Journal of Practical Studies in Education

Flexible Action Learning Management Process to Promote Cross-cultural Literacy of Junior High School Students

Charin Mangkhang — 2024-10-02

The objectives of this research are (1) to study the process of flexible action learning management to promote cross-cultural literacy of junior high school students. (2) To propose guidelines for flexible action learning management to promote cross-cultural literacy of junior high school students. It is action research. The sample consisted of 15 social studies lecturers and teachers, and 7 educational experts, totaling 22 participants selected through purposive sampling. The research tools included a document analysis form for cross-cultural literacy, an unstructured interview form, and an evaluation form for assessing the quality of the flexible action learning management process. The results of the research found that: 1) Study the process of flexible action learning management to promote cross-cultural literacy of junior high school students, it was found that teaching and learning for students to have cross-cultural literacy is necessary to enable students to know the history of and the differences of each culture Focuses on providing students with a good level of knowledge about culture. Including having creative ideas They can also become more aware of cross-cultural literacy. and be able to adapt to the current world situation that is both culturally diverse Including adapting to be able to live with the world that “Globalization” has had a great influence on society. 2) Propose guidelines for flexible action learning management to promote cross-cultural literacy of junior high school students, it was found that the researcher had synthesized a flexible action learning management process to promote cross-cultural literacy called The PLPP Model of flexible action learning management process consists of (1) Plan, (2) Learn, (3) Practice and (4) Progress and there are results for evaluating suitability included at a high level.

Didaculturation in Literature Class

Nassima Kerras — 2024-11-10

This study aims to present a new concept (Didaculturation) based on the work of the author Formoso (2021), a specialist in the analysis of cultures. Formoso has proposed a notion (Coculturation) focused on the importance of the coexistence of different cultures, moving away from the separating theories and terms that are often used in plural societies. Our approach (Didaculturation) aims to take up this definition and apply it to didactics. We centre on teaching literature as a field of verbal and written expression, including narratives that often reflect social actions that must be explained in class under a cultural approach. It should be done in this way for an effective reception of the message and the positive coexistence between people. This is in addition to teaching the stylistic, aesthetic or poetic functions.

Language Testing Reimagined: Enhancing Teaching and Learning in English Education

Gopal Prasad Pandey — 2024-11-29

This paper explores the role of language testing in English education, focusing on its theoretical foundations, methodologies and practical applications. It analyzes how language tests fulfill various purposes, such as placement, progress monitoring, achievement evaluation and diagnostic feedback, underlining the importance of a critical understanding of their designs and implementations. Grounded in established frameworks like behaviorism, communicative competence, and sociocultural theory, the study traces the evolution of testing approaches and their integration with teaching and assessment practices. Adopting a conceptual and reflective methodology, the article synthesizes insights from key theoretical works to analyze the principles and practices of language testing. The findings highlight the importance of designing tests that align with educational objectives, uphold fairness, validity, and equity, and support meaningful learning outcomes. The study emphasizes that well-constructed language tests can enhance teaching strategies, provide actionable learner feedback and foster effective educational practices. Its contributions lie in enriching theoretical discussions and offering practical recommendations for developing learner-centered assessments that reflect real-world language use. The paper also calls for further research into innovative testing methods and the integration of technology to enhance assessment practices. Furthermore, the paper aims to advance both theoretical understanding and practical implementation of language testing in educational contexts.