Exploring Student-Centered Approaches in English Language Teaching: A case study at To Ky secondary school
Nguyen Sy Loc, To Ky Secondary School, Ho Chi Minh city, Vietnam.
Nguyen Minh Thien, Faculty of Foreign Languages, Nguyen Tat Thanh University, Ho Chi Minh city, Vietnam.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/19049052 | Page 01 to 20
Abstract
This research aimed to explore the application of student-centered learning in the teaching of English language at To Ky Secondary School, as well as the effects of this method on students’ learning engagement. This research was based on a case study design, where 40 students and three teachers of English language at the school formed the participants. Quantitative and qualitative data collection methods, including questionnaires, observations, and interviews, were used. Quantitative data was analyzed using descriptive statistics, while the rest was analyzed through thematic data analysis. From the research, it was evident that the use of student-centered learning, including activities such as group discussions, role plays, pair work, and project work, had a significant effect on students’ learning engagement. Students had positive attitudes towards interactive learning activities, especially on improving their speaking skills and learning motivation. However, teachers noted that the application of student-centered learning was effective in promoting learning engagement, but there was a need to consider the large class sizes and varying students’ competence.
Keywords: student-centered learning, English language teaching, active learning, student engagement, EFL secondary education
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The Digital Border: Protecting Children from Cross Border Online Exploitation and Trafficking
Sameer Haider, Director Child Protection at FIKER.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/19048511 | Page 01 to 29
Abstract
Digital communication has led to new opportunities of cross border online exploitation and child trafficking. It is the use of social media sites, chat rooms and online gaming sites where offenders would get in touch, groom and exploit children on a cross-country basis without necessarily crossing a border. This paper will discuss the content of this kind of online harm, children vulnerability, and the difficulty in preventing and investigating such crimes because of the absence of cooperation among nations. It equally discusses the contributions made by states, international institutions and online platforms in establishing safer online spaces. The study identifies scholarly literature, cross-border reports and legal practices that address the issue of child protection and cybercrime using a qualitative and descriptive method. It also examines the major issues such as different country laws, slow cross border investigations, data privacy and lack of technical capability in most countries. The paper further discusses the possibility of utilizing new tools like automated detection systems and faster reporting systems which may be utilized to aid in child protection without going against the privacy privileges. The article talks about how more coordination between countries, the harmonization of cyber laws, and clear policies on platforms of online shopping should be required to protect children against transnational cyber attacks. It concludes with the realistic suggestions of strengthening the prevention, reporting, investigation and support of the victims. It is intended to provoke a common and rights-based resolution to make sure that digital limits serve as a protection rather than a cause of maliciousness.
Keywords: Child protection, Online child exploitation, Cross border trafficking, Digital border, international cooperation.
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ELECTORAL CREDIBILITY AND DEMOCRATIC STABILITY: EVALUATING THE ROLE OF INTERNATIONAL OBSERVERS IN 2015 - 2023 PRESIDENTIAL ELECTIONS IN TARABA STATE.
Danjuma Adashu, Department of Political Science and International Relations, Taraba State University, Jalingo, Nigeria.
Julius L. Ngomba, Department of Political Science and International Relations, Taraba State University, Jalingo, Nigeria.
John kalla, Department of Political Science and International Relations, Taraba State University, Jalingo, Nigeria.
Yakub Ephraim, Department of Political Science and International Relations, Taraba State University, Jalingo, Nigeria.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/19048124 | Page 01 to 26
Abstract
This study examines the relationship between electoral credibility and democratic stability, focusing on the role of international observers in the 2015–2023 presidential elections in Taraba State, Nigeria. Credible elections are central to democratic governance, particularly in emerging democracies where electoral mistrust often fuels instability. Anchored on Democratic Consolidation Theory, as advanced by Samuel P. Huntington and Larry Diamond, the study argues that democracy becomes stable when electoral processes are widely perceived as free, fair, and legitimate. The theory is adopted because it directly links credible elections to long-term democratic stability, making it suitable for analyzing how international observation strengthens electoral legitimacy in Taraba State. The study pursued two objectives: first, to examine how international observers contributed to electoral credibility in the 2015–2023 presidential elections; and second, to identify the challenges limiting the effectiveness of international observers in promoting democratic stability. Using qualitative analysis of reports and electoral data, the findings reveal that observer presence enhanced transparency, improved compliance with electoral procedures, and increased public confidence in election outcomes. However, logistical constraints, limited enforcement powers, and political interference restricted their overall impact. The study concludes that while international observers significantly improve electoral credibility, their influence on democratic stability depends on domestic institutional reforms and political will. It recommends strengthening collaboration between observer missions and local electoral bodies, enhancing legal frameworks to address electoral malpractice, and ensuring greater independence of electoral institutions to consolidate democracy in Taraba State.
Keywords: Electoral credibility, Democratic stability, International observers, Presidential elections, Taraba State, Nigeria, Democratic Consolidation Theory
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Parental Involvement and Early Literacy Development: A Needs Assessment and Guidebook Development for Kindergarten Parents in a Private School Setting
Cyrus P. Casingal, Department of Education – Schools Division Office of Makati City, Philippines.
Lovejoy R. Caerlang, Yamaguchi, Japan.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/19029588 | Page 01 to 16
Abstract
This paper has examined parental involvement in the early literacy acquisition of kindergarten learners enrolled at Christian Faith Montessori in Aduas Centro, Cabanatuan City, Nueva Ecija, Philippines. Based on the simplified version of the ADDIE Model, the proposed research design was a needs-assessment research design that surveyed 34 randomly selected parents or guardians in order to find out: (1) what are the barriers to parents and guardians to understand their roles in the literacy development of the children, (2) what is the impact of gadgets on the development of literacy of children and (3) how prepared parents and guardians are to support the early acquisition of literacy skills. The quantitative data collected using a four-point Likert-scale tool were measured by using the mean method and open-ended data were analyzed using thematic analysis. Results showed that the work-related fatigue of parents necessitates, passive dependence on the teachers, and limited time of engagement are major hindrances to active participation. The home-based use of gadgets was also discovered to both be bonding and may negatively affect the family in relation to parental mediation. Most of the participants stated that they wished to learn practical strategies and reference material to help their children to be literate at their homes. Based on these results, a ten-page parent-targeted guidebook was created that captured six early literacy areas that include print motivation, print awareness, letter knowledge, vocabulary, phonological awareness and narrative skills. The research suggests that the distribution of the guidebook to a wider audience of the institutions addressing comparable parenting issues and communities with the insufficient access to educational support resources be extended.
Keywords: Early childhood education; parental involvement; home literacy; early literacy development; guidebook development; ADDIE Model; Philippines.
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For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Code-Switching Practices Among Pakistani EFL Teachers: A Sociolinguistic Investigation
Somia Saif, Senior Lecturer, English Language Centre-Faculty of Languages and Literature University of Central Punjab, Pakistan.
Fizzah Aslam, Lecturer, English Language Centre-Faculty of Languages and Literature, University of Central Punjab, Pakistan.
Maryam Javaid, Senior Lecturer, English Language Centre-Faculty of Languages and Literature, University of Central Punjab, Pakistan.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/18919327 | Page 01 to 18
Abstract
Code-switching, the alternation between two or more languages within a single discourse, is a common phenomenon in multilingual classrooms. In Pakistan, where English functions as an official language alongside Urdu and numerous regional languages, English as a Foreign Language (EFL) teachers frequently engage in code-switching practices. This study investigates the sociolinguistic functions, motivations, and pedagogical implications of code-switching among Pakistani EFL teachers. Employing a mixed-method research design, data collected through classroom observations, semi-structured interviews, and questionnaires from 30 EFL teachers working in public and private institutions. The analysis draws upon John J. Gumperz’s interactional sociolinguistics and Carol Myers-Scotton’s Markedness Model to interpret switching patterns and their communicative significance. Findings reveal that teachers strategically use code-switching to clarify complex concepts, manage classroom discipline, build rapport, explain grammar rules, and facilitate comprehension. While some participants perceive code-switching as a pedagogical necessity, others express concerns about overreliance potentially hindering students’ target language proficiency. The study concludes that code-switching, when used judiciously, serves as an effective instructional resource rather than a deficiency. It reflects the dynamic linguistic ecology of Pakistani classrooms and aligns with sociocultural perspectives on language learning. The research recommends context-sensitive language policies and teacher training programs that acknowledge bilingual realities instead of enforcing rigid monolingual norms.
Keywords: Code-switching, Sociolinguistics, EFL Teachers, Pakistani Classrooms, Bilingualism, Language Policy
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Reading Level Progression in Elementary Schools: A Comparative Study of CRLA Assessment Data from Beginning to End of School Year 2024-2025
Cyrus P. Casingal, Curriculum and Implementation Division, Schools Division Office of Makati City, Philippines.
Gizelle V. Laud, Curriculum and Implementation Division, Schools Division Office of Makati City, Philippines.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/18849770 | Page 01 to 18
Abstract
This study examined reading level progression among elementary students using Comprehensive Reading and Language Arts (CRLA) assessment data from 15 schools during the 2024-2025 academic year. A longitudinal descriptive analysis compared Beginning of School Year (BOSY) and End of School Year (EOSY) reading proficiency distributions across Grade 1, Grade 2, Grade 3 Filipino, and Grade 3 English. The research employed systematic data collection from 9,348 students across participating schools to analyze progression patterns through five reading levels: Low Emerging (LE), High Emerging (HE), Developing Readers (DR), Transitioning Readers (TR), and Grade Ready (GR). Results demonstrated substantial improvements across all grade levels, with Grade Ready students increasing from 12.7% to 89.7% in Grade 1 (77.0 percentage points), 26.8% to 119.4% in Grade 2 (92.6 percentage points), 33.7% to 117.3% in Grade 3 Filipino (83.6 percentage points), and 65.1% to 131.3% in Grade 3 English (66.2 percentage points). Low Emerging students decreased across all grades, while significant progression was observed from Transitioning Readers to Grade Ready levels. Student count analysis revealed that 4,812 students advanced to Grade Ready status across all grade levels, with 1,166 Grade 1 students, 1,390 Grade 2 students, 1,256 Grade 3 Filipino students, and 1,000 Grade 3 English students achieving grade-level expectations. La Paz Elementary School, Nemesio I. Yabut Elementary School, and Hen Pio Del Pilar Elementary School demonstrated exceptional improvement rates exceeding 100% in multiple grade levels. These findings indicate effective reading instruction practices and successful implementation of literacy interventions across the elementary education system, providing evidence for sequential reading development patterns and identifying high-performing schools for best practice replication.
Keywords: reading proficiency, elementary education, longitudinal assessment, CRLA framework, literacy development.
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