This study examines Chinese undergraduate EFL learners’ perceptions of a Blended Writing Feedback (BWF) system aligned with the Common European Framework of Reference for Languages (CERF), integrating automated feedback from Cambridge Write & Improve and detailed teacher comments. Thirty-seven third-year English majors participated in a 12-week writing module, with 32 submitting comprehensive reflection logs describing their experiences. An explanatory mixed-methods design triangulated in-depth thematic analysis with systematic CEFR score tracking. Findings indicated perceived gains in grammar accuracy, rhetorical organization, CEFR awareness, and writing confidence, supported by feedback literacy and self-regulated learning frameworks. Reported challenges included difficulty interpreting vague or conflicting feedback, emotional frustration from stagnant CEFR levels, and a growing over-dependence on teacher input for revisions. Quantitative results showed overall CEFR level improvement across tasks, though notable discrepancies emerged between perceived and actual progress. The study highlights both the pedagogical benefits and the emotional-cognitive complexities of CEFR-based blended feedback in EFL writing. Recommendations include targeted feedback literacy training, more coordinated feedback delivery, and localized CEFR adaptation to enhance student engagement and motivation. The findings contribute to a deeper understanding of how automated and teacher-mediated feedback can be successfully integrated in higher education writing instruction.

• View PDF

This study explores the perspectives of children at risk of social exclusion (RSE) regarding their everyday experiences in kindergarten. Using semi-structured, developmentally appropriate interviews, we examined the views of 48 children (M = 70.32 months) identified by teachers as vulnerable due to social, emotional, or contextual circumstances. Overall, children described kindergarten as a generally positive and enjoyable environment, emphasizing friendships, play, and familiar routines. However, many also expressed concerns related to limited autonomy and agency. Rules were frequently perceived as restrictive rather than supportive, and penalties often involved social or physical constraints, such as exclusion from activities or temporary isolation. Children also reported difficulties identifying consistent encouragement or available support from teachers, except during moments involving strong emotional distress. These findings highlight the ongoing need for inclusive, responsive, and autonomy-supportive pedagogical practices in early childhood education. The results suggest that children not only desire opportunities for participation but also need to feel visible, recognized, and respected as legitimate contributors to the educational process. Such reflections indirectly point to possible gaps in the quality of educational practice and the professional competencies of educators. Adults’ assumptions about knowing what is best for children may unintentionally restrict children’s participatory rights, particularly for those already at risk of social exclusion, who may have fewer opportunities to influence their learning environment.

• View PDF

This study developed and evaluated a culturally grounded instructional module for the course Barayti at Baryasyon ng Wika, integrating student perspectives to strengthen comprehension of Filipino language variation and promote linguistic sustainability. Drawing on persistent gaps in instructional materials and the documented difficulty of students in distinguishing key sociolinguistic concepts, the research employed a qualitative descriptive design to capture authentic learner experiences, cultural interpretations, and instructional insights. Data were gathered from purposively selected students and teacher-evaluators through semi-structured interviews, written reflections, and narrative reviews. Reflexive thematic analysis revealed three major findings: (1) students experience significant conceptual ambiguity when differentiating categories such as dialect, sociolect, register, and idiolect, especially when examples are abstract or decontextualized; (2) the culturally grounded module substantially improved comprehension by providing sequenced explanations, contextualized examples, and familiar linguistic scenarios that bridge theoretical concepts with real-life language use; and (3) both learners and teachers affirmed the module’s high clarity, instructional coherence, and cultural resonance, noting its effectiveness in reinforcing awareness of linguistic sustainability and Filipino identity. The study demonstrates that culturally anchored materials not only enhance academic understanding but also cultivate positive attitudes toward Filipino linguistic diversity. These findings underscore the necessity for localized, research-based instructional resources that respond to the cognitive and cultural needs of Filipino learners. The module serves as a pedagogically robust and culturally meaningful contribution to Filipino language education, supporting efforts toward linguistic vitality amid shifting societal and technological landscapes.

• View PDF

The current study aims to analyze the thematic evolution of mobbing research in Türkiye by utilizing theoretical frameworks to explore the systemic and individual factors influencing mobbing behaviour. Publication outputs, research trends, and thematic development of Türkiye-based mobbing research were examined using bibliometric methods. The Web of Science database was analyzed, and the Bibliometrix package developed for the R programming software language was used to analyse scientific productivity and scientific mapping analyses. The findings reveal that academic interest in mobbing has increased significantly, particularly since 2015. The motor themes of the 1999–2014 period focused on psychological violence, terror, and emotional abuse. During 2015–2019, research demonstrated how workplace bullying intersects with broader organizational dynamics, with emerging themes of job satisfaction, organizational commitment, and leadership styles. From 2015–2024, Türkiye-based mobbing research concentrated on the impact of COVID-19 pandemic-related isolation, remote work challenges, economic recessions, and their effects on employee turnover rates. The research reveals that cyberbullying has emerged as a new dimension of mobbing behavior in digital work environments. Notably, higher education institutions have become a significant focus area, with organizational cynicism and commitment emerging as important factors. In conclusion, mobbing remains a persistent workplace issue in Türkiye requiring continued academic and practical interventions to enhance workplace ethics and employee well-being.

• View PDF

Natural Language Processing (NLP) interfaces are becoming more common in higher education, but adoption by faculty is inconsistent in private universities with limited resources. Drawing on a study of a private university in Shanghai, we investigate institutional and individual determinants of how instructors adopt NLP tools (such as ChatGPT, Doubao and Kimi) for feedback, assessment, summarization, question generation, and instructional drafting. We employed an exploratory sequential mixed-methods design involving six interviews, as well as a survey (n = 195; ≈28% of faculty). Building on a TAM model enriched by Perceived Behavioral Control (PBC), University Facilitating Conditions (UFC), and Social Attitudes (SA), we tested a partial least squares structural equation model (PLS-SEM). Findings indicate that UFC is by far the most powerful predictor of adoption intentions and perceived control, while SA exerts a weaker but statistically significant influence which partially operates through PBC. PBC not only directly influences intention but also moderates the effects of UFC, indicating a central role of self-efficacy in instructor-focused interventions. These pathways are fleshed out by qualitative evidence that points to enabling policies, training, and aligned use cases as levers, and challenges around digital literacy, policy misalignment, and uneven infrastructure. We suggest professional development, incentives linked to pedagogical outputs, and ongoing resourcing for the integration of text-focused AI. The results extend TAM to the context of a private university setting by introducing institutional support and perceived control, which may be applied to similar institutions that are experiencing digital transformation.

• View PDF

This study developed and evaluated outcomes-based instructional materials to enhance purposeful communication in the Filipino language course, Malayuning Komunikasyon. Using a Type 1 developmental research design anchored on the ADDIE model, the researcher created an OBE-aligned syllabus and a student module responsive to the needs of both teachers and learners. A mixed-methods approach was employed to determine the materials' appropriateness and acceptability: questionnaires were used to gather quantitative data, while in-depth interviews with teachers and students provided qualitative insights. Quantitative data were analyzed using means and standard deviations, and qualitative responses were examined through thematic analysis using NVivo 12. Findings from the qualitative phase revealed challenges in teaching and learning the course, such as a lack of instructional materials, difficulty achieving competencies, inconsistent delivery, and the need for clear, structured, and culturally relevant resources. The developed instructional materials addressed these gaps, as shown by the quantitative results, which rated the OBE syllabus (M = 4.70) and student module (M = 4.62) as very highly appropriate, and the overall instructional materials as very highly acceptable (M = 4.81). The study concludes that the developed materials effectively align with outcomes-based education principles and significantly support the teaching and learning of Malayuning Komunikasyon. Their adoption is recommended to improve competency attainment and foster more purposeful and meaningful communication in Filipino.

• View PDF

This explanatory sequential mixed-methods study investigated how English language exposure, communicative engagement, and mentorship influence shape internship preparedness among 69 pre-service English teachers from a state university in Iloilo City, Philippines. The quantitative phase measured students’ levels of exposure, engagement, mentorship experience, and perceived readiness for teaching using validated Likert-type instruments, while the qualitative phase explored contextual factors that clarified emerging statistical patterns. Findings indicated that the participants demonstrated moderate English language exposure, largely derived from digital and entertainment media, whereas interpersonal and home-based communicative use remained limited. Despite this moderate exposure, students reported high levels of internship preparedness, although significant differences were observed between sections, signaling uneven developmental opportunities. Correlation analysis revealed no significant relationship between exposure and preparedness, indicating that passive or input-dominant exposure does not directly foster teaching confidence or pedagogical readiness. Qualitative insights emphasized the critical role of communicative engagement and mentorship particularly consistent modeling, structured feedback, and guided pedagogical practice in shaping students’ readiness for classroom realities. Overall, the study underscores that internship preparedness is a multifaceted construct influenced more by quality engagement and mentorship depth than by the frequency of language exposure. Implications highlight the need for teacher education programs to enhance communicative practice, structured learning experiences, and supervisory systems that strengthen the transition from coursework to professional teaching.

• View PDF