v11i3.6128.
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As a result of globalization, technological advances, travelling facilities and internet, more communities from diverse cultures begin to interact and share their daily lives. Today, English is utilized for communication prevalently occurred in the encounters among the people whose native languages are not English. For this reason, main goal of instructing English is being competent enough in intercultural interactions. With the emergence of “globalization” paradigm and its effects on social, economic and ethical fields, the necessity of interaction between different cultures, the importance of mutual tolerance and respect becomes more essential in the progress of time. Being able to interact in English necessitates being able to appreciate different traditions, daily lives, values and beliefs. Common European Framework of Reference for Languages also emphasizes the necessity of teaching culture. Consequently, this research analyses the content and seeks to evaluate the presence of the culture oriented contexts and visuals related to Inner, Outer, and Expanding Circles regarding the sociocultural knowledge elements of CEFR in 10th grade Count Me In English course book. This study reveals that the course book employs most of the sociocultural knowledge elements of CEFR moreover it predominantly reflects the culture related contexts and images of Inner Circle and Expanding Circles regarding the sociocultural knowledge elements of CEFR. Especially, Sociocultural knowledge elements of CEFR related to source country Turkey and USA cover very large proportion of the course book. The analyzed course book involves a small percentage of the sociocultural knowledge elements of CEFR related to Outer Circle countries.