International Journal of Emerging Issues in Social Science, Arts and Humanities ( IJEISSAH)

The Role of Social Media in Developing EFL Learners’ Speaking Fluency, Pronunciation, and Confidence in an Exam-Oriented Context

Zhang xinyu, Chandra Mohan Vasudeva Panicker — Mon, 17 Aug 2026 00:00:00 +0000

In exam-oriented schools, students often lack the chance to practice speaking English in a meaningful way; however, social media serves as a pivotal digital ecosystem where learners autonomously interact with the language. This study investigates how social media helps students develop their speaking skills in these exam-focused settings, with a focus on fluency, pronunciation, confidence, and exposure to diverse English styles. Using a mixed-methods approach, the study collected data through questionnaires and semi-structured interviews to explore the experiences of EFL students in Guangxi, China. The findings show that social media supports personalized learning by allowing students to practice at their own pace and engage with content they prefer. In particular, participants reported higher confidence and better pronunciation through repeated exposure and the imitation of various English accents. Ultimately, the study concludes that social media acts as a helpful resource that fills the gap left by classroom teaching, offering context-specific strategies to bridge the digital usage gap between urban and rural learners.

Vocational College Students’ Perceptions of English Audio-Visual Materials in Listening Comprehension Learning

Lyu Mingxia — Tue, 18 Aug 2026 00:00:00 +0000

English audio-visual materials (AVMs) have become increasingly common in English as a Foreign Language (EFL) listening instruction; however, learners’ perceptions of how these materials support listening comprehension remain underexplored, particularly in vocational education contexts. This study investigates vocational college students’ perceptions of the role of English AVMs in enhancing listening comprehension. A quantitative survey was conducted among 98 vocational college students in Guangzhou, China, focusing on students’ perceived benefits of AVMs in listening learning. Descriptive statistical analysis was used to summarize students’ responses to ten perception-based questionnaire items. The findings indicate that students generally hold moderately positive perceptions of AVMs. They particularly value the visual support and multimodal input provided by AVMs, which they feel help them follow spoken content, identify main ideas, and infer meaning from context, tone, and body language. However, a large proportion of neutral responses and relatively lower ratings regarding listening confidence and understanding fast speech suggest cautious attitudes. These findings highlight the supportive but not decisive role of AVMs in listening comprehension and underline the importance of how AVMs are integrated into teaching. The study offers pedagogical insights for improving the use of audio-visual resources in vocational EFL listening instruction.

The Effect of English Drama in Enhancing Vocabulary Among Primary School Students in Guangzhou, China

Hong Ying, Chandra Mohan Vasudeva Panicker — Mon, 17 Aug 2026 00:00:00 +0000

This study investigates the effects of drama-based instruction on vocabulary development and learning motivation among primary EFL learners in Guangzhou, China. Although drama pedagogy has received growing attention, empirical evidence focusing specifically on measurable vocabulary acquisition remains limited in China. A quasi-experimental one-group pretest–posttest design was conducted with 20 Grade 5 students over a seven-week intervention. Additionally, 100 students from Grades 3 to 6 completed a questionnaire assessing five dimensions of motivation toward drama-based vocabulary learning. Results indicated a statistically significant and large improvement in vocabulary test scores, t(19) = –11.52, p < .001. Questionnaire findings revealed generally positive motivational responses, with intrinsic enjoyment and social support rated highest, while perceived long-term usefulness was comparatively lower. These findings suggest that drama-based instruction promotes vocabulary development through contextualized engagement and collaborative interaction. The study provides empirical support for integrating drama pedagogy into primary EFL vocabulary instruction.

Communicating Sustainable Science Education: A Lasswell Model Analysis of Chemical Computing Literacy Using Chemdraw in Pharmacy Vocational Education

Chita Pradnya Paramitha, Hadi Wijaya Halim, Diana Anggraeni, Aprilianti Pratiwi — Mon, 17 Aug 2026 00:00:00 +0000

The pharmaceutical industry's quick development of digital tools necessitates matching advancements in vocational science education. Nevertheless, there is still little use of specialized software like ChemDraw in pharmacy vocational schools in poor nations. For chemical computing literacy to be, adopted sustainably, effective communication techniques are essential. Harold Lasswell's communication model (who says what, in which channel, to whom, and with what effect) served as the conceptual-analytical foundation for this study's qualitative descriptive design. In addition to document analysis and pertinent literature, data were collected through semi-structured interviews with five pharmacy vocational students taking part in ChemDraw training. The results were mapped onto the Lasswell framework in order to do thematic analysis. Credible academic facilitators enhanced message legitimacy, while sustainability-oriented messages combined with experiential hands-on practice significantly improved students’ conceptual understanding, practical skills in molecular visualization, and confidence in digital tools. All respondents reported positive shifts in attitude toward digital innovation and recognized the relevance of ChemDraw for future professional practice. A strong strategic foundation for creating long-lasting digital scientific education is provided by the Lasswell model. In order to support SDGs 4 (Quality Education), 9 (Industry, Innovation, and Infrastructure), and 12 (Responsible Consumption and Production), structured communication can successfully close the gap between conventional vocational education and industry expectations. Long-term effects require systematic curricular integration and ongoing teacher development.

Perceptual Mediation in Outcome-Based Education: Philosophical Alignment, Self-Efficacy, and Implementation Effectiveness in Post-Colonial Higher Education

Mon, 17 Aug 2026 00:00:00 +0000

Outcome-Based Education (OBE) reform in post-colonial higher education frequently stalls at surface compliance, and existing accounts of this gap emphasise resources and training while saying little about how educators' beliefs shape implementation. This paper introduces Perceptual Mediation Theory (PMT), which specifies three educator perceptions — Philosophical Alignment (PA), Implementation Self-Efficacy (ISE), and Cultural Competency (CC) — as mediators between institutional OBE policy and classroom implementation effectiveness. Using an exploratory sequential mixed-methods design in Sri Lankan management education (28 interviews, 16 classroom observations, and 20 document analyses, followed by a survey of 120 educators across five faculties), we tested PMT with structural equation modelling. The full model explained 78% of variance in implementation effectiveness (R² = .78). Philosophical alignment was the strongest direct predictor (β = .52); implementation self-efficacy partially mediated this effect (indirect β = .24, 95% CI [.17, .33]); and educators who synthesised Buddhist pedagogical principles with OBE constructivism reported higher implementation quality than those adopting Western OBE models directly. We situate these findings against competing structural and contextual explanations, position PMT relative to established theories of belief and behaviour, and discuss the implications and limits of a cross-sectional, single-context, self-report design for professional development, institutional change management, and post-colonial reform policy.

The Role of Crime Films and True-Crime Media in Normalising Fascination with Violent Offenders among Young Adults

Arya Arun Menon, Shahnaz Sheibani — Mon, 17 Aug 2026 00:00:00 +0000

Crime films and true-crime media may shape how audiences attend to violent offenders, but interest must not be treated as approval of violence. This structured evidence review asks: How does engagement with crime films and true-crime media relate to fascination with violent offenders among young adults, and what evidence distinguishes curiosity or attraction from glorification and endorsement? A verification audit identified seven substantive sources cited by the manuscript: three empirical studies, one empirical analysis of online discourse, two reviews, and one field overview. The evidence was therefore synthesised by evidence type and theme rather than presented as 15 homogeneous empirical studies. Findings suggest associations between media engagement, morbid curiosity, offender-focused framing, and attention to offenders; however, the evidence is mainly cross-sectional, includes adult samples not restricted to ages 18–29, and includes one preprint. It does not establish that repeated exposure causes normalisation or endorsement. Victim marginalisation and offender glamourisation remain important ethical concerns. More longitudinal and experimental research with age-specific samples is needed.