SCRIPT RELATIVITY IN PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: WRITING SYSTEMS AS A CATALYST FOR COGNITION AND CULTURE: Received: 07th August 2023; Revised: 26th December 2023; Accepted: 29th December 2023

Script relativity posits that the writing system in which we read affects our thinking, information processing, cognitive mapping, and thought patterns. Given that script effects have been investigated primarily in psycholinguistics, this paper discusses the potential to extend the scope and sequence of research to a broader level of sociolinguistics. As the microscopic psycholinguistic analysis can be complemented by a macroscopic sociolinguistic view, the interplay among cognitive, linguocultural, and sociocultural variables can facilitate our holistic understanding of script effects. To this end, this paper provides an account of writing systems as a catalyst for building cognition and culture. The dynamic interaction between individual language processing (psycholinguistics) and language use in social and cultural contexts (sociolinguistics) is discussed, which has both theoretical and methodological implications for future research, policy, and practice

THE RESEARCH ON ANXIETY EVALUATION OF FOREIGN STUDENTS: Received: 30th April 2023 Revised: 16th May 2023, 22nd August 2023, 1st September 2023 & 4th April 2024 Accepted: 5th May 2023

Studying a foreign language is not a piece of cake and it demands a lot of time and effort from the learners. According to the technological development, studying a foreign language is becoming more leisurely day by day, since  speaking is the most crucial skill of the basic four skills for everyone..   Every learner desires to speak fluently by learning a language, but anxiety wholly hinders their attempts. The anxiety is one of the main three psychological factors such as anxiety, self-esteem, and motivation that can affect the students' troubles, especially speaking in Mongolian. In this paper, our study aimed to analyze students' speaking anxiety in the Mongolian Language Preparatory Program at the National University of Mongolia and the Mongolian National University of Medical Science. We tried to find out the foreign students' anxiety ranks and causes of speaking the Mongolian language. The survey participants of the research were foreign students at the National University of Mongolia and the Mongolian National University of Medical Science in the 2022-2023 academic year. We used a questionnaire to carry out a survey. As a result of the study, students' anxiety in speaking Mongolian was defined and classified by several indicators of speaking

UNLOCKING COGNITIVE ENGAGEMENT IN LEARNING OF UNIVERSITY STUDENTS: DYNAMICS AND DRIVERS: Received: 17th May 2024 Revised: 10th July 2024. 2nd August 2024 Accepted: 21st May 2024

This research paper explores the multi-dimensional factors influencing cognitive engagement among university students in Shanghai, integrating individual, familial, and institutional dynamics. Utilizing a mixed-methods approach, the study draws on data from the "China College Student Survey (CCSS)" to measure cognitive engagement through a specifically designed Likert scale. The study sample consists of 1,452 valid responses from 1,600 distributed questionnaires across six universities. Through descriptive statistics, correlation, and regression analyses, the research identifies significant determinants of cognitive engagement. Key findings indicate that cognitive engagement is profoundly influenced not only by individual characteristics—such as holding leadership positions—but also by familial factors like parental education and social networks, as well as comprehensive institutional factors including teaching quality and university infrastructure. Notably, urban-rural backgrounds and family economic conditions emerge as significant moderators, affecting how institutional and familial inputs influence students’ cognitive engagement. Results underscore the critical role of tailored educational strategies and supportive familial and institutional environments in enhancing cognitive engagement. The research contributes to educational theory by providing empirical support for the integration of multi-dimensional factors in understanding student engagement, offering actionable insights for educational policy makers and institution administrators aiming to foster enriched learning environments

CONTENT SLICING: LOW-CODE MANAGEMENT OF VIDEO, GRAPHICS AND MORE FOR ENGAGING CLASSROOMS: Received: 28th December 2023 Revised: 22nd February 2024, 17th March 2024 & 28th March 2024 Accepted: 4th January 2024

Modern educators have access to ever-growing options for the creation of learning resources to foster engagement and comprehension. This paper describes an implemented low-code platform tailored to the needs of visualising resource deployment and development. The metaphor of horizontal and vertical “slicing” is adopted from the field of software development to motivate the use of interfaces for managing diverse content, including video, banner graphics for delivering “Q&A” responses to student feedback, and a database of classroom activities. The effective marshalling of resources can help with enhancing interactivity and responsiveness in classrooms, and efficacy of the system is discussed through evaluation results showing that classes delivered via the system are at the very top of university-wide evaluation criteri

PERCEIVED SELF-EFFICACY AND ACADEMIC PERFORMANCE OF STEM SENIOR HIGH SCHOOL STUDENTS: Received: 15th December 2023; Revised: 05th January 2024; Accepted: 21st February 2024

The manner schools taught changed from face-to-face to online delivery due to the Covid-19 pandemic. But learners perceived online lessons burdened mental and psychological health, ability to learn, and literacy in reading, writing and arithmetic. Conversely, local studies deemed learners’ ability to succeed in classes improved from moderate pre-pandemic to high during. This study described the sources of self-efficacy, which are mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback of STEM students at NU Fairview Incorporated, were utilized as respondents. As a result of the study, it is showed that the source of their self-efficacy were their mastery experiences which are attributed to frequent engagement in activities and success experiences. It is also found out that there is no significant difference between the sources of self-efficacy and STEM students’ GWA. On the other hand, perceived self-efficacy vary between male and female. Also, vicarious experiences appear to vary on perceived self-efficacy across different specialization within STEM. Findings call for improving teachers’ practices in giving positive feedback on the learners’ output and performance in class. In addition, the need to improve on constructing written works, and activities which are time-bound, and meaningful which intends to encourage and not to exhaust students

CHALLENGES IN THE IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT OF DEVELOPING SCHOOLS: BASIS FOR A COMPLIANCE FRAMEWORK: Received: 18th July 2023; Revised: 30th November 2023, 01st December 2023; Accepted: 03rd December 2023

This study is qualitative research that employs a descriptive design. It aimed to determine the challenges encountered by the Level 1 (Developing) schools in the District Schools, Division of Bulacan, Philippines, in the implementation of School-Based Management (SBM) as a basis for the proposal of a Compliance Framework. This study describes the compliance level of participant schools in SBM implementation and how they addressed the challenges encountered that led to the development of a Compliance Framework. The researchers gathered data from the SBM validation results of each school and survey interviews with the school heads and SBM coordinators. Results showed that the actual performance of the schools studied was significantly below the required criteria for achieving an advanced level of School-Based Management and that there is a need for improvement in these schools' application of all the SBM principles. Results also revealed that participant schools encountered several challenges in the implementation of school-based management. It was recommended that schools undertake comprehensive training on the administration of the School-Based Management system. The adoption of the proposed Compliance Framework developed in this study is highly recommended to intensify SBM implementation in schools, which can contribute to improving their overall level and general status

TEACHER EDUCATORS’ PERCEPTIONS OF UTILIZING MOBILE APPS FOR ENGLISH LEARNING IN SECONDARY EDUCATION: Received: 16th November 2023; Revised: 08th January 2024; Accepted: 08th February 2024

Mobile apps have gained significant popularity due to their myriad advantages, rendering them valuable educational tools. In Indonesia, English is a mandatory subject in secondary education, which refers to both junior and senior high schools. The research explores teacher educators' perspectives at the State Islamic Institute of Kediri regarding using mobile apps for English learning in Indonesian secondary education. With English being mandatory in secondary schools, teacher educators play a crucial role in preparing teacher candidates for the challenges of the modern era. Through semi-structured interviews with eight teacher educators and using thematic analysis, the research reveals varied perceptions: three teacher educators express positive views on the contribution of mobile apps, three hold negative perceptions suggesting potential disruptions to student focus, and two remain neutral. These differences are due to teaching experience, app usage, exploration experiences, app variety, school settings, and the success of teacher candidates during internships. The findings provide insights for academics, educators, and policymakers, offering a foundation for future research in different settings and exploring the impact of teacher educators' perceptions on English teachers' practices

A CRITICAL EXAMINATION ON IMPLEMENTING AND ESTABLISHING A PLC USING AFFECTIVE MANAGEMENT: Received: 20th October 2023; Revised: 02nd January 2024; Accepted: 08th January 2024

This research examined the outcomes of implementing professional learning community (PLC) at an international school in the UAE, focusing on affective management. Exploration examining affective impacts is suited for a school as they are social environments with emotions impacting interactions and outcomes. A literature review on affective management is used to develop criteria for PLCs. Teacher recollection and school documents were used to evidence the PLC and compare to the model. Affective management of change is important in innovation because emotion influences teacher responses and outcomes. Implementation of innovations can contribute to feelings of vulnerability, discomfort and anxiety. Distributed leadership provides an opportunity for successful innovations but can result in conflict and resistance. Success is based on the shared goals of managers and subordinates. The establishment of the PLC was unsuccessful as there was no articulation of goals and lack of consistency in practice, which ultimately undermined teachers’ identities. Consequently, the requirements for affective containment were not in place and mangers and teachers conflicted with each other. Ineffective management led to teachers using emotional capacity to withstand stresses rather than forming a functional PLC. However, failure may also have resulted from anxiety stemming from the context of the school

METHODS OF TEACHING THE WORKS OF M. AUEZOV IN HIGHER EDUCATIONAL INSTITUTIONS: Received: 05th July 2023; Revised: 04th December 2023; Accepted: 05th December 2023

The article discusses the creative skills and writing talent of M. Auezov, who has become an honorary name in the world. The works of the writer M. Auezov, who rose to the world level with his first stories in the twenties, raise a problem common to all mankind. The first stories, which raised the issues not only of one nation but of all mankind, were distinguished by the artistic and ideological basis of  the issues raised. From this point of view, the ways of teaching the artistic and ideological features of the first stories and short stories of the writer in higher education are considered. It collects literary analysis and methods based on best practices and offers effective methods. Demonstrates the effectiveness of the widespread use of the "anthropocentric" paradigm in the study of M. Auezov's fiction. Analyzes the importance of using the writer's method of realistic description when teaching the story "An Orphan’s Lot" based on paradigms in different ways used in modern education. Analyzes the experience of M. Auezov's large-scale and artistically ideologically large-scale story "The story of Karash-Karash"  in the use of expressive reading, role-playing, problem situations, question-answer, dialogue platform, research conversation, etc. The author emphasizes the importance of  M. Auezov's works in the upbringing of children in  modern education system

EFL SCHOOLTEACHERS’ LANGUAGE PROFICIENCY AS A KEY FACTOR IN THE LANGUAGE EDUCATIONAL ENVIRONMENT: Received: 29th September 2023; Revised: 30th November 2023, 01st December 2023; Accepted: 04th December 2023

This research investigates the significance of schoolteachers’ English Language (EFL) proficiency as a crucial factor for developing the language educational environment in Kazakhstan. The study explores the theoretical aspects of the language educational environment. It focuses on the strategies EFL schoolteachers employ to enhance their English language proficiency and their perceived additional support needs. 525 EFL teachers, including 301 from urban schools and 224 from rural schools, participated in the study. The findings from the questionnaire revealed that urban teachers display a more substantial commitment to consistent language skill enhancement, actively participating in language courses, and engaging in communication with native speakers. In contrast, rural teachers experience language barriers in communicating with native speakers due to limited interaction opportunities. Addressing the diverse needs of EFL schoolteachers holds paramount importance for the effective development of the language educational environment, particularly across rural contexts. The identified support needs emphasize technical assistance, interaction with native speakers, availability of language courses, and access to educational materials. This study contributes valuable insights into language proficiency enhancement strategies and support requirements across urban and rural educational landscapes