A large body of evidence demonstrates that cooperative learning promotes reading achievement.  Cooperative learning is based on Social Interdependence Theory, which holds that learners benefit from leveraging cooperative effort to achieve individual and mutual goals. Student-generated questioning (SGQ) is a cooperative learning strategy that promotes learning through an iterative self and peer-assessment process. SGQ has yielded mixed results among lower-proficiency language users, where linguistic and cultural barriers can impede efficacy. Providing students with pre-training, procedural prompts, and language modeling has proven effective. A quasi-experimental, pretest-posttest design was employed to determine the impact of a highly scaffolded SGQ strategy on reading comprehension in two intact CEFR-A2 reading classes (n = 62) over a 16-week semester at a Japanese university. The Cambridge A2 Key Test was administered before and after the reading intervention. Parametric test results revealed SGQ had no significant effect on any of the five reading subskills. Further discussion of findings and recommendations may prove instructive for reading educators and researchers of low-proficiency English students in Japan and other East Asian contexts.

This study aims to assess the Social-Emotional Learning Instructional Competence (SELIC) of English as a foreign language pre-service teachers (EFLPTs) at a pedagogical university in Vietnam (VPU). It employed a mixed-methods design, which combines qualitative classroom observations with quantitative questionnaire responses from 351 EFLPTs to evaluate EFLPTs’ proficiency in SELIC – the competence to implement Social-Emotional Learning (SEL) in teaching practices. The results reveal both strengths and deficiencies in EFLPTs’ demonstration of SELIC. They demonstrated a strong ability to apply psychological and pedagogical principles as well as to organize activities that promote students’ social-emotional skills; however, they encountered difficulties in explicitly addressing social-emotional issues that may arise in EFL classrooms, with some EFLPTs neglecting or failing to respond to students’ social and emotional needs. Additionally, there were notable inconsistencies in EFLPTs’ modeling of social-emotional competences during their teaching practices, as some EFLPTs effectively demonstrated empathy, relationship skills and emotional management, while others faced challenges. The least developed component of SELIC was their ability to evaluate students’ social-emotional skills. These findings highlight the necessity to enhance comprehensive and explicit integration of SELIC in teacher education programs, ensuring that EFLPTs are sufficiently prepared to foster both academic achievement and social-emotional growth in their future classrooms.

Early childhood is a critical period for growth and language development, including the ability to communicate effectively. In modern educational institutions, alongside Indonesian as the mother tongue, English is often introduced as a foreign language. Teaching English to young children is approached through engaging and educational activities designed to enhance their language skills. This study employs Participatory Action Research (PAR) involving 41 kindergarten students as participants. Effective methods include singing, reading bilingual storybooks, giving instructions in English, and role-playing. Singing helps children recognize English sounds and rhythms naturally, while bilingual storybooks enrich vocabulary by linking English words to familiar contexts. Role-playing, particularly bilingual mini-theater, stands out as a prominent method. In this activity, children interact using a mix of Indonesian and English dialogues, fostering both language skills and enjoyment. By participating in such dialogues, they deepen their understanding of English words in context. Additionally, instructions given in English during role-play help children familiarize themselves with hearing and responding to the language, promoting internalization. The findings highlight that the bilingual mini-theater approach fosters a dynamic learning environment that promotes vocabulary acquisition, expressive communication, and practical language application. These creative activities make learning interactive and enjoyable, effectively supporting early childhood English language development.

Speaking is one of the most challenging skills in studying English, raising concerns among many English teachers about how to help improve their students’ speaking performance. While many shy students prefer to work individually, others indicate their competence in group work. Therefore, this study investigates the effect of group discussion in authentic role-play on the speaking performance of English as a Foreign Language (EFL) young learners at a suburban primary school in the Mekong Delta, Vietnam. Participants in this study include 80 students: an experimental group (N=40) and a control group (N=40). During six weeks of the role-play session, experimental group students will work in groups, whereas the control group’s participants will prepare individually. Pre-tests and post-tests were employed to examine the students’ speaking performance, and interviews are conducted to compare students’ perceptions of the two role-play formats. The results from the speaking test show that the scores of the experimental group were higher than those of the control group. In the experimental group, five components are improved: pronunciation, content, vocabulary, grammar, and fluency. In contrast, only three components (pronunciation, content, and grammar) are enhanced in the control group. The findings from the interviews revealed that students of both group discussion and individual work engaged in role-play activities and substantially improved their language skills. However, they also faced some challenges in effectively using the two formats of role-play during speaking lessons.

This study explores the role of reconstructing reflection in fostering critical thinking and enhancing English language skills among English as a foreign language (EFL) pre-service teacher in Indonesia. It investigates students' self-perceptions, strategies for language development, and real-world applications of English learning. A descriptive qualitative approach, supported by quantitative data, involved 55 pre-service elementary school teachers from a private Indonesian university. Data were collected through weekly open-closed questionnaires via Google Forms over one semester, encouraging reflections on learning processes, challenges, and improvement strategies. Quantitative findings revealed that 87.3% of students felt confident applying English writing and speaking skills. A Pearson correlation (r = .52, p < .05) showed a moderate relationship between self-confidence and post-test scores, highlighting the value of aligning perceived and actual proficiency. However, 23.5% of “Capable” students scored below the mean of 77.13, indicating a need for targeted feedback and formative assessments. Reflective practices played a key role in developing critical thinking, helping students address challenges, refine strategies, and relate learning to real-life situations. Themes such as technology use, collaborative learning, and media exposure emerged as effective tools. Despite positive outcomes, students faced limited confidence and restricted opportunities for practice. This study emphasizes reconstructing reflection as a structured, transformative process for improving learning outcomes. Aligned with the 4R reflection model, it addresses gaps in current practices—often marked by superficial reflection—and offers actionable strategies for promoting critical thinking in EFL settings. The findings support integrating reflection, feedback, and immersive learning to enhance teaching and education.

Feedback is a crucial element in writing instruction; however, its effectiveness is still debated among scholars. This study investigates the effectiveness of teacher and peer feedback in improving spelling and punctuation skills using a quantitative experimental design that involved two pre-intermediate writing classes at the International Maritime College Oman. Twenty-six participants were randomly selected from both classes. Students' spelling and punctuation errors were assessed using a pre-test–post-test design and data were analyzed using Microsoft Excel and SPSS. Results indicated that teacher feedback significantly improved both spelling and punctuation, whereas peer feedback improved punctuation but led to a decline in spelling. Overall, teacher feedback outperformed peer feedback in enhancing writing accuracy. Due to the small sample size and focus on academic essays, findings may not be generalizable. Future research should explore additional writing genres and include larger, more diverse participant groups.

The patriarchal structure in Turkish society along with teacher-centered instructional style cause Turkish learners to become passive and dependent learners. Teacher is accepted as an authority figure in the classroom, who should take most of the responsibilities and make most of the decisions about their learning in the classroom context. Also, teaching English is regarded as a subject to be taught, but not a language of communication. These characteristics of Turkish learning culture are considered as factors that hinder students in the continuum of independent or autonomous learning. This study aimed to figure out the learning realities of learners and the specific conditions affecting the development of learner autonomy into consideration to identify students’ readiness for autonomous study. The analysis of the learner autonomy questionnaire results indicated that participants had weak control over their own learning process indicating low level of autonomy. Moreover, they do not feel very competent in making decisions about their own learning in formal classroom environment.