Aim. This study aims to examine the intersection of learning feedback and student motivation in the context of Chinese as a Foreign Language (CFL) education within Thai higher education institutions, an area with limited prior research. Methods. Employing a mixed-method design and convenient sampling, 215 Chinese major students at an autonomous Thai institution participated. Data was collected through questionnaires and semi-structured interviews. Confirmatory Factor Analysis (CFA) was conducted to validate the measurement model (χ²/df=2.07, CFI=.932$, TLI=.924, RMSEA=.083, SRMR=.048). The regression analysis was used to examine the relationships between learning feedback and student motivation. Furthermore, thematic analysis was utilised to identify and extract themes from the interview data. Result. The results demonstrated a strong preference among students for corrective feedback and feedback provided by their teachers, with lower-year students exhibiting a greater feedback preference. Advanced academic-year students displayed a propensity to engage critically with feedback, fostering self-reliant learning skills. Learning feedback significantly and positively predicted motivation. Regression analysis showed that this relationship was consistent across academic years. Conclusions. The findings highlight the motivational significance of structured and informative instructional feedback in foreign language education. This study emphasises the crucial role of teachers in delivering feedback and fostering an environment conducive to active learning, emphasising the need for both educators and students to understand and effectively utilise feedback to enhance learning outcomes. Additionally, the findings revealed that Thai undergraduate students' motivation stemmed from their desire to build meaningful social connections with those who value the CFL and recognise its relevance for future career prospects.
Aim. The aim of the study is to explore the professional experience of basic and secondary school mathematics teachers in developing transversal skills. Methods. In total, 126 mathematics teachers and 512 students participated in the study. Students’ transversal skills assessed by teachers were compared with the opportunities provided to develop these skills in both basic and secondary schools. Descriptive statistics and Spearman’s rank correlations were used. Secondary school students’ transversal skill self-assessments were also compared with teacher assessments. The Mann–Whitney U test was conducted. Results. The assessment of basic school students’ transversal skills in many areas does not correlate with the assessment of the opportunities provided. At secondary school, a correlation exists between the assessment of most transversal skills and the evaluation of the opportunities for their development. Additionally, secondary school students rate their skills higher than teachers do in almost all transversal skills; however, this difference is not always statistically significant. Conclusions. The results indicate that although Latvian education policy documents emphasise the development of transversal skills at all levels, in practice this integration often occurs in a fragmented manner, as teachers lack a shared understanding and methodological support for effectively fostering these skills. Teachers believe they provide students with opportunities to develop transversal skills; however, these opportunities do not always translate into actual skill development. Furthermore, the differences between students’ self-assessments and teachers’ evaluations highlight the need for a more unified understanding of how to foster transversal skills effectively.
Aim. This interpretive qualitative study explored Thai EFL students’ emotional experiences in a seven-week generative (Gen) AI-integrated classroom, the perceived impacts of these emotions, and the emotion regulation strategies (ERSs) employed by students in response to their emotional experiences. Methods. The data collected using written interviews on Google Docs from 22 purposively selected second-year university students after the intervention were thematically analysed. Results. The study found that students experienced both negative emotions (e.g., frustration, discouragement, dissatisfaction, anxiety, boredom, and confusion) and positive emotions (e.g., excitement, confidence, and curiosity) in a Gen AI-integrated classroom. Positive emotions that students experienced in a Gen AI-integrated classroom enhanced their learning enjoyment, content understanding, confidence, motivation, and engagement, whereas negative emotions reduced their motivation and classroom focus and led to poorer language development. To regulate their emotions, students employed both antecedent-focused and response-focused strategies ERSs. Conclusions. The study concludes that Gen AI tools induce emotions in learners and that these emotions influence their learning experiences in several ways. It also concludes that learners regulate their emotional experiences in Gen AI-integrated classrooms. Practical implications for ELT policymakers, educators, and students, along with recommendations for future research, are also provided.
Aim. This study examines the predictive relationships between students’ general ICT self-efficacy (S_GENEFF), specialised ICT self-efficacy (S_SPECEFF), and computer and information literacy (CIL) scores within the framework of ICILS 2018 and 2023. It also examines gender-based differences in ICT self-efficacy perceptions across two independent ICILS assessment cycles. Methods. The research employs a secondary data analysis approach using ICILS datasets from 13 participating countries. Both descriptive and inferential statistical analyses were conducted to explore gender differences in general and specialised ICT self-efficacy. Regression analyses were then applied to determine the extent to which these variables predict students’ CIL scores across the two assessment years. Results. The findings reveal a persistent gender gap favouring boys in specialised ICT self-efficacy (S_SPECEFF), though the effect sizes declined in 2023. General ICT self-efficacy (S_GENEFF) was found to be a positive predictor of CIL scores for both genders, whereas specialised ICT self-efficacy emerged as a negative predictor, an effect that was stronger in 2023. These results may suggest a discrepancy between students’ perceived competence in specialised ICT tasks and their demonstrated CIL performance, rather than providing direct evidence of overconfidence. Conclusions. The study suggests that while access to technology and gender equity in digital participation have improved, disparities in confidence and competence remain. Educational policies should aim to align students’ perceived and actual ICT competencies, particularly in advanced technological tasks, while fostering gender-balanced digital learning environments.
Aim. This study aims to investigate how games, as an enjoyable teaching method, can enhance motivation and engagement among young learners. It explores how different aspects of motivation and engagement manifest within a game-based instructional setting. Methods. Using a qualitative approach, the study conducted a case analysis with a randomly selected class of 15 children from a language institute. Data was gathered over two months through video recordings, teacher journals, and classroom observations. Results. The results indicate that learning through games creates an enjoyable environment that significantly boosts learners’ motivation and engagement. Teacher journals, and observation notes revealed that children participated enthusiastically in every lesson and showed high motivation throughout the sessions. These findings align with previous research demonstrating that educational games foster intrinsic motivation and active participation among language learners. Furthermore, games help reduce anxiety and promote positive attitudes towards language learning. Conclusions. Therefore, the findings suggest that game-based instruction serves as an effective motivator and engager, particularly in the early stages of the learning process, contributing positively to learner autonomy and sustained interest in language acquisition. Future studies could explore longitudinal impacts and game design features that maximize motivational benefits.
