International Online Journal of Education and Teaching

TASK-BASED ASSESSMENT OF PRAGMATIC COMPETENCE: A MOROCCAN EFL HIGH SCHOOL PERSPECTIVE

Mohammed Bouknify — 2025-10-02

This study investigates Moroccan high school learners’ pragmatic competence in English as a Foreign Language (EFL) through two diagnostic tools: the Written Discourse Completion Test (WDCT) and the Multiple-Choice Discourse Completion Test (MDCT). Pragmatic competence, a critical dimension of communicative language ability, remains underrepresented in EFL assessment frameworks, particularly in North African contexts. Drawing on data from 108 learners, the research evaluates students’ ability to perform various speech acts appropriately in context-sensitive scenarios. Results show significant gaps in learners' pragmatic awareness and performance, particularly in managing politeness, indirectness, and socio-cultural appropriateness. These findings underscore the need to integrate explicit pragmatics instruction and assessment into Moroccan EFL curricula. This article contributes to the growing body of empirical studies on interlanguage pragmatics and calls for a reconceptualization of language assessment practices in EFL classrooms.

Keywords: Pragmatic competence, EFL, Morocco, WDCT, MDCT, speech acts, language assessment, interlanguage pragmatics

KNOWLEDGE SHARING PRACTICES AND THEIR IMPACT ON POLYTECHNIC LECTURERS' JOB PERFORMANCE IN MALAYSIA: A SCOPING REVIEW.

Faridzul Adzli Mad Adim — 2025-10-02

Knowledge sharing is a critical component of academic success, fostering collaboration, innovation, and professional growth. In polytechnic institutions, lecturers rely on effective knowledge-sharing practices to enhance teaching methodologies, research productivity, and overall job performance. This review article examines existing literature on knowledge-sharing behaviours among Malaysian polytechnic lecturers, highlighting key factors that influence their willingness to share knowledge, such as organizational culture, leadership support, and technological integration. The objective of this review is to synthesize theoretical perspectives and empirical findings on the relationship between knowledge sharing and job performance. Using a systematic approach, relevant peer-reviewed journal articles, reports, and case studies were analysed to identify common trends, challenges, and opportunities in knowledge-sharing practices within polytechnic education. The review draws upon frameworks such as the Social Exchange Theory, the Theory of Planned Behaviour, and the Knowledge-Based View to explain the dynamics of knowledge sharing in academic institutions. Findings indicate that while knowledge-sharing practices positively impact lecturers’ teaching effectiveness, research collaboration, and professional development, several barriers persist. These include lack of trust, time constraints, inadequate institutional incentives, and limited access to digital platforms. Strategies such as fostering a knowledge-sharing culture, implementing digital repositories, and incentivizing collaborative efforts are recommended to enhance knowledge exchange and optimize job performance. This review underscores the need for more empirical research on knowledge-sharing interventions tailored to Malaysian polytechnic institutions. Strengthening these practices can significantly contribute to institutional excellence and lecturers’ career progression, ultimately benefiting students and the broader educational landscape

PERSPECTIVES OF PRACTICING MATHEMATICS TEACHERS ON THE SIX STEPS STRATEGY (PETTEC) IN DEVELOPED JORDANIAN CURRICULA

Mohammad Ghunaimat — 2025-10-02

The main objective of the study is to know the perceptions of practicing mathematics teachers on using the six steps (PETTEC) in teaching mathematics based on mathematics curricula developed in Jordan, and determining the effect of academic qualification (Non educational qualification, and educational qualification) on the perceptions. The researcher used a descriptive research approach by distributing a questionnaire. The population under investigation consists of all currently employed math teachers who are studying the basic stage math curricula created by the Directorate of Education for the 2023–2024 school year, where there are 179 math teachers. A teacher made up (135) of the study sample that was chosen using the random sample approach. The Finding showed the degree of perceptions of practicing mathematics teachers regarding the six steps strategy (PETTEC) according to the mathematics curricula developed in Jordan is high. Besides, there are no statistically significant differences in perception degree depending on the academic qualification variable for mathematics teachers. The study concluded that mathematics teachers have high perceptions of the six steps strategy (PETTEC) in teaching mathematics. And mathematics teachers provide explanations and all lesson examples, and use the instructions in the teacher's guide.

EXPLORING HOME ENVIRONMENT AND SELF-DIRECTED LEARNING EFFICACY OF MULTILINGUAL AND NON-MULTILINGUAL STUDENTS

Bilgehan Ayik — 2025-10-02

The impact of school closures during the COVID-19 pandemic was disproportionate on multilingual learners (MLs) as compared to non-MLs. Utilizing the PISA 2022 dataset and focusing on differences between MLs and non-MLs, this study explores the relationships between family support for self-directed learning (SDL), feelings about learning at home, and SDL self-efficacy (SDL-SE) in the US. First, measurement invariance was examined to determine possible differences due to group membership. Next, we explored the mediating influence of feelings about learning at home on the relationship between family support for SDL and SDL-SE and examined differences in these relationships between groups. Findings revealed that MLs and non-MLs had similar levels of SDL-SE; however, ML students had a stronger direct relationship from family support for SDL to SDL-SE, whereas non-ML students had a stronger indirect effect through feelings about learning from home. Implications regarding research, practice, and policy are discussed.

EXPLORING THE EFFECTS OF TEACHER MOBILITY ON LEARNERS' RIGHTS TO BASIC EDUCATION.

Seshoka Joseph Rapeta — 2025-10-02

The purpose of this study is to explore the effects of teacher mobility on learners' rights to basic education of learners during the redeployment of teachers. The qualitative research design of this study offers a comprehensive framework for the examination of the academic, social, and affective consequences that learners experience when teachers transition between institutions. This study employs qualitative methodologies, such as document analysis and interviews, to elucidate the intricate relationship between teacher mobility and the preservation or potential infringement of learners' rights within the educational landscape. The results suggested that teachers who have been declared additional are no longer prioritising their teaching responsibilities and are missing classes. The most effective teachers are frequently lost as a consequence of rationalisation and redeployment. The governing body of a public school is required to ensure the development of the school and to advance its best interests by providing a quality education to all learners.

AN INVESTIGATION OF THE RELATIONSHIP BETWEEN LABORATORY USE SKILLS OF GRADE 10 PHYSICAL SCIENCES LEARNERS AND THEIR ACADEMIC PERFORMANCE

Sibongile Nhlapo — 2025-10-02

Laboratory use skills, including basic and integrated science process skills, are taught in school science laboratories. This study aimed to investigate the relationship between grade 10 physical sciences learners' laboratory use skills and their academic performance. Four schools from the Lejweleputswa Educational District were randomly selected. A mixed methods approach was used, involving focus group interviews with seven teachers and a Likert-type questionnaire for 187 learners. The findings revealed a significant relationship between laboratory use skills and academic performance. Practical investigations are important in teaching physical sciences, despite challenges such as a lack of resources, functional laboratories, time, discipline, and novice teacher experience. Recommendations include workshops for novice teachers, mobile laboratories, integrating practical work into university curricula, compulsory Wi-Fi at schools, and monitoring by Departmental Heads. These findings impact teacher training, curriculum development, resource allocation, the connection between theory and practice, learners' academic success, and future career paths in science-related fields

MODELLING THE CORRELATION BETWEEN PRESERVICE SOCIAL STUDIES TEACHERS’ PERCEPTIONS OF 21ST-CENTURY SKILLS COMPETENCY AND LIFELONG LEARNING TENDENCIES

Selda Aksüt — 2025-10-02

This study aims to model the correlation between the perceptions of preservice social studies teachers of 21st-century skills competencies and their lifelong learning tendencies. In the study, the correlational survey model was used. The sample consisted of 2850 preservice teachers who were studying in the first, second, third, and fourth years in the Department of Social Studies Education at the Faculty of Education of 15 University in the academic year 2021-2022. The sample was identified by stratified sampling method. A “Personal Information Form,” “21st Century Skills Competency Perceptions Scale,” and “Lifelong Learning Tendencies Scale” were used to collect data. It was concluded that the latent variables of learning and innovation skills, life and career skills and information, media, and technology skills of the perceptions of preservice social studies teachers on the 21st-century skills competency were significant predictors of the latent variables determination and curiosity, organization of learning and motivation of lifelong learning tendencies and positively affected them. The activities that are planned to be organized at the university to develop 21st century skills competency perceptions and lifelong learning tendencies should be based on the interests and needs of preservice teachers, and they should be motivated to participate in these activities.

Keywords: 21st century skills, lifelong learning, social studies, pre-service teachers