Articles

Global citizenship and competences certificate was a course provided by Education New Zealand to improve EFL teachers’ understanding and awareness of intercultural communication competencies (ICC). The course was conducted and delivered online both asynchronously and synchronously with the support of platforms, computers, and the Internet. This present article aimed to investigate how that course could enhance or hinder EFL teachers’ intercultural communication competences (ICC) from their perspectives. A total of 29 EFL teachers who came from four different countries (i.e., Vietnam, New Zealand, Thailand, and Japan) participated in the semi-structured interviews to share their perceptions regarding ICC. The interview data was analyzed thematically. As a result, the findings revealed that the teachers had unforgetable experience in terms of ICC. They had much better awareness and understanding of ICC and its components. Besides, they believed that what had been vague about ICC before was clarified when they had chances to read materials, watch videos, and more importantly discuss issues with the facilitators and the international and national peers. More interestingly, what they highly valued from the course was the informal discussions about different personal, academic, and professional issues among people from different cultures. Moreover, the EFL teachers confirmed that the CALL course was an effective way for them to learn cultures, connect with the world, and develop learning communities. Finally, those teachers hoped to integrate the content learnt from the course and the way the course was delivered into their own EFL teaching although they identified several challenges such as their learners’ proficiency, the packed schedule from the curriculum, and the facilities.

The Bangladesh education system is undergoing a transformational phase with the introduction of the National Curriculum 2022 (NC 2022). This research investigated teachers’ motivation to implement the NC 2022 in Dhaka city, focusing on its alignment with student development, suitability for the Bangladeshi context, and implementation challenges. This study used semi-structured interviews with fourteen grade 6 and 7 teachers from public and private secondary schools in Dhaka city, each having over five years of teaching experience and training in the new curriculum. The research explored teacher views through the lens of Everett Roger’s Diffusion of Innovation and Hertzberg’s two-factor theory, considering motivator and hygiene factors influencing implementation. Teachers recognized the curriculum’s potential for skill development and global adaptation but highlighted practical challenges, including resource constraints, heavy workload, and classroom environment issues. They also expressed concerns about the implementation procedures and economic struggles affecting their motivation. Despite perceived positive impacts on student involvement and analytical thinking, challenges such as large class sizes hindered willingness to contribute. Teachers emphasized the importance of school readiness and infrastructural improvements for successful implementation of the new curriculum. This study emphasizes the need for policy and administrative adaptations to ensure the effective implementation of NC 2022.

This study was designed to explore the effectiveness of the 7E instructional model in teaching the concept of factors affecting the rate of chemical reaction to ninth-grade chemistry students in one of the schools in Bhutan. The research design was quasi-experimental, and the study was conducted over a month. Quantitative data was collected from 62 students using convenience sampling, with 31 students each in the experimental and control groups. In addition, a purposeful sampling method was used to gather qualitative data from six students specifically chosen from the experimental group. Quantitative data for the study was obtained using the test and survey questionnaires, whereas qualitative data was collected using semistructured interviews. The test scores underwent descriptive and inferential analysis, while the survey questionnaires were subjected to mean and standard deviation calculations. Thematic analysis was used to analyze the semi-structured interviews. The study found a significant mean difference in the academic scores of students in chemistry when taught using the 7E instructional model compared to the lecture method. Likewise, the study found students exhibited positive attitudes toward chemistry when exposed to the 7E instructional model. Moreover, the study revealed a significant strong correlation between students’ attitudes and test scores. The findings suggest that the 7E instructional model enhances students’ academic performance and fosters a more positive attitude toward learning chemistry. The researchers recommend adopting the 7E instructional model, as it offers a more engaging learning experience that enhances students’ understanding and application of scientific concepts.

This study aimed to investigate the effect of games and simulations on the academic achievement of secondary school students in mathematics. Employing a quasi-experimental design, the study utilized both an experimental group (EG) and a control group (CG) to assess the effectiveness of games and simulations in learning mathematics. A total of 62 grade nine students participated. The EG was exposed to quiz games, problem-solving games, polyprod games, and PhET simulations for teaching polynomials, while the CG followed traditional teaching methods. Data were collected using mathematics achievement test scores and a survey questionnaire. Descriptive and inferential statistics were used to analyze the data. The findings indicated that students had positive perceptions of using games and simulations in learning mathematics, with an overall mean score (M = 4.18, SD = 0.71). The EG showed significantly higher mathematics achievement than the CG, demonstrating the effectiveness of games and simulations in learning (p<0.05). Additionally, a strong positive correlation (r = 0.96) was found between students’ perceptions of games and simulations and their mathematics achievement. The study concludes with implications and recommendations for future research.