Acta Pedagogia Asiana

Short Stories as a Pathway from Reading to Writing: Students’ Perceptions of English Language Improvement

Sevaraj Dhanalakshmi Srirevathi , Banumathi Rajamanickam Aravind — Sun, 03 May 2026 00:00:00 +0000

Short stories were a successful teaching and learning strategy for second languages. This study aimed to find out how students felt about using short stories and how well they read and wrote English. The study intended to determine the advantages that students experienced from using short stories, as well as the difficulties they faced and how they overcame them. The study population consisted of secondary school students in Grade IX at a government tribal school in Tiruchirappalli District, who received instruction in Tamil (the regional language). A total of 40 students were selected using a sampling method. Constructivist theory provided the theoretical support for this investigation. The study employed a descriptive methodology, utilising focus group interviews and a questionnaire to gather data. While the focus group interviews produced qualitative data, the questionnaire generated quantitative data. The findings showed that the two English language skills, reading and writing, were developed among students through the use of short stories. The results also indicated that students’ vocabulary improved as a result of reading short stories. However, the findings revealed that students lacked confidence in sharing their experiences in front of their peers and struggled to understand messages due to limited resources, restricted vocabulary, spelling issues, and insufficient understanding of English tenses. Nevertheless, by learning new words and supporting one another’s learning, they were able to overcome these challenges. The study concluded that short stories were useful in enhancing language resources and could be proposed as effective materials for facilitating the acquisition of a foreign language.

Empowering Educators Through Research: Methods, Critique, and Classroom Application

Maryluz Eder — Tue, 19 May 2026 00:00:00 +0000

This narrative literature review examined how research competencies empowered educators through four interrelated domains: research methods literacy, research critique skills, classroom action research, and the application of research in teaching within international and Philippine contexts. The review synthesized literature published from 2010 to 2025 using sources from ERIC, Scopus, JSTOR, and Google Scholar. Through thematic analysis and narrative synthesis, the study compared global and Philippine perspectives on teacher research engagement, instructional improvement, and evidence-based practice. Findings revealed that international educational systems provided structured professional learning communities, mentoring programs, and collaborative inquiry models that strengthened teachers’ research engagement and instructional decision-making. In the Philippine context, although research initiatives such as classroom action research were institutionally promoted through DepEd and CHED policies, challenges remained in research training, critique competencies, mentorship, and the practical application of research findings in classrooms. The review further showed that research activities were often compliance-driven rather than integrated into reflective teaching practice. The study proposed an Integrated Teacher Research Empowerment Model consisting of four key components: research methods literacy, research critique skills, classroom action research engagement, and research-informed instructional practice supported by institutional collaboration and mentorship. The findings underscored that strengthening teacher research competence enhanced reflective practice, evidence-based instruction, and student learning outcomes. The review recommended reinforcing research training, mentorship systems, and sustained professional development to promote meaningful teacher research engagement and instructional effectiveness.

Data-Informed Teaching and Action Research in Improving Evidence-Based Instruction

Alvin F. Consistente — Sat, 16 May 2026 00:00:00 +0000

This explored the role of data-informed teaching and classroom action research in strengthening evidence-based instruction and improving student learning outcomes. The problem addressed centered on the persistent gap between the availability of educational data and its effective use in classroom decision-making, often resulting in less responsive and less effective teaching practices. The review aimed to synthesize existing literature on how teacher data literacy, action research, and continuous improvement models contributed to more systematic and evidence-driven instruction. It was hypothesized that integrating data-informed practices with iterative inquiry processes enhanced instructional quality and student achievement. Using a systematic review approach, relevant studies were analysed to identify key themes and relationships among data use, instructional strategies, and professional collaboration. The findings indicated that teacher data literacy was a critical foundation, enabling educators to interpret and apply data meaningfully. Classroom action research, particularly when conducted within Professional Learning Communities (PLCs), supported reflective practice and collaborative problem-solving. Evidence-based strategies such as explicit instruction, formative assessment, cooperative learning, metacognitive techniques, and timely feedback, were shown to be more effective when guided by data-driven insights. Furthermore, continuous improvement frameworks, especially the Plan-Do-Study-Act (PDSA) cycle, provided a structured process for refining instruction. The review concluded that the integration of data-informed teaching and action research fostered a culture of continuous improvement, professional growth, and accountability. Future studies should focus on the longitudinal impacts of these approaches, their scalability across diverse educational contexts, and the development of targeted interventions to strengthen teachers’ data literacy skills.

AI-Augmented Student-Centered Learning: Personalization and Agency

Kuok Ho Daniel Tang — Sun, 03 May 2026 00:00:00 +0000

Artificial intelligence (AI) is increasingly integrated into educational environments and is widely recognized as a transformative technology for advancing Student-Centered Learning (SCL). By enabling adaptive instruction, real-time feedback, and learning analytics, AI systems can personalize learning experiences and address diverse learners’ needs. This review synthesizes current research on how AI contributes to key dimensions of SCL, including adaptive content delivery, data-driven feedback, learner agency, and human–AI collaboration. The literature indicates that AI-powered educational technologies can enhance engagement, facilitate individualized learning pathways, and support self-regulated learning by providing timely insights into performance, progress, and learning strategies. Learning analytics and intelligent tutoring systems further allow instructors to better understand learners’ behavior and tailor instructional support, strengthening alignment between teaching practices and students’ needs. However, integrating AI into SCL environments also presents several challenges. Concerns have emerged regarding cognitive offloading and overreliance on AI systems, which may reduce learners’ active problem-solving and critical thinking if not carefully managed. Issues related to algorithmic transparency, data privacy, and equitable access also remain important considerations as educational institutions increasingly depend on data-driven technologies. Moreover, educators continue to play a critical role in guiding the effective use of AI and ensuring that technology enhances rather than replaces meaningful learning processes. By and large, AI has substantial potential to strengthen SCL when implemented as a transparent, supportive pedagogical tool. Effective integration requires balancing algorithmic guidance with learner autonomy and maintaining strong human oversight. Future research should examine long-term impacts on learner agency and self-regulation and develop pedagogical frameworks that support responsible human–AI collaboration in student-centered education.