Articles

This study investigates the impact of reading habits on English academic performance among Bhutanese higher secondary students using a mixed methods approach. Quantitative data were collected from 378 participants, while qualitative data were gathered from 16 interviewees and one focus group discussion involving teachers, parents, and students from higher secondary schools. Descriptive and inferential statistical analyses were employed for quantitative data, while qualitative data were analyzed thematically. The findings revealed that students’ reading habits positively influence academic performance in English. Moreover, the study highlighted the crucial roles of teachers and parents in fostering these habits. However, it underscored that modern challenges such as the pervasive use of information and communication technology threaten to diminish students’ reading habits. The study also identified barriers to regular reading, including difficulty comprehending texts, time constraints, inadequate guidance, unsupportive environments, limited resources, and restricted library access. Consequently, the study recommends collaborative efforts among parents, teachers, and schools to adopt diverse strategies and methods to promote and sustain reading habits among students.

Teachers’ knowledge and skills in assessment are important factors for improving the practice of Classroom Assessment (CA), which is a vital component of teaching and learning. There is ample research attempting to ascertain if training can contribute to increasing teachers’ knowledge and skills in assessment. In Bangladesh, the new curriculum places significant emphasis on classroom assessment compared to summative assessment. This study aims to answer the following questions: What is the status of Classroom Assessment Literacy (CAL) among primary school teachers in Bangladesh? What is the relationship between teachers’ training in assessment and their CAL? And what factors do teachers believe affect the translation of training in CA into CAL? The study followed a mixed-method research approach. Initially, quantitative data on teachers’ CAL and their training in CA were collected from 100 primary school teachers in Dhaka city using a CAL Test. Based on the results of this test, eight teachers with different combinations of CAL levels and training were interviewed. The results showed that the mean score of the sample of primary school teachers was above the middle score but still not high. Their mean score varied across different components of the test. For example, teachers were found to be most competent in using assessment data to make decisions and least competent in selecting appropriate assessment tools. We found that the more hours of training in assessment the teachers had, the lower they scored on the CAL test. However, this relationship was weak. We also found that having a Master of Education (MEd) degree can make a significant difference in their CAL test score. Teachers with more years of experience appeared to score lower on the test and vice versa (though not statistically significant). Qualitative data revealed that each teacher followed their own unique CA styles with a combination of different CA techniques, and there was no pattern based on teachers’ CAL test scores. However, teachers with higher CAL test scores seemed to provide feedback to their students in a more descriptive and meaningful way than teachers with lower CAL test scores. Data revealed that training is one of the sources of teachers’ knowledge and skills in CA among others. However, various enabling and deterring factors work together to determine the effectiveness of training in bringing about sustainable change in teachers’ knowledge and skills in CA. Among many factors, the “one shot” and “one size fits all” design of the trainings were found to be ineffective by teachers who have unique classroom contexts. Additionally, teachers’ own perceptions of training, the school environment, and context are also factors that affect the translation of training in CA into sustainable CAL that they can apply in practice.

In light of the changing dynamics and developments in the education system, the professional development (PD) of teachers is seen as a crucial means to improve the competencies of teachers. There have been numerous prior studies that examined the need for teacher professional development in various educational contexts. However, research in this area is extremely scarce in Bhutan. The main aim of this study was to examine the perceptions of geography teachers in the western region of Bhutan regarding the need for professional development. The study was conducted based on the pragmatic paradigm and included an explanatory sequential mixed-method design. Considering the need of the study and the methodology designed, the study employed stratified simple random sampling for the survey and non-probability purposive sampling for Focus Group Discussions (FGDs). A total of 104 geography teachers participated in the survey, and 10 teachers participated in FGDs, which were conducted in two groups. The findings of the study revealed that most teachers could not meet the 80 hours of PD requirement. The findings also indicated that the most needed professional development areas for the teachers were subject content, instructional technology and designs, assessment and evaluation, special education, and research. It was determined that some of the participants needed professional development in the areas of teaching strategy and classroom management. The study suggests that the Ministry of Education (MoE) and other relevant stakeholders provide subject-based PD Programmes that respond to teachers’ needs.

This study delves into the complexities of mastering English adverbials among Vietnamese young adults, highlighting the intricate interplay between linguistic exposure, educational background, and the nuanced challenges imposed by cultural and linguistic disparities. Through a quantitative analysis involving a sampling of 500 participants from various English language centers across Vietnam, this research elucidates how different levels of English exposure and educational attainment correlate with proficiency in English adverbials. Key findings reveal that Vietnamese learners face significant challenges in correctly placing, interpreting, and practically using adverbials, underscoring a substantial gap in syntactical understanding and application. Notably, a strong correlation was identified between learners’ English exposure and their adverbial mastery, with increased exposure leading to enhanced knowledge and application. Additionally, the study highlights the profound impact of native language proficiency on mastering English adverbials, suggesting that a deeper grasp of Vietnamese facilitates a better understanding and use of English adverbials. knowledgeThe research contributes valuable insights to the field of English language education, advocating for pedagogical strategies that embrace learners’ linguistic and cultural backgrounds. It calls for integrating practical exercises and context-rich learning experiences in teaching English adverbials, alongside promoting culturally responsive teaching methods to address the identified challenges.