Australian International Academic Centre: AIAC Journals
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Value Education in India: A Historical and Philosophical Review
No full textThe growing global interest in value-based education has prompted Indian education systems to reconsider existing practices and move toward a more holistic approach. This study examines the historical milestones and philosophical viewpoints that have shaped value cultivation in Indian education. It synthesizes insights from Indian and global thinkers to identify core principles connecting traditional value-oriented learning with today’s exam-driven, employment-focused systems. Using a narrative literature review method, the study explores links between ancient and contemporary educational perspectives in India, drawing on the National Education Policy (NEP) 2020 and the UN Sustainable Development Goals (SDGs) to frame a holistic model for present-day education. Databases including Scopus, Google Scholar, JSTOR, ERIC, and Project MUSE were searched for studies examining philosophical and historical influences on value cultivation. Data were collected on authors, year, philosophical standpoints, historical development, methods, and key findings. Of the 105 papers identified, 25 met the inclusion criteria. Eight studies explored the historical development of Indian education; nine examined philosophical perspectives and practices; five focused on value cultivation; and three connected ancient approaches with contemporary frameworks. These non-comparative studies highlight diverse interpretations of value cultivation and its evolving significance. The review underscores the need to integrate historical and philosophical insights into modern educational practice. Aligning with NEP 2020 and the SDGs, it argues that value-based education and value literacies—encompassing ethical, cultural, and civic dimensions—can support learners in addressing global challenges while preserving India’s cultural heritage
Effects of IT-Supported Instruction on Essay Writing Performance and Attitude among Senior Secondary School Students in Nigeria
No full textThis study examined the effects of IT-supported instruction on essay writing performance and attitudes of Senior Secondary School (SSS II) students in Nigeria. A quasi-experimental pre-test–post-test design complemented with a descriptive survey approach was adopted. Participants were selected from secondary schools in the South-South, South-West, and North Central geopolitical zones and assigned to either an IT-supported instructional group or a conventional teaching control group. Data were collected using the Essay Writing Performance Test (EWPT) and the Essay Writing Attitude Scale for Secondary School Students (EWASSBS), both of which demonstrated acceptable reliability coefficients of 0.80 and 0.85, respectively. Students’ reading interest and access to reading materials were assessed descriptively to provide contextual background information and were not treated as experimental or predictive variables. Descriptive results showed variation in students’ reading interest and ownership of novels. The inferential statistics revealed that despite the fact that all instructional approaches resulted in the improvement of the post-test scores, the IT-supported instructional approach was efficient in improving not only the writing proficiency but also student attitudes. These results imply that the combination of the digital writing tools is the most effective way to optimize the learning results. The paper suggests that IT-based pedagogies should be adopted in order to make Nigerian secondary learners adopt a strong writing culture
Language Use, Literacy Practices, and Social Cohesion among Undergraduate Students in Nigeria: A Mixed-Method Study
No full textThis study investigates the role of language and literacy practices in promoting social cohesion among undergraduate students at a University in Nigeria. The university hosts students from different linguistic and cultural backgrounds. This makes language use an important part of their everyday interactions. The study focuses on the sociolinguistic literacy of students, and how they use English and indigenous languages, particularly Hausa, to communicate and build social relationships on campus. The study is guided by sociolinguistic theory, drawing specifically on Fishman’s domain theory and Gumperz’s interactional sociolinguistics to explain language choice, interactional meaning, and group belonging in multilingual settings. A mixed-method approach was used to obtain both measurable patterns and personal insights and experiences of the participants. Quantitative data were collected through a structured questionnaire administered to 200 undergraduate students aged 18–30 years, selected using stratified random sampling across the university’s three campuses. Qualitative data were generated through semi-structured interviews that explored students’ experiences of multilingual communication. While the results of quantitative analysis show that students generally hold positive views about language use and campus unity, with high mean scores across the domains, the findings from the qualitative study indicate that managing multilingual literacy in formal settings supports equal participation, with informal literacy practices involving code-switching that help in building close social bonds. The overall evidence shows that multilingual practices strengthen cohesion more than they hinder it. The study concludes that supporting multilingual literacy through inclusive communication practices can strengthen students’ sense of belonging and social cohesion within the university community
Artificial Intelligence Integration in English Reading Pedagogy: A Systematic Review (2019-2024)
No full textIn the education sector, numerous research studies have testified the effectiveness of using artificial intelligence (AI) to enhance English language skills. Still, there are very few review studies that specifically focus on the role of AI in teaching and learning English reading skills. Therefore, this review attempts to fill this gap and conducts a systematic review of the articles published between 2019 and 2024 on the use of AI in English reading (AIER). This study identifies the integration and efficacy of AI applications in reading pedagogy; and presents direction for future exploration. The researchers followed article selection, article screening inclusion and data coding analysis steps according to the PRISMA approach for the review process. The analysis indicates that a variety of AI-supported tools and platforms are used by both educators and students to support reading instruction. These tools and platforms are mostly used to create adaptive reading assignments, offer tailored feedback, and enhance access to educational materials. Instead of taking the place of instructional decision-making in English reading pedagogy, these tools are frequently employed to promote learner autonomy and engagement. Moreover, this review also presents the issues that should be addressed to obtain the utmost result of using AI in this field. Hence, the review analysis suggests that AI, being used effectively in teaching English reading skills across the globe, has transformational prospects for institutions and educators of ESL or EFL countries to utilize the scope of employing the AI teaching tactics in improving English reading pedagogy
A Master List of Bloom’s Taxonomy Action Verbs for Improving Linguistic Literacy for Teachers in Teacher Preparation Programs
No full textTo ensure linguistic literacy of teachers this study produced a master list of English language action verbs of Bloom’s taxonomy at the knowledge realm. To do this, we compared our previously published list of action verbs (Eljishi et al., 2024) to a well-established list in the literature (Stanny, 2016). The master list showed agreement between the two lists of below 50% which is in accordance with that found in the literature. The master list produced, contained 72 action verbs in all which is both condensed (below 100) and offers several options of action verbs for teachers to use per Bloom cognitive level. The aim of this master list is to be available for use by faculty and student-teachers in teacher preparation programs as well as to contribute to the literature on Bloom’s taxonomy. The list would allow faculty to accurately assess student-teachers on the use of the appropriate action verbs at the correct Bloom’s cognitive level. It would also be a convenient list for student teachers to use in preparing their lesson plans
Reading and Writing in Vocational Educational Training: A Literature Review
No full textThe area of reading, writing, and literacy in vocational educational training (VET) is under researched. To investigate the presence and study of literacies in VET, we conducted a literature review that identified 23 studies representing most world regions. Using narrative synthesis, we identified three main research areas: (i) teacher and literacy coaches’ methods of teaching literacies alongside specific subjects (ii) the benefits of students practicing and working with literacy alongside their VET subject, and (iii) the texts and genres used in VET and the barriers students experience while using them. Regarding pedagogy, all three focus areas addressed scaffolding, the use of model texts, and genre teaching. Although these methods are well-known strategies in literacy teaching, more research is needed on the adaptation of these strategies to VET and the introduction of new strategies that incorporate the use of generative artificial intelligence and large language models
Teacher Trainees’ Perceptions towards Mother Tongue Instruction and Its Impact on Self-Efficacy, Academic Motivation, and Academic Achievement in selected Teachers’ Colleges of Education
No full textLanguage is clearly the key to communication and understanding in the classroom and in the success rate of students’ achievement. Therefore, the prime purpose of this study is to see the impact of language with a special attention of students’ perceptions on mother tongue instruction and its influence on the self-efficacy, motivation and academic achievement. The data were collected from 120 students using Likert scale measurements for all psychological constructs. Quantitative analyses; Chi-Squared Test and One way ANOVA were employed to examine a statistically significant difference between the average scores across language groups and gender. The statistical analysis yielded that there were significant average scores across language groups and gender in the implementation of mother tongue instruction on students’ perceptions, academic self-efficacy, and academic motivation towards academic achievement. Based on the findings, conclusions have been drawn and recommendations forwarded to the concerned stakeholders
Revisiting the Pillars of Neuro-Linguistic Programming: An Exploratory Factor Analysis in an ESL Academic Literacy Context in the UAE
No full textNeuro-Linguistic Programming (NLP) is a practical approach to language learning and teaching that focuses on understanding the thought and behavior patterns underlying communication and skill acquisition. Across numerous studies, NLP has formed a distinctive theoretical nomenclature and introduced concepts such as pillars of NLP, sensory acuity, and the map of reality. However, despite the growing body of international research, NLP implementation in the United Arab Emirates (UAE) remains understudied. To address this gap, the present study examines whether NLP pillars function as a valid construct by assessing the degree to which students in the UAE unconsciously employ NLP-related strategies in their daily lives and academic pursuits. The analysis draws on survey data collected from 163 undergraduate students enrolled at a major university in the Gulf region. Exploratory factor analysis was employed to examine the underlying structure of students’ responses. Recent scholarship has emphasized the need for empirically grounded validation of NLP constructs and greater attention to cross-cultural contexts, further underscoring the relevance of this inquiry. The findings contribute to ongoing discussions in NLP and ESL education by offering empirical insight into the structural behavior of NLP pillars. Rather than aligning as discrete categories, the results suggest that NLP constructs may operate as an interconnected system of behavioral and cognitive tendencies. These findings have implications for academic literacy development in English-medium higher education, particularly in contexts where learner self-regulation and communication strategies shape engagement with academic tasks
Notes from the editor
No full textYou are reading the first issue of our volume 14. The papers in this issue come from Bahrain, Bangladesh, Denmark, Ethiopia, Nigeria, India, and United Arab Emirates. This issue consists of articles related to Linguistic Literacy and Social Science Literacy
The literacy of the problem of high notes singing in Thai female singers in Thailand
No full textThis study investigates the vocal challenges faced by Thai female singers, particularly in achieving high notes, and explores the effectiveness of Thai phonetic word sets as a pedagogical tool for developing healthy vocal techniques. Drawing on both quantitative and qualitative methods, the research includes experimental data from university-aged female students (18–25 years) and interviews with 23 experienced vocal teachers. The findings reveal sixteen common vocal problems—such as voice cracking, breathiness, and vocal fatigue—often linked to improper technique, poor vocal health awareness, and psychological factors like lack of confidence and anxiety. Singing high notes in Thai presents unique difficulties due to the tonal and monosyllabic nature of the language. Through phonetic analysis and expert consultation, the study developed a set of vocal exercises using specific Thai consonant and vowel combinations to support resonance and ease of articulation. Results from the implementation of these exercises demonstrated improved vocal control, tone production, and student confidence in navigating the upper register. The research highlights the importance of vocal health, articulation techniques, and the integration of Thai linguistic characteristics into vocal pedagogy. Additionally, the study advocates for a hybrid learning model—combining discovery-based, classroom, and private instruction—to enhance long-term vocal development. These findings contribute to the development of sustainable, culturally responsive vocal training methods suitable for Thai female singers aspiring to sing in high registers