One of the persistent challenges in vocabulary teaching is that EFL students must learn a certain number of words to operate in English, yet class time is limited. While the usage of gamification applications may alleviate some of these issues, research on the usefulness of gamification apps and their potential to assist student vocabulary learning outside of the classroom is currently limited. This study used a quasi-experimental method to investigate the effects of gamified vocabulary learning using an application called Quizizz. It compared the learning outcomes of experimental and control groups, as well as the usefulness of gamification in boosting learner autonomy in vocabulary learning. Multiple independent t-tests revealed non-significant differences between students’ overall vocabulary test results in both groups (t (2, 98) = 1.920, p = 0.06) with a modest effect size (Cohen’s d = 0.3). Significant differences were noticed in the results of vocabulary tests 2 (t (2, 98) = 3.229, p = 0.002) and 4 (t (2, 98) = 3.465, p = 0.001), where the students in the experimental groups achieved higher scores (M = 13.63 and M = 12.60), yet no significant differences were noted in the results of vocabulary tests 1 and 2. Significant changes occurred in students’ perceptions of the application of gamification as a means for facilitating training (t (1, 49) = 2.269, p = 0.03) with a modest effect size (Cohen’s d = 0.2). Nonetheless, their perceptions of the use of gamification for enhancing learner autonomy in vocabulary learning did not significantly change before and after the interventions (t (1, 49) = 1.652, p = 1.05) with a very small effect size (Cohen’s d = 0.2). For pedagogy and research, the findings enhance our understanding that gamification apps can be integrated into vocabulary learning to facilitate vocabulary study and foster the growth of learner autonomy, yet utilizing a non-specifically built app for vocabulary learning may not produce better results than those who do not receive gamification support, even if learning outcomes remain good. More research exploring the impacts of integrating a non-specifically built app into English language teaching and learning is needed.

This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including Google Form, Quizizz, Quizlet, Kahoot!, and Socrative, and the efficacy of these tools in online English classrooms. Utilizing a quasi-experimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre- and post-test), and was analyzed using descriptive statistics, the N-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating Google Form, Quizizz, Quizlet, Kahoot!, and Socrative were more effective than traditional classes in terms of learning outcomes. Therefore, this study proposed a learning model utilizing digital technologies and autonomous learning concepts to improve students’ learning outcomes.

There is presently little known about students' use of SRL strategies and anxiety levels and the effects on learning outcomes overall and for specific skills in fully synchronous online English classes. Thus, this study explored 171 first-year non-English major students at an autonomous university in Thailand who had completed their first fully online courses for 12 weeks taught by foreign English lecturers. As measures, online self-regulated learning, students' anxiety in English learning, and course outcomes were employed by means of a mixed-method design. The findings revealed students' high use of SRL strategies and their significant contribution to their online learning outcomes. Nevertheless, students' anxiety levels were not a significant predictor of learning outcomes and could not dictate SRL strategies in online classes. These findings occurred among female and male students equally. This study observed an instrumental role of SRL strategies in students’ online accomplishments in their first online learning experience. In conclusion, the current research highlights the crucial role of SRL strategies in online English language learning and provides valuable insights for language educators in designing effective pedagogical interventions. It suggests that SRL is not only important for achieving learning outcomes but also requires continuous monitoring and support from teachers and peers. Additionally, the study indicates that gender differences in SRL may not be significant in the context of synchronous online English classes. These findings have significant implications for the development of effective pedagogical practices for online language learning and underscore the need for further research in this area.

This study attempts to initiate discussions on integrating the concepts of smart classroom and active learning into general English course design. It examines students' learning outcomes after studying a general English course involving ICT integration, integrated-skills approach, and formative assessment, developed from the concepts of smart classroom and active learning. The data were collected during the 3rd academic term (January-May 2018) that consisted of students' pre- and post-tests scores on vocabulary, listening, grammar, reading and writing. There were 983 students (77.8% female and 22.2% male) involved with various educational backgrounds and English proficiency levels. The data were examined by using paired-samples t-test, independent t-test, one-way ANOVA and analyses of students' improvement by changes of levels. The results indicate significant differences in students' scores in total and across skills. These results shed light on curriculum and course design with regards to the integration of ICT, integrated-skills approach, and formative assessment.

This study looked at the effectiveness of differentiated learning in enhancing students' mathematical outcomes by incorporating varied content, processes, and products. Employing a mixed-methods experimental design, the research hypothesized that differentiated instruction significantly influences students' performance in mathematics exams. The differentiation strategy involved altering the level of support in group discussions (process), adjusting the material's difficulty (content), and modifying the nature of student tasks (products). The participants comprised sixty-five fifth-grade students from public elementary schools. Data collection utilized interviews, document analysis, observations, and test questions, with the t-test and paired sample t-tests comparing pretest and post-test scores to assess the impact. The findings revealed that differentiation in content, process, and product significantly enhances student mathematical achievements, thereby supporting the initial hypothesis. This suggests that teachers should tailor instruction by varying the structure, support, and autonomy of task completion and product creation. Future research should expand the application of content, process, and product differentiation to a broader sample, including different mathematical materials and extending to high schools, to further validate these results and explore additional educational contexts.