International Journal of Education, Technology and Science

THE IMPACT OF USING A FUNCTIONAL ENGLISH BASED TEXTBOOK ON 8TH GRADE EFL STUDENTS’ SPEAKING SKILLS

Bilal Alkhaza'leh — 2026-03-01

The current study aimed at identifying the impact of using functional English based textbook on 8th grade EFL students’ speaking skills in public schools in Jordan. The study participants are 50 students in 8th grade at Al-Fuqaha Secondary School, Amman, Jordan. The sample was randomly distributed into two groups; the experimental group of (25) students, and the control group of (25) students. The tool of the study was a pre-post speaking test, and the validity and a reliability of the test were verified. The results showed that there were statistically significant differences at (α= 0.05) between the means of both groups on the students’ post conversational skills test, in favor of the experimental group (functional English based textbook). Results also found statistically significant differences at (α= 0.05) between the means of the experimental group students' conversational skills, in favor of the experimental group which was 90 and above. It is recommended that decision makers should pay more attention to teaching materials and focus on functional English to enhance EFL learners’ speaking skills.

THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN TEACHING WRITING AT A JUNIOR HIGH SCHOOL IN KEDIRI

Ummy Khoirunisya' Masyhudianti — 2026-03-01

The Merdeka Curriculum in Indonesia has transformed teaching and learning, introducing innovative approaches to education. Differentiated instruction (DI) offers a significant opportunity for English teachers to address diverse student needs, particularly in teaching writing. This qualitative case study explores how DI is planned and implemented in a writing class at a Junior High School in Kediri. In the study, the teacher implemented DI in content, process, and product using the Genre-Based Approach (GBA), encompassing four stages: Building Knowledge of the Field (BKOF), Modelling of the Texts (MOT), Joint Construction of the Texts (JCOT), and Individual Construction of the Texts (ICOT). Data were collected through observation, interviews, and document analysis from 32 seventh-grade students and one teacher, selected via purposive sampling. The data were analysed using thematic analysis and direct quotations. Findings reveal that DI, tailored to students’ interests and readiness, enhanced engagement and writing skills. Students reported positive perceptions of DI’s flexible and inclusive approach. This study provides insights for English teachers implementing the Merdeka Curriculum and suggests future research on DI in other language skills and classroom management strategies.

SAFE TECHNOLOGY USE AMONG SECONDARY SCHOOL STUDENTS: A MIXED-METHODS STUDY ON AWARENESS LEVELS AND EXPERIENCES

Elif Öznur Tokgöz — 2026-03-01

The aim of this study is to determine the awareness levels of secondary school students regarding safe technology use and to examine whether these levels differ according to various variables. The research was conducted using a mixed-methods design. Quantitative data were collected from 668 students during the 2025–2026 academic year using the “Awareness Scale for Safe Use of Information Technologies in Secondary School Students.” Qualitative data were obtained through semi-structured interviews with 18 students selected from different grade levels. According to the quantitative findings, the overall mean score indicated that students’ awareness levels of safe technology use were high. In terms of gender, a significant difference was found only in the dimension of “Digital Social Security and Help-Seeking,” favoring female students. Regarding grade level, the analysis revealed that 5th grade students’ awareness scores were significantly lower compared to upper grade levels. The qualitative findings, analyzed through thematic analysis, showed that students particularly considered family as a reliable source of support; they tended to prefer safe websites, avoid suspicious links, and develop self-regulation strategies for healthy technology use. In conclusion, secondary school students generally demonstrated high levels of awareness regarding safe technology use, although age and experience differences were found to influence this awareness. The findings of this study provide guiding insights for the development of educational policies and programs focusing on digital security, healthy technology use, and cyberbullying.

SCIENCE LABORATORY OPERATIONALIZATION AND STUDENTS’ ATTITUDE TOWARDS SCIENCE: A STUDY IN SECONDARY SCHOOLS OF MBARARA CITY, UGANDA

Preeti Kumari — 2026-03-01

This article aims to examine the relation between Science Laboratory Operationalization and Academic attitude towards science subjects among secondary school students. A convergent parallel mixed-methods design was used for the study, covering 36 secondary schools (both private and government) with 373 students, and 30 headteachers who participated in key informant interviews. Results showed a weak positive correlation (r = 0.195, p < 0.001) between lab experience and science attitudes. Regression indicated that lab quality predicts attitude, but explains only 3.8%. Qualitative findings complemented the quantitative results. The study concludes that key factors influencing science choice included aspirations, capacity, background, school issues, and policies. Science laboratory operationalization impacts attitude, recommending investment in maintenance, training, and lab use. Future research should explore other districts, include case studies, and conduct longitudinal studies.

THE ACCENT PREFERENCES OF RESEARCH ASSISTANTS IN TURKISH CONTEXT

Mehmet Demirezen — 2026-03-01

Research assistants (RAs) are generally criticized for having 'unintelligible' accents for professional communication. Therefore, the use of accent variety is a big matter for them because ELT departments prefer that students are exposed to a standard or widely understood variety of English such as General American or Received Pronunciation (RP). In this regard, this presentation aims to explore the role of accent preference and perception in English language teaching and learning by RAs in Türkiye. Through a questionnaire, this research investigates which accents are commonly used and preferred by Turkish RAs, and how different accents impact perceptions of skillfulness and pronunciation difficulty. Additionally, the questionnaire probes which accents that are more challenging to pronounce for the respondents. The research aims to highlight trends in accent preference, such as the popularity of North American English (NAE) and British English (RP) accents along with three others, and the ways these preferences can influence language acquisition. Among the main findings of this article is that GA is the number one while RP is the second preferred accents. The results expose a significant impact of accent on both learner comfort and RAs’ effectiveness, with varying levels of difficulty in pronunciation. Actually, dialect preference of Turkish ELT RAs in English language education isn't about which dialect is "better", but it's about intelligibility, consistency, and alignment with instructional goals. To put it in a nutshell, Turkish RAs must be mindful consistently of their dialect use to support learning effectively, reduce confusion, and meet both institutional and learner expectations because students often imitate their pronunciation and phrasing.

TECHNOLOGICAL JUSTICE IN EDUCATION: CHALLENGES AND OPPORTUNITIES WITH PRIMARY TEACHERS IN RIYADH, SAUDI ARABIA

Haya Meshal Rajah Albaqami — 2026-03-01

Justice, particularly in the area of education and the principle of equal educational opportunities, reflects the values of social justice and equality. The study, which adopted a quantitative cross-sectional descriptive design, aimed to explore the opportunities and difficulties associated with attaining technological justice in education and it concentrates on the degree of access to technology in schools, the digital proficiency of teachers in utilizing technology in the classroom, and the effect of technology on students' equal access to education. employed. The participants were composed of, randomly selected 402 primary school teachers. Data were collected using an online questionnaire and were analysed via descriptive statistics, Pearson correlation coefficients, and internal consistency reliability testing using Cronbach's alpha. The results revealed that in Riyadh's primary schools, the level of technological resource availability was largely average. When it came to using technology in the classroom, primary school teachers were highly proficient. According to primary school teachers, equal educational opportunities for all students in primary schools are greatly impacted by the use of technology. The low average accessibility of digital resources for all students highlights a potential gap in meeting their diverse needs, calling for a review of current policies and practices to ensure true inclusiveness in the use of educational technology. The degree of availability, teacher competence, and technological justice was average, which means that there is a need for improvement, especially in relation to investing in technological infrastructure and training primary school teachers in Riyadh to equip them with advanced technological skills.