Shanlax International Journal of Education

Factors Affecting the Development of Reading Comprehension in EFL Learners

2025-09-01T13:07:27+00:00

This study aimed to investigate the internal and external factors influencing the English reading comprehension ability of EFL primary students in Grades 1 to 6 at a Thai government primary school. The research employed a five-point Likert scale questionnaire developed by Taladngoen et al. (2020), consisting of 15 items designed to assess factors related to reading comprehension ability. The questionnaire was divided into two sections: the first collected general demographic information, while the second addressed internal and external factors influencing reading comprehension. It was distributed online via Google Forms and administered to 45 students enrolled in Grades 1 to 6 during the 2024 academic year. Data were analyzed using descriptive statistics, including percentages, means, and standard deviations, using SPSS. The results indicated that internal factors (M=3.84, SD=0.97) had a slightly greater influence on students’ reading comprehension ability than external factors (M=3.49, SD=0.95), although both were rated at a high level of influence. Among all variables, teachers’ teaching techniques (M=4.67, SD=0.60) were identified as the most influential external factor, followed by students’ linguistic knowledge (M=3.89, SD=0.79) as the most significant internal factor. The findings offer practical implications for enhancing students’ English reading comprehension by increasing their awareness of individual learning challenges and informing teachers’ instructional practices. Future studies should examine how both internal and external factors contribute to the development of other English language skills, including speaking, writing, and pronunciation as well as identify effective instructional methods for improving reading comprehension in various educational settings.

Modeling the Determinants of AI Adoption in Authentic Online Assessment: An Integrated TPB–TAM Framework for Teachers in Technology-Enhanced Learning Contexts

2025-09-01T13:07:27+00:00

In the current era where artificial intelligence technology plays an increasingly important role in education, teachers are increasingly interested in applying AI to enhance learning efficiency and assessment. However, the acceptance of AI in assessment remains diverse, both helping to make education more equal and effective. At the same time, some are concerned that AI may replace the role of teachers or cause negative impacts. This study aimed to create a causal model explaining the determinants of the use of artificial intelligence (AI) in assessing real-world online learning outcomes of teachers in basic education by integrating the conceptual frameworks of the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB). It covered both technology perception factors, namely Trust in AI, Barriers to AI Adoption, Technology Self-Efficacy, and planned behavioral factors, namely Attitude Toward Behavior, Subjective Norms, and Perceived Behavioral Control, to predict teachers’ behaviors to accept AI in real-world online assessments. The sample consisted of 260 basic education teachers, selected by multi-stage random sampling in schools that used online assessments. A five-point scale questionnaire was employed as a research tool which was tested for content validity and internal reliability. Structural Equation Modeling (SEM) was used as data analysis. The results showed that the model demonstrated excellent fit indices (GFI = 1.000, AGFI = 0.997, RMSEA = 0.000), and explained 79.1% of the variance in AI adoption behavior (R² = 0.791). The proposed causal model could explain the variance in AI usage behaviour significantly, where the variable of AI adoption in teachers’ real-world online assessment (AAB) was directly influenced by the variables of attitude toward AI use in assessment (ATB), social norms (SN), perceived behavioral control (PBC), AI trust (TA), and technology self-confidence (TSF), all of which were statistically significant. In addition, the high barriers to AI use had a negative effect, indicating that teachers were less likely to adopt AI in real-world online assessments. This finding indicates that teachers make rational decisions to accept technology based on perceived value, rather than social pressure. The promotion of AI should focus on developing teachers’ knowledge and skills, along with creating a supportive environment that reduces the difficulty of using such technology, and avoiding direct enforcement through orders or regulations. Future research should explore longitudinal trends and include contextual or institutional variables that may affect teachers’ decision-making regarding AI use.

The Impact of Digital Game-Based Learning to Enhance English Spelling for Primary Students

2025-09-01T13:07:27+00:00

This study aims to investigate the development of English spelling ability through game-based learning (GBL). A quasi-experimental one-group pre test-post test design was employed among 24 Grade 3 students in a school in Thailand who were chosen using purposive sampling in the second semester of the 2024 academic year. The research instruments included three lesson plans, and English spelling ability tests. Means, standard deviations, and a t-tests were used to analyze data. The findings indicated a statistically significant difference between the performance of the students in spelling before and after engaging in GBL activities. They affirmed the strength of GBL in promoting spelling skills by boosting learner motivation, active involvement, and suppression of learning anxiety. These findings also demonstrate how GBL can develop a cooperative, reciprocal learning experience. Future research should incorporate a control group for comparison, involve a larger and more diverse sample across different schools or regions, and employ longitudinal studies to measure the long-term effects of GBL on English spelling abilities.

Development of Social Studies Learning Management Approach using Problem-Based and Community-Based Learning to Enhance 21st-Century Skills for Students in Small Schools

2025-09-01T13:07:27+00:00

This study aimed to develop a learning management approach for social studies using problem-based and community-based learning to enhance 21st-century skills among students in small schools. In addition, it sought to examine the satisfaction of teachers and students using this innovative learning approach. The research sample consisted of Grade 6 social study teachers. A questionnaire for basic information, an evaluation of how well the problem-based and community-based learning approaches in social studies were aligned, and a satisfaction survey for the instructional guide were used as research tools. We analysed the data using the mean, standard deviation, and concordance. The findings revealed the following: (1) We developed even learning management approaches for social studies using problem-based and community-based learning to enhance 21st-century skills among students in small schools. Experts evaluated all the developed approaches and found them to be highly appropriate, with an average rating of 5.00 and a standard deviation of 0.00. (2) Overall, teachers and students expressed high satisfaction with the developed learning-management approach. Teachers and students expressed the highest satisfaction with learning activities, followed by content, learning resources, and assessment and evaluation. Moreover, the developed learning management approach effectively promoted 21st-century skills among students in small schools, particularly in the areas of life and career skills; learning and innovation skills; and information, media, and technology skills. Future research should expand the sample to include diverse school settings, and examine how digital tools and online platforms can support the scalability and accessibility of the model.

Enhancing Achievement in the TGAT1 (91) English Test Through Game-Based Learning

2025-09-01T13:07:27+00:00

This study aimed to investigate the effectiveness of game-based learning (GBL) on students’ achievement in the TGAT1 (91) English communication test. The study employed a quasi-experimental design utilizing a one-group pre test-post test approach. The sample consisted of 36 Grade 11 students from a class selected through purposive sampling, specifically those with the lowest English communication scores. The research instruments included: 1) five game-based lesson plans, and 2) a standardized TGAT1 (91) English communication test. Data were analyzed using mean, standard deviation, and paired sample t-tests. The findings showed that the students’ post-test scores were significantly higher than their pre-test scores at the .05 level of significance. This demonstrates a clear improvement in English communication proficiency following the implementation of game-based learning. The findings support the effectiveness of game-based learning in enhancing students’ English language achievement, particularly for the TGAT1 (91) test. Game-based instruction presents an engaging, student-centered alternative to traditional teaching methods, which is especially beneficial for secondary school learners in test-oriented educational contexts. Further research is recommended to explore the sustained effects of GBL, its adaptability across varying proficiency levels, and its impact on specific language competencies.

Mobile-Assisted Informal Collaborative Learning for Irula Language Revitalisation: A Mixed-Methods Study

2025-09-01T13:07:28+00:00

The Irula language, spoken by India's indigenous Irula tribes in the Western Ghats of Tamil Nadu, faces critical endangerment due to socioeconomic pressures and the dominance of mainstream languages. This study evaluated Mobile-Assisted Informal Collaborative Learning (MAICL) for the revitalisation of the Irula language. Employing mixed methods, the research combined quantitative and qualitative assessments involving 42 participants aged 14 to 30 from three Irula villages in the Nilgiri District. The MAICL intervention incorporated cultural multimedia content and gamified activities delivered through a mobile application. The analysis revealed significant vocabulary improvements (t(41) = 17.17, p < .001), with a mean increase of 7.5 points on a 50-item test, reflecting a 27% enhancement (Cohen's d = 1.2). Participants exhibited high engagement with an average of 13.5 weekly logins, a task completion rate of 78.4%, and positive feedback (4.2/5.0). Correlation analysis indicated relationships between engagement metrics and vocabulary improvement (r = 0.29). The qualitative findings highlighted gamification and collaborative interactions as key motivators. Despite limitations concerning the control group and sample size, the study demonstrates the effectiveness of MAICL in language revitalisation. Recommendations include a community-centered design and cultural gamification. Future research should explore long-term retention and broader indigenous contexts. The MAICL framework showcases the potential to preserve endangered languages through technology-enhanced learning.

A Study on the Appropriateness of Thai Words and Testing the Speech Recognition Technology Technique for Read-Aloud of Grade One Students in Thailand

2025-09-01T13:07:28+00:00

This research aimed 1) to collect and group Thai words and 2) to test the Speech Recognition Technology (SRT) technique for reading aloud. The research methodology was a mixed method which consisted of two stages belong to research aims: The first stage was a qualitative method to demonstrate the collection of Thai words for Grade One students by using a checklist table in 11 word categories to verify the details of Thai words and analyses by three Thai language experts, and the second stage was a quantitative method to test the SRT techniques in sound extraction by using the spectrogram sound feature extraction method and Mel Frequency Cepstral Coefficients (MFCC). The results showed that in stage 1, 2,423 Thai words were appropriate for Grade One students in11 categories; 1) single vowel-long sound, 2) single vowel-short sound, 3) spelled correctly according to the final consonant, 4) spelled incorrectly according to the final consonant, 5) tone marks, 6) no tone marks, 7) stable vowel, 8) transforming vowel, 9) reduced vowel, 10) words with diphthongs, and 11) words with leading consonants. stage 2, the ((MFCC) sound feature extraction method provided higher accuracy than the spectrogram. In future research, the researcher will apply the approach developed in this study to voice extraction, aiming to create an application that detects Thai reading aloud for Grade One students. This will enable testing of a wider variety of words and expand the target group in the future.

The Interplay of Policy, Culture, and Practice: Perceptions of Principals’ through the Index for Inclusion

2025-09-01T13:07:28+00:00

Purpose: Assessing the IE process is not linear and poses challenges to researchers because of several factors. One such factor is the complexity of defining the indicators for assessment inclusion. Using the Index for Inclusion (Booth & Ainscow, 2011), the researchers attempted to examine the opinions of school principals towards IE in Chennai City, Tamil Nadu State, India.
Design/methodology/approach: This study used a descriptive survey approach involving 81 school principals from secondary and higher secondary schools in Chennai city, Tamil Nadu State, India, using convenient sampling. The researchers used the Index for Inclusion (adapted from Booth & Ainscow, 2011) to measure school principals’ perceptions of IE. This index measures three dimensions of inclusion: creating an inclusive culture, producing inclusive policies, and evolving inclusive practices. Principals were asked to rate their perceptions of IE in their schools on a 4-point Likert scale (1= need more information, 2 = disagree, 3 = agree to some extent, 4 = definitely agree). Descriptive statistics, such as Mean and Standard Deviation, were used to determine principals’ perceived level of inclusion in their schools. In addition, inferential statistics such as the Kruskal-Wallis test were used to determine the differences in the perception of principals based on the number of trainings they received in IE and the number of students with special needs (SWSN) in their schools. Spearman’s correlation was used to determine the relationship between the three dimensions of the index for inclusion.
Findings: Descriptive data analysis revealed that the majority (88%) of the principals perceived that their schools performed at moderate to low levels in IE. In addition, of the 47 indicators, school principals were perceived to have a high level of inclusion with respect to eight indicators, a low level in eight indicators, and a moderate level of inclusion in 31 indicators. In addition,the results revealed that the number of trainings received in IE and the number of SWSN enrolled in their schools did not influence principals’ perceptions of IE. Furthermore, significant positive correlations were reported between the dimensions of the index for inclusion, revealing the interconnectedness of inclusive school culture, policies, and practices.
Practical Implications: Given that 88% of principals perceive their schools to perform at moderate to low levels of inclusion, school improvement plans should be developed to focus on specific indicators where schools are under performing. Such schools should be provided with targeted and practical support to improve IE. As the number of trainings received by principals did not influence their perceptions of inclusion, this suggests the need to revisit the content and delivery of IE training programs. As the number of special needs students did not influence principals’ perceptions, inclusion efforts should focus on all students, not just those with disabilities. Schools should work to better align their inclusive policies, culture, and practices as these areas are interconnected.
Originality/value: This study’s findings contribute to the existing body of literature by offering valuable insights into how principals’ perceptions of IE can be measured using the index for inclusion.

Creative Constructive Interactions for Educational Leaders in Contemporary Society

2025-09-01T13:07:28+00:00

This article, documentary research, and a synthesis of a conceptual framework as a foundational framework for adaptation and application in future in-depth research, examines the evolution of educational leadership, addressing the transition from traditional, authority-based models to more adaptive, relationship-centred approaches that are suitable for the contemporary, complex, and global environment. In a context influenced by rapid technological advancements and societal demands for equity, the effectiveness of hierarchical leadership is waning, necessitating new strategies for substantive transformation. Effective leadership now requires principals to function as “lead learners”, promoting diverse perspectives and engaging communities to develop innovative solutions. Drawing upon foundational theories such as transformational leadership, which emphasises inspiring followers; distributed leadership, which perceives leadership as a collective activity; and servant leadership, which prioritises the needs of others, this article introduces a multidimensional framework for creative and constructive interaction. This model synthesises insights from leadership, communication, and educational research to delineate four core interconnected components essential for contemporary leaders. The first component, dialogical openness, involves establishing safe spaces in which diverse viewpoints are acknowledged without judgment, thereby cultivating a culture of psychological safety and authentic enquiry. The second component, empathic engagement, is the capacity to profoundly understand and share the experiences of stakeholders, thus facilitating more responsive and equitable decision-making processes. The third component, collaborative problem solving, shifts the paradigm from top-down directives to the co-creation of shared solutions, thereby enhancing ownership and fostering more sustainable outcomes. The final component, reflective practice, requires leaders to continuously evaluate their actions and beliefs to ensure that they remain authentic and adaptable. The article further elaborates on practical strategies for implementing this framework, including targeted professional development, deliberate cultural change, and policy reform, while acknowledging potential barriers, such as resistance to change and resource limitations. Ultimately, it argues that embedding creative and constructive interactions is not merely advantageous but also integral to effective educational leadership, empowering leaders to navigate complexity, foster innovation, and cultivate resilient and equitable learning environments for all stakeholders.