Journal of Education, Language, and Cultural Studies

Learning Ecology: Using the 5MYs Learning Ecosystem Model to Enhance the Research Skills of Student Teachers at a University in the Three Southern Border Provinces of Thailand

TULA BINLATEH — 2025-12-27

Learning ecology represents the transfer of knowledge and skills beyond traditional teacher-student interactions, engaging all elements of the learning environment. It follows the 5 stages of the 5MYs learning ecosystem model: MY CONTEXTS (identifying problems or interests based on learners' experiences), MY RESOURCES (gathering relevant knowledge and tools), MY WILL & CAPABILITY (emphasizing planning, teamwork, and work processes), MY PROCESS (applying critical thinking and assessing task feasibility), and MY RELATIONSHIPS (fostering communication and discussion in the development of research proposals). These stages support the development of authentic research skills. This study aimed to: (1) evaluate the research skills of student teachers using the 5MYs learning ecosystem model, and (2) assess their satisfaction with the learning management using the 5MYs learning ecosystem model. The participants were 17 third-year students majoring in Teaching Islamic Studies and Early Childhood Education who enrolled in the Research and Innovation Development course. The instruments included: (1) an evaluation form for assessing classroom research proposals, and (2) a satisfaction assessment form measuring perception of learning management using the 5MYs learning ecosystem model. The data were analyzed using descriptive statistics. The findings revealed that student teachers’ research skills were rated at a good level, with an average score of 3.79 (0.09). The highest scores were observed in the area of data collection and planning/teamwork. Group analysis showed that 71% (5 groups) performed demonstrated a good level of performance, while 29% (2 groups) demonstrated a moderate level. Satisfaction with the 5MYs learning ecosystem model ranged from satisfied to very satisfied with the highest score of 4.82 (0.52) attributed to the instructor’s role in fostering critical thinking and participation . These results highlight the effectiveness of the 5MYs learning ecosystem model in enhancing research skills and its potential for future educational applications.

Analysis of Early Childhood Education Management Perspective of Indonesian Government Regulations

achmad sya'dullah — 2025-12-27

Efforts to develop the competence and creativity of early childhood. This can be achieved, among other things, through the role of kindergarten educators in designing children's games as models for learning activities. One of the factors that determines success of implementing learning activities is that educators and the students on duty can also be influenced by the curriculum used, the learning model applied in the classroom, as well as the facilities and infrastructure available at the institution. However, you also need to know that your individual needs. Each institution has different educators, student staff and learning curricula. This is because the vision, mission and goals of each institution are also different. Purpose of this study is to identify the government regulation staff that has been implemented at Ar-rofiqoh kindergarten institution as to provide assessments and recommendations for the improvement and development of the institution. This research uses more literature on Republic Indonesia government regulations, Ministerial Regulations, and National Education Standards. The research method used is a descriptive qualitative method based on processing data sourced from field studies, interviews and literature studies. This research explains actual research without providing treatment, variable data obtained by direct interviews and observation. Of the five items employed as indicators in the analysis of Early childhood education management, Ar-rofiqoh kindergarten is for institutional structure, qualifications of educators and education personnel, curriculum, learning models and infrastructure. It is in accordance with government regulations, needs development in both human resources, also the facility resources required by the school.

Intervention Fidelity and Feasibility of the Positive Psychology-Based Happiness Activity Guidebook Among Military Personnel

Wee Mekwilai — 2025-12-27

Military personnel face significant mental health challenges, with high rates of work-related stress. This study evaluated the fidelity and feasibility of a Positive Psychology-Based Happiness Activity Guidebook for military personnel experiencing stress. A mixed-methods process evaluation was conducted with 211 military personnel from the Office of the Permanent Secretary for Defense in Thailand. The intervention, based on the PERMA model, comprised ten structured activities across multiple sessions. Data collection included attendance tracking, facilitator evaluations, participant interviews, and direct observations. The intervention demonstrated exceptional program fidelity, with attendance rates of 97.2-100% and complete activity adherence. Participants reported significant benefits in stress management and professional growth. The 30-minute session format proved effective, with participants valuing the program's structured approach and practical applications. Mental health professionals noted the intervention's capacity to address unique military workplace challenges while promoting positive psychological strategies. The study provides evidence for successfully implementing a positive psychology intervention in a military setting. Key findings emphasize the importance of context-specific program adaptation, robust facilitator training, and alignment with organizational goals. Despite limitations of single-site implementation and short study duration, the research offers valuable insights into mental health support strategies for military personnel.

Effects of Input Flooding and Input Enhancement on Thai EFL Students’ Essay Writing: A Mixed-Methods Study

Saharat Laksanasut — 2025-12-27

This study investigated the effects of input flooding, input enhancement, and their combined application on Thai EFL students’ essay writing proficiency. Although these techniques have been widely examined in second language acquisition research, their combined impact on extended academic writing remains underexplored, particularly in secondary-school EFL contexts. Using a mixed-methods quasi-experimental design, three groups of Grade 11 students received instruction through input flooding, input enhancement, or a combined approach. Quantitative data were collected through pre-test and post-test essay writing tasks and analysed using paired t-tests and ANCOVA. To enhance scoring reliability, AI-assisted essay evaluation (ETS® e-rater) was employed and validated through human scoring. Qualitative data were obtained from focus group interviews to explore students’ learning experiences. The findings indicated that all instructional conditions significantly improved writing proficiency; however, the combined approach produced the greatest gains in grammatical accuracy, fluency, and essay organization. Qualitative findings revealed that input flooding supported implicit learning, while input enhancement facilitated conscious noticing of grammatical structures. The combined approach reinforced both processes, resulting in higher writing confidence. The study highlights the pedagogical value of integrating structured input-based techniques with technology-assisted assessment in EFL writing instruction.