Abstract:This study examined how elementary school students learning English as a foreign language (EFL) engaged in intentional vocabulary learning through a digital flashcard environment. Thirteen fourth-grade Taiwanese students (mean age = 10) practiced English vocabulary using Quizlet over four weeks in a self-directed context. A mixed-method design was employed: pre–post vocabulary tests and self-reported usage logs measured vocabulary gains and learning frequency, while questionnaires and interviews captured perceptions and motivational shifts. Quantitative analyses revealed significant improvement in vocabulary knowledge and a strong positive correlation (r = .915, p < .001) between the frequency of Quizlet use and vocabulary gains. Qualitative findings further indicated that learners perceived Quizlet as enjoyable, easy to use, and cognitively supportive. Increases in self-efficacy and self-regulation suggested that frequent engagement fostered autonomy and confidence in self-managed study. These results align with Self-Determination Theory and Cognitive Load Theory, indicating that multimodal, feedback-driven digital flashcards enhance intrinsic motivation while reducing cognitive burden. Although the small sample size limits generalizability, the findings provide empirical evidence that structured digital flashcard practice can strengthen both vocabulary acquisition and self-regulated learning among young EFL learners. Integrating such tools into early bilingual curricula may help bridge formal instruction and independent learning within initiatives such as Taiwan’s Bilingual Nation 2030.
Abstract:This study explores the causes of academic probation and examines the effectiveness of learning support programs in strengthening academic support systems at a Korean university. A qualitative approach was adopted through in-depth interviews with undergraduate students who had experienced academic probation. Data were collected and analyzed using qualitative content analysis to identify the underlying factors contributing to academic underachievement and to evaluate the perceived impact of the “Jump-Up” learning support program. The results revealed that the primary causes of academic probation included personal factors such as lack of learning strategies, low self-regulation, and mismatch between major and aptitude, as well as environmental and institutional factors including financial difficulties, parental expectations, and instructional practices misaligned with students’ needs. The Jump-Up program was found to enhance intrinsic learning motivation, improve study habits, and provide both academic and emotional support through mentoring and systematic feedback. These findings suggest that universities should establish integrated and preventive support systems that address cognitive, emotional, and environmental dimensions of learning in order to reduce the recurrence of academic probation and promote sustainable academic growth among students.
Abstract:The emergence of information and communication technologies (ICT) has marked a turning point in contemporary cultures, profoundly transforming social, political, economic, and educational dynamics. These technologies have permeated everyday life, reshaping everything from commercial relations to teaching and learning processes, which now respond to digitally mediated pedagogical conceptions. Such transformations have given rise to new educational paradigms, notably Education 4.0, which emphasizes connectivity and personalized learning experiences. However, a gap remains between technological advancement and pedagogical responsiveness, highlighting the ongoing need for more critical and proactive methodological redesigns in higher education. Against this backdrop, the present study offers a comprehensive bibliometric analysis of the evolution and emerging trends in the teaching of English as a Foreign Language (EFL) in higher education, with a particular focus on the integration of educational technologies and pedagogical approaches between 2001 and 2025. The research employs a sequential exploratory-descriptive design, combining bibliometric techniques with qualitative extrapolation. A total of 208 scientific articles indexed in Scopus, Web of Science, and specialized education databases were analyzed using systematic search strategies, data integrity verification, and advanced methods such as exploratory factor analysis (EFA) and principal component analysis (PCA). These were complemented by a content analysis matrix to classify thematic areas, methodological approaches, and pedagogical challenges in EFL instruction. The findings reveal three distinct phases of scientific production: an initial period of low output (2001–2006), moderate growth until 2014, and a significant acceleration from 2015 onward, with peaks in 2020 and 2022. The most prominent thematic areas include teaching methods, e-learning, blended learning, engineering education, and learning systems. High-impact concepts such as blended learning, mobile-assisted language learning (MALL), motivation, critical thinking, and communicative competence reflect a shift toward more holistic, technology-supported language education. Thematic and structural analyses identify research clusters focused on general pedagogy, specialized contexts such as Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and legal English, as well as emerging areas related to academic development in EFL. Increasing attention is also observed toward approaches like flipped classrooms, collaborative learning, and English as a Medium of Instruction (EMI), although these are not yet fully integrated into mainstream university practice. The study confirms a significant growth in EFL research, driven by digital transformation and educational internationalization. While technologies such as e-learning and artificial intelligence have gained prominence, pedagogical innovation continues to lag behind. The integration of approaches like ESP and CLIL presents promising avenues for future innovation, whereas aspects such as learner self-efficacy, motivation, and collaborative skills remain underexplored. Ultimately, the study identifies emerging lines of inquiry in the design of personalized learning environments, the critical use of emerging technologies, and the exploration of digital subjectivities in language education.
Abstract:The reform of the state apparatus, particularly the transition to a two-tier local government model (provincial and commune levels, eliminating the district level) in Vietnam during the period 2023 - 2025, poses a core scientific problem: How has the Government Office (GO) adapted its advisory and coordinating capacity amid sweeping administrative structural changes and urgent legislative timelines? Based on research methods and document analysis, the article systematizes guiding and management documents from the Government and Prime Minister, the research sets three objectives: (1) To systematize the theoretical basis of the GO's strategic advisory role in administrative decentralization; (2) To assess the GO's strengths and limitations during the 2023-2025 phase; and (3) To propose some strategic solutions to enhance advisory and coordinating capacity during the operational phase of the two-tier model. The novelty of this research lies in providing a comprehensive analysis of the GO's “strategic advisory” and “institutional coordination” capacity, offering scientific arguments for subsequent fiscal decentralization and digital government policies. The analysis shows the GO effectively fulfilled its role in rapid institutional coordination, notably by driving the issuance of the 2025 Law on Local Government Organization. However, limitations persist regarding forecasting capacity and reliance on specialized ministries for analysis. The study proposes 05 recommendations for legislative completion based on devolution principles, strengthening independent research capacity, and strategically applying Digital Government principles.
Abstract:Self-efficacy is a key psychological resource that influences how individuals cope with stress, adapt to challenges, and sustain performance under pressure. In high-risk occupations, self-efficacy can confer resilience and promote hardiness. Although the General Self-Efficacy Scale (GSE) is one of the most widely used measures of this construct, limited research has examined its psychometric properties in South African contexts. The present study sought to evaluate the dimensionality, reliability, and validity of the GSE among South African first responders using three complementary analytic frameworks namely, Classical Test Theory, Rasch measurement modelling, and Mokken scale analysis. Results consistently supported a unidimensional structure of the GSE, with nine of the ten items demonstrating strong psychometric performance. One item performed less robustly but remained within acceptable limits. Scale-level analyses revealed excellent internal consistency and reliability across approaches. In addition, self-efficacy showed significant positive associations with resilience and hardiness, providing evidence of construct validity and supporting the theoretical links between these protective psychological resources. These findings indicate that the GSE is a psychometrically sound measure for use in South African first responder populations and can be employed confidently in both research and applied contexts. The study further underscores the value of targeting self-efficacy in interventions designed to strengthen coping and resilience in high-stress occupational groups.
Abstract:Meeting the demand for qualified teachers is a major challenge for private schools amid increasing competition and rising expectations for educational quality. This study examines the determinants of teacher demand in private senior high schools in Jambi City, Indonesia. Using quantitative methods, data were collected from 30 private senior high schools and analyzed with Ordinary Least Squares (OLS) regression. The results indicate that school finances, school productivity, school quality, and technology utilization have a significant positive effect on the demand for teachers. In contrast, teacher wages/honoraria and school facilities do not exert a statistically significant individual effect. Collectively, however, the examined variables significantly influence teacher demand, and the final regression model explains approximately 79% of the variance in teacher demand. Policy implications for meeting teacher needs in private senior high schools include: (1) enhancing the quality of academic services and graduate outcomes; (2) improving the professional and efficient deployment of teaching staff; and (3) leveraging technology to strengthen competitiveness in the education sector.
Abstract:This book provides educators (including but not limited to those at university level) with data-driven insights into video-mediated interaction. Drawing on extensive research on classroom interaction from a variety of theoretical and analytical perspectives, including four years of observing online university courses that began during the Covid-19 pandemic, the author provides deep insights into video-mediated interaction by comparing direct classroom observations with data provided by teachers and students via online questionnaires. The book clarifies how the newly experienced classroom contexts differ from traditional online and blended classes, then draws on the extensive experience of video-mediated instruction in terms of teacher-learner, learner-content, and learner-learner interaction to decipher what can be challenging and promising about interacting via a screen, specifically addressing multimodal interaction. It also provides practitioners with data-driven suggestions from the perspective of teachers and learners for improving teaching and learning in modern video-based educational contexts that are consistently different from the pre-pandemic idea of e-learning. This book will be a valuable resource for researchers in Applied Linguistics, Language Education and Higher Education more broadly, teachers in higher education institutions worldwide, and teacher education and training and institutional bodies responsible for improving teaching facilities.
Abstract:High intake of simple carbohydrates and the adoption of time-restricted feeding patterns have been identified as modulators of energy metabolism and risk factors for metabolic syndrome. This study aimed to evaluate the effects of time-restricted feeding and sucrose supplementation on hepatic glycogen, lipid profile, and oxidative stress in adult rats. An experimental study was conducted with 24 male Wistar rats, randomly allocated into four groups: ad libitum diet (AD), time-restricted feeding (RT), ad libitum diet with sucrose (ADS), and time-restricted feeding with sucrose (RTS). After 30 days of intervention, serum biochemical parameters, oxidative stress markers, enzymatic activity, and hepatic glycogen concentration were assessed. Results showed that restricted feeding reduced total protein and cholesterol but led to decreased HDL-cholesterol and increased LDLcholesterol. Sucrose supplementation elevated triglycerides and VLDL-cholesterol. All experimental groups exhibited increased oxidative stress markers, reduced endogenous antioxidant defences, and higher gamma-glutamyl transferase activity. Hepatic glycogen was reduced in the RT and RTS groups, while alkaline phosphatase activity was elevated, suggesting hepatic impairment. In conclusion, both time-restricted feeding and sucrose intake induced dyslipidemia, oxidative stress, and hepatic alterations consistent with the metabolic syndrome phenotype. These findings highlight the importance of understanding the metabolic effects of different dietary regimens and their implications for cardiovascular disease prevention.
Abstract:The study examines the impact international tourist industry, urban population, and digital finance on province economic development from 2005–2024 in China. The study has employed threshold regression models to find significant single-threshold regressions to test for nonlinearities using international tourism income and tourist arrivals. This research has also used two long-run assessment methods: Dynamic ordinary least square and fully modified ordinary least square to evaluate the robustness of methodology conclusions. The results revealed that in the linear models, the effects of foreign tourist statistics are negligible on regional economic growth, whereas the effects of urban population and digital finance on regional economies are significant. However, when nonlinear dynamics appear to be vital to account for tourism economics research, their influence becomes significant at the threshold level. The findings also revealed that the tourist sector and digital finance have different impacts on the volume of tourism at the provincial level. Policymakers may utilise these results to help promote balanced regional development through digital and tourist initiatives.
Abstract:This study examines university students enrolled in the Autonomous Major Selection System (AMSS), focusing on their perceptions of multiple majors and the factors influencing their satisfaction with university life. A total of 399 students from C University in Daejeon participated in an online survey conducted from May 3 to May 10, 2025. The questionnaire covered perceptions of multiplemajors, expected benefits, instructional preferences, and psychological and experiential factors such as self-efficacy, emotional support, and campus engagement. Descriptive statistics, frequency analysis, and multiple regression were used to analyze the data. The results revealed that students value multiple majors for enhancing employability and interdisciplinary learning, yet show reservations toward active learning methods such as PBL and FL. Regression analysis identified academic-social network formation, emotional support, and extracurricular participation as significant predictors of university life satisfaction. These findings suggest that student-centered support systems and awareness strategies are essential for successful implementation of multiple majors within the AMSS.