Education and Learning

Ismail Mubarak, Kaharuddin Kaharuddin, Djuwairiah Ahmad

Limited opportunities for structured speaking practice and delayed corrective feedback remain persistent challenges in junior secondary EFL classrooms, often resulting in suboptimal development of transactional speaking skills. Addressing this gap, the present study investigated the effectiveness of Artificial Intelligence (AI)-mediated communication through SpeechAce in improving students’ transactional speaking performance. This study employed a pre-experimental one-group pre-test–post-test design involving eight junior secondary students. Students participated in six instructional sessions integrating AI-based automatic speech recognition (ASR) feedback. Speaking performance was assessed using analytic scoring criteria, and data were analyzed using descriptive statistics and a paired-samples t-test. The results indicated a substantial improvement in students’ performance. The mean pre-test score was 47.36 (SD = 4.11), which increased to 52.24 (SD = 4.31) in the post-test. The mean difference of −4.36250 was statistically significant, t(7) = −6.328, p <0.001, with a 95% confidence interval ranging from −5.99278 to −2.73222. These findings demonstrate that AI-mediated speaking practice contributed to consistent performance gains across participants. In conclusion, AI-assisted communication platforms such as SpeechAce can function as an effective pedagogical augmentation tool to enhance transactional speaking competence in EFL contexts, particularly by providing immediate feedback and structured repetition opportunities.

Education and Learning

Sugeng Susilo Adi, Putu Dian Danayanti Degeng, Hasbullah Isnaeni, Dian Novita Dewi

Classroom management is a central concern in teacher education across Southeast Asia, where large class sizes, linguistic diversity, and varying resource availability create complex teaching environments. While theoretical frameworks ranging from behaviorist to constructivist and inclusive models are widely taught in pre-service programs, bridging these theories to practice remains a persistent challenge. This article presents the BRONE (Brawijaya Online Learning) initiative from Indonesia as a model of digital innovation that addresses this theory practice divide. Through a library research approach, the study analyzes instructional materials including syllabi, modules, and learning videos developed for a Classroom Management course under the BRONE 2025 program. Anchored in Seels and Richey’s educational technology framework and the TPACK model, the findings reveal that BRONE systematically integrates design, development, utilization, and evaluation to operationalize theoretical knowledge in authentic, practice-oriented learning tasks. Key features include classroom observation projects, reflective practice prompts, culturally embedded concepts such as love-based classroom management, and video-based simulations. These elements not only contextualize global theories within Indonesian classrooms but also provide transferable insights for other Southeast Asian contexts facing similar challenges. The article argues that BRONE exemplifies how digital platforms can create authentic learning environments that foster professional readiness, inclusivity, and reflective competence in pre-service teachers. By situating Indonesian innovation within the Asia-Pacific discourse, this study contributes to regional and global debates on how teacher education can reimagine the integration of theory and practice in the digital era.

Education and Learning

Alif Nahdatul Akbar, Ahmad Syahid, Darmawansyah Darmawansyah

The rapid shift toward digitally mediated learning environments poses significant challenges for Islamic Religious Education (PAI), particularly in maintaining learning quality while adapting to technological demands. This study examines the use of technology in PAI learning and identifies supporting and inhibiting factors in its implementation at SMP Negeri 2 Palu. A qualitative descriptive case study design was employed over a period of two months (July-August 2026). Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis involving several participants, consisting of one school principal, one PAI teacher, and three Grade IX students selected through purposive sampling. Data were analyzed using an inductive thematic approach with triangulation to ensure credibility. The findings show that technology is integrated into PAI learning through a blended learning model combining asynchronous communication via WhatsApp and synchronous platforms such as YouTube, Google Meet, and Zoom. The results indicate perceived improvements in student engagement, participation, and classroom responsiveness, as identified from participant perspectives and classroom observation themes rather than measurable academic outcomes. These changes are reflected in more active student interaction and attentiveness during learning activities. Nevertheless, several challenges persist, including limited teacher digital competence, unstable internet connectivity, and infrastructure constraints. Mitigation efforts include continuous teacher training and gradual improvement of school facilities. In conclusion, technology integration contributes positively to PAI learning quality in this context, although its sustainability depends on teacher professional development, leadership support, adequate infrastructure, and ongoing instructional evaluation to ensure long-term effectiveness.

Education and Learning

Mohamed El Kadi, Nadir Akrachi

Traditional models of teachers’ professional development (TPD) emphasize formal training, workshops, and certification programs; however, persistent gaps between these programs and classroom practice raise questions about their effectiveness. This article argues that everyday classroom challenges shape teachers’ professional development more strongly than formal training alone by positioning teaching as a central site of professional learning. The study adopts a qualitative, interpretive design and draws on written reflective narratives from 12 secondary school teachers working in Moroccan public schools. Data were collected through open-ended prompts and analyzed using thematic analysis. The findings show that challenges related to students’ lack of foundational knowledge, low motivation, mixed-ability classrooms, and loss of confidence drive professional growth through processes of problem-solving, adaptation, and ongoing decision-making. These processes foster deeper professional understanding than externally delivered training by prompting teachers to reinterpret methods, reassess assumptions, and develop context-sensitive strategies. Rather than rejecting formal training, the study positions it as secondary to experiential learning in the classroom. It concludes by proposing an interpretive, practice-driven model of professional development in which learning by teaching constitutes the foundation of teachers’ professional growth, with implications for teacher education and policy.

Education and Learning

Nur Hikma A Aman, Ruslin Ruslin, Hijrah Syam

Developing speaking skills remains a challenge for EFL learners, particularly in pronunciation and fluency, which often show limited improvement under conventional instruction. This study aimed to examine the effectiveness of Digital Storytelling (DST) in supporting students’ speaking skills in a secondary school context. A quantitative quasi-experimental design with a non-equivalent control group was employed, involving 55 eleventh-grade students at SMAN 4 Palu divided into an experimental group (n = 31) and a control group (n = 24). Data were collected through speaking pre-tests and post-tests and analyzed using descriptive statistics and paired-samples t-tests. The results showed that both groups improved in speaking performance. The experimental group improved in pronunciation from 57.61 to 70.16 and in fluency from 57.03 to 71.16, while the control group improved in pronunciation from 62.00 to 77.87 and in fluency from 63.33 to 81.66. A paired-samples t-test based on the combined scores of all participants revealed a statistically significant difference between pre-test and post-test results (t = 23.242, p < 0.001), indicating overall improvement after the instructional treatment. These findings suggest that DST can be considered a useful complementary strategy for enhancing students’ speaking skills through meaningful practice and multimodal engagement, although the results should be interpreted cautiously due to the limited sample size and the absence of random assignment.

Education and Learning