This study aimed to evaluate the teachers’ perspectives on the implementation of the “No Child Left Behind Policy” in the Elementary Schools in Cabadbaran City Southeast District. The researchers employed the descriptive survey design utilizing adapted and validated researcher-made questionnaires. It was administered to 108 teacher-participants who were elementary public-school teachers of South-east Cabadbaran District in the Division of Cabadbaran City. The researcher used complete enumeration in data gathering. Collected data were statistically treated and analyzed using Mean. Based on the study results, the participants’ perspectives on the implementation of the “No Child Left Behind” policy in terms of school accountability and teachers’ competency were outstanding. The implementation level was very satisfactory in terms of adequate/average yearly progress, student academic performance, teachers’ level of awareness, and workload under this policy. This finding means that the teacher-participants believed this program needed no improvement in its implementation. Keywords: No child left behind policy, school accountability, teachers’ awareness, teachers’ perspectives, teachers’ workload;

Online education has been around for a few decades now, with a growing number of higher education institutions offering various online courses either as part of a degree or as further professional development. However, the global COVID-19 pandemic forced the transfer of education from a traditional classroom to a virtual environment. Such a sudden transit meant that not only teaching and learning but also assessment had to be conducted online. The paper aims to present our experience of online assessment of a Medical English course delivered in the first semester of the academic year 2021–2022 to 1^st-year medical students. Data were collected through observation. The results proved that the online system was effective in analyzing and assessing students. Keywords:Medical English, online teaching, teaching platform

This study investigated Social Network Sites and the Professional development of lecturers in Kwara State, Nigeria. The purposes of this study are to investigate the correlation between Google Scholar, ResearchGate, and Academia.edu and the professional development of lecturers in three selected universities. A quantitative research design was used in the study. A purposive sampling technique was used to select 120 participants from the sample universities. The researcher looks into the population of academics who engage in using three indicators of Social Network Sites. Pearson product-moment correlation and linear regression analysis were used to analyze the gathered data. The findings revealed that Google Scholar, ResearchGate, and Academia.edu were positively and significantly correlated with the professional development of lecturers. Therefore, it was recommended that lecturers should keep making use of Google Scholar to arouse interest in publication. Furthermore, lecturers should improve on the use of ResearchGate to increase the visibility and impact of their works. Keywords: Collaborative learning, effective communication, Google scholar, ResearchGate, professional development

The current study aimed to find out English as a foreign language (EFL) students’ beliefs regarding the usefulness of corrective feedback (CF) in a cooperative learning (CL) environment. This study was a qualitative research design in which a narrative approach was used. The data were collected using interview questions as the research instrument. The researchers had a close observation, prepared notes, and made a record of interview responses from each student to explore and understand their beliefs towards CF provided by the instructors in the CL environment. The findings of this qualitative study revealed that EFL teachers get motivation and inspiration from EFL learners to give a suitable CL environment to second language learners which made the provided CF more effective. In the CL environment, the results indicate that EFL learners realised that they can find solutions to their problems in CL, and in their interviews, they stated that they would not be able to find solutions to their errors individually. Keywords: Cooperative learning, corrective feedback, English as a foreign language, perceptions

This study aims at investigating EFL novice teachers’ awareness and consulting their attitudes concerning peer observation of teaching as a learning tool to foster their teaching readiness. The data for the study was collected through a questionnaire with a sample of 10 EFL novice teachers and an interview held with 5 EFL experienced teachers at Tlemcen University in Algeria. The findings showed that the majority of the participants know and use peer observation. They confirmed the benefits of peer observation as a tool to help them in improving themselves and their classroom practices. Nevertheless, they do not use it accurately. Therefore, it is recommended that the Algerian EFL novice teachers be trained in peer observation for its significance in their daily teaching and professional development. Keywords: EFL, learning tool, novice teachers, peer observation, teaching readiness;

The communicative method is founded on the premise that learning a language is effective when learners are forced to convey actual meaning. The major goal of communicative language education approaches is to train students to be confident communicators in a variety of real-life situations by working together. The purpose of this study was to see how a communicative strategy affected Functional writing in Secondary school English. In this work, the pre-test, post-test and non-Identical control group approach was employed, which is a quasi-experimental approach. The total number of participants in the trial was 47. It has been found that there is exceptional improvement in students by an experimental process as gain in every aspect, that is, grammar, vocabulary, mechanics, fluency, and form is very much high. Students studying English at the secondary school, college, or university level may benefit from a communicative approach to higher-level learning. Keywords: Communicative strategy, English, functional writing;

Despite the surge in lexical bundle instruction in EFL studies, very little research has looked at how explicit lexical bundle instruction affects prospective Turkish EFL teachers’ academic writing abilities on a quantitative level. As a result, the purpose of this study is to determine whether teaching lexical bundles has an impact on developing prospective Turkish teachers’ writing skills in terms of accuracy and appropriacy. Thirty aspiring EFL teachers who were enrolled in Tokat Gaziosmanpaşa University’s ELT program participated in the study. They were all 1^st-year students taking academic writing classes. As a pre-test and post-test assignment, participants were to create an argument paragraph and data was collected with assignment worksheets. A paired-sample t-test was used to compare the writing scores of the participants before and after the lexical bundles’ instruction session to see if there was a statistically significant difference between the two. For accuracy, the researcher used Colovic-Markovic’s scoring matrix. Results were in favor of using lexical bundle instruction in EFL studies. Keywords:EFL, lexical bundle, Turkish teachers, writing skills

The main objective of the study was to examine the moral decadence as a potential predictor of students’ academic performance in some selected senior high schools in the Kumasi Metropolis. Descriptive survey design was used for the study. A multistage sampling procedures namely purposive sampling, proportional sampling and simple random sampling procedures were used in the selection of the sample. A total of 338 respondents were drawn from three senior high schools in the Kumasi Metropolis. Exploratory factor analysis was done to validate the instrument as well as simple linear regression was used to test the hypothesis. Through principal component analysis (PCA), the Kaiser-Meyer-Olkin yielded a value of .636, exceeding the recommended value of .6 and Bartlett’s Test of Sphericity reached statistical significance χ2(78) =360.171, p = .000), supporting the factorability of the correlation matrix. The pattern structure and the commonalities results were both inspected. Items that had loadings below 0.30 on the pattern matrix as well as the unrotated loadings of the items were deleted. The outcome of the analysis showed that two items had factor loadings below 0.30. Therefore, those items were discarded. The remaining eleven items were retained because they were all above 0.30. The results again, revealed that moral decadence was not a potential predictor of student academic performance in the Kumasi Metropolis, B = -.395, SE = .299, t = -1.322, BootCI (-.984, .193) (see Table 5). This outcome suggests that students who do not exhibit moral decadence in their schools would have higher chances of experiencing higher academic performance. The study recommends that educational directorates and head teachers need to strengthen counseling services for students in senior high schools. This may go a long way to prevent a situation whereby the country could lose most of its manpower in the near future, as moral decadence could compel some of the students to become dropouts and drug addicts.

A holistic curriculum or education seeks to develop all three domains of learning: cognitive, psychomotor and affective. While the cognitive domain focuses on the mental and psychological fortitude of learners, the psychomotor focuses on the use and development of muscular or motor skills and the affective domain deals with the feelings, emotions and attitudes of students. Interestingly, not all these domains are sufficiently written or documented as guidelines or curricula for classroom practice. It is for such reasons that the ‘hidden’ curriculum becomes needful, as it not only complements the official curriculum but plays a significant role in shaping the values of learners. This qualitative study engages 52 language students in a college of education in Ghana to reveal their views on their experiences with the ‘hidden’ curriculum. Questionnaires and semi-structured interviews were the data collection instruments. The inductive content analysis technique is used to analyse the collected data. The outcome of the study reveals that gender and sexuality, religion, politics, hard work and confidence are values ‘taught’ through the hidden curriculum. The findings of the study create awareness, especially for teachers that, beyond ‘what’ they teach in the classroom, ‘how’ they teach also unconsciously transmits lessons. This means that teachers should be mindful of how they dress, walk, talk and behave in the classroom since all these virtues contribute to the overall teaching and learning process. Keywords: Curriculum, cognitive skills, psychomotor skills, affective skills, classroom practice;

‘One-size-fits-all’ is a ridiculous statement. Every individual is unique in his or her special way. However, in education, the usual approach is to clamp the learners based on their age, gender or level of achievement. Even though education has entered the new normal, learners are still using the one-size-fits-all material. As teachers, the researchers opted to design and develop instructional materials that could cater to the needs of the learners while tapping their interest to keep them motivated. The researchers utilised Quipper, an online learning management system, as a platform to develop differentiated instructional materials based on multiple intelligence profiles of the grade 11 students in Cainta Senior High School. The respondents of this study were the grade 11 students and humanities and social sciences English teachers who were purposively selected to evaluate the developed instructional materials and be the source of data. This study employed a quantitative method to determine the multiple intelligence profiles of the grade 11 students and evaluate the 2 groups of respondents. Based on the results, most of the learners possess five prominent bits of intelligence. Both the student and teacher respondents believe that the developed differentiated instructional material has realistic/authentic content, promotes autonomy or independent learning, written using clear and simple language and has inputs and elements that are useful for distance learning. It is recommended that teachers adapt the strategy of developing differentiated materials and the utilisation of different available platforms to help the learners cope in the new normal. Keywords: Multiple intelligence, instructional material, Development, evaluation, teacher