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Ruth French – Qualitative Research Journal, 2025
Purpose: The aim of this paper is to explain key aspects of teaching and learning relevant to sustaining literacy development beyond the early years of schooling, including effective teaching of more complex texts. The paper takes as its point of departure Touchstone 9 of the Foundation Touchstones promoted by the Foundation of Learning and…
Descriptors: Literacy, Sustainability, Psychological Patterns, Difficulty Level
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Roger Young; Emily Courtney; Alexander Kah; Mariah Wilkerson; Yi-Hsin Chen – Teaching of Psychology, 2025
Background: Multiple-choice item (MCI) assessments are burdensome for instructors to develop. Artificial intelligence (AI, e.g., ChatGPT) can streamline the process without sacrificing quality. The quality of AI-generated MCIs and human experts is comparable. However, whether the quality of AI-generated MCIs is equally good across various domain-…
Descriptors: Item Response Theory, Multiple Choice Tests, Psychology, Textbooks
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Abdullah Al Fraidan; Meznah Saud Abdulaziz Alsubaie – Educational Process: International Journal, 2025
Background: This study examines the effect of test anxiety on the academic performance of postgraduate female students, focusing on their perceptions and experiences in open-book exams (OBE) and closed-book exams (CBE). Method: A qualitative case study design was employed using the Thinking Aloud Protocol (TAP) to collect data from five Saudi…
Descriptors: Test Anxiety, Vocabulary, Females, Books
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Chili Li; Xue Wang; Long Qian – SAGE Open, 2025
The effectiveness of English Language Teaching (ELT) materials significantly influences the learning outcomes of English as a Foreign Language (EFL) learners, positioning these resources as cardinal in the acquisition process. Despite this widely acknowledged significance, there remains a notable gap in research concerning the evaluation of key…
Descriptors: Syntax, Difficulty Level, Second Language Instruction, English (Second Language)
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Yu Hui; Thora Tenbrink – SAGE Open, 2025
This study addresses how Chinese learners of English as a second language (L2) perceive conversations in English materials as compared to speakers of English as a first language (L1). Data were collected through questionnaires completed by 48 participants (28 L2 English learners in China and 20 L1 English speakers in the UK), eliciting evaluations…
Descriptors: Foreign Countries, Cultural Context, English (Second Language), Second Language Learning