Collaborative Learning Effectiveness in Thai Classrooms: A Cultural Psychology Perspective

Bridging Cultures through Reflection: Metacognitive Approaches of Multicultural EFL Learners

This study aims to examine how EFL students from diverse cultural backgrounds manage their learning processes through metacognitive awareness and self-reflection in a multicultural academic setting. The importance of cross-cultural communicative competence in English language acquisition is increasing, rendering students' ability to regulate their cognition, learning strategies, and emotional responses crucial for achieving academic success. This study employed a phenomenological approach with eleven students from the English Language Education Study Program at Universitas Megarezky. Data were collected using semi-structured interviews and later analyzed using thematic analysis technique. The findings found four principal themes: Self-awareness, Strategic regulation, Cultural adaptation, and Competence transformation These findings emphasize the importance of integrating metacognitive and reflection-based learning practices into the EFL curriculum to enhance students' intercultural competence, emotional resilience, and learning independence. This research provides theoretical contributions to the study of metacognitive learning and cross-cultural communication, as well as practical implications for educators designing globally responsive English language learning.

RESEARCH ARTICLE Voices of Elementary Learners: Exploring the Influence of Classroom Participation on Learning Skills and Educational Attitudes

Impact of Field-Based Contextualized English Language Teaching on Students’ Engagement

The growing emphasis on context-responsive, student-oriented and experiential teaching practices in English language teaching (ELT) has encouraged teachers, researchers and educators to shift from traditional pedagogy which often neglects students' real-life experiences. This study explored the significance of field-based contextualized ELT on learners' involvement and learning outputs in the community schools of Pokhara, Nepal. Based on the ecological, constructivist, and experiential learning theories, this study examines how context-based pedagogy promotes learners to enhance their language knowledge through their own local contexts. Implementing qualitative participatory action research paradigm, the data were collected through classroom observations, field notes, in-depth interviews and focus group discussion (FGD). It has been seen that field-based contextualized ELT considerably enhance students’ motivation, active participation, and collaborative behavior, emotional and cognitive involvement in their real-life experiences. The study also reveals significant improvement in learning vocabulary, descriptive and creative writing with full confidence. Despite the positive results, the research also identified several challenges such as teacher preparation, time constrains, curriculum rigidity, logistical limitations and pedagogical resources. The study suggests the needs of policy-level reforms, flexible curriculum and teacher development by integrating local context. It also promotes the implementation of ecological approaches that that provide real-life practice in multilingual and multicultural settings.

Schoolscapes of Inclusion: Interpreting the Meaning of Cultural Diversity in Education

This study aims to explore the phenomenon of cultural diversity in an Islamic elementary school and to examine students’ social interactions as well as the school’s strategic role in fostering an inclusive multicultural environment. A qualitative case study design was employed involving 36 fifth-grade students from two classes. Data were collected through classroom observations, semi-structured interviews with school stakeholders, and document analysis, and were analyzed using data condensation, data display, and conclusion drawing with source triangulation to ensure credibility. The findings indicate that students and teachers demonstrated highly positive responses toward cultural diversity through openness, mutual respect, curiosity, and collaborative learning practices that strengthened intercultural understanding. These positive outcomes were reinforced by inclusive school policies, proactive leadership in promoting tolerance, and continuous teacher guidance that emphasized equality, respect, and national unity. The integration of these strategies created a harmonious learning environment where students from different cultural backgrounds interacted constructively without discrimination. The study implies that comprehensive multicultural leadership, supported by inclusive policies and culturally responsive teaching practices, can serve as an effective framework for promoting social cohesion, equitable learning opportunities, and sustainable multicultural education in diverse elementary school settings.

Teachers’ Reflections on the Impact of School Environment on Student Learning Performance

This qualitative study explored how the school environment influences students' learning experiences and academic performance. The findings revealed that an effective learning environment is shaped by physical infrastructure, instructional practices, interpersonal relationships, and organizational leadership. Participants emphasized that clean and well-equipped classrooms, adequate learning resources, effective classroom management, and positive teacher–student relationships enhance students' motivation, engagement, confidence, and academic achievement. The findings further highlighted the complementary roles of teachers and school leaders in fostering inclusive pedagogy, emotional support, strategic leadership, resource allocation, and professional development. Parents and other stakeholders also contributed to strengthening communication, accountability, and school improvement. Overall, the study suggests that improving learning outcomes requires a holistic approach that integrates physical, pedagogical, social, and organizational dimensions of the school environment. The findings provide evidence to inform educational policy and school improvement initiatives aimed at promoting equitable, inclusive, and sustainable learning environments that enhance the quality of education.

Building social attitudes through positive culture and culturally responsive teaching at an elementary school

Developing students’ social attitudes requires educational approaches that integrate school culture with culturally meaningful pedagogy. However, empirical evidence remains limited on how positive school culture and Culturally Responsive Teaching (CRT) interact through local wisdom to strengthen elementary students’ social attitudes within an integrated educational framework. This qualitative case study investigated how positive school culture is constructed, how CRT is implemented, and how their integration contributes to students’ social attitudes at SDN 1 Gedangdowo, Indonesia. Purposive sampling involved 27 participants, comprising the principal, six teachers, eighteen students, one school committee representative, and one community leader. Data were collected through classroom observations, semi-structured interviews, and document analysis and analyzed using the Miles, Huberman, and Saldaña interactive model supported by NVivo 12. The findings reveal that positive school culture was established through shared values, daily habituation, role modelling, restorative practices, and local wisdom, while CRT connected classroom learning with students’ cultural experiences and community knowledge. Their integration strengthened students’ respect, responsibility, cooperation, empathy, tolerance, and cultural awareness through consistent experiences across school routines and classroom instruction. For primary schools, these findings imply that character education can be strengthened by aligning school-wide cultural practices, classroom pedagogy, and local cultural resources to create consistent and meaningful opportunities for students to practise social values. Theoretically, the study contributes an integrated framework positioning positive school culture, CRT, and local wisdom as mutually reinforcing dimensions of a culturally grounded educational ecosystem for social attitude development.