https://un-pub.eu/ojs/index.php/cerj <p><strong>Contemporary Educational Researches Journal (CERJ)</strong> is an international peer-refereed journal that promotes the researches in the field of contemporary and innovative education practices and research involving educational administration, assessments and evaluations, guidance and counseling in schools, educational technology, curriculum, learning environments, social and psychological issues of education, subject areas of teaching and learning, special education and teaching and learning approaches and theories.</p> <p><strong>Basic Rules</strong></p> <p>1) The Contac author must be one of the <strong>article authors</strong>. Other than the authors, no one else can submit the article. <strong>It is immediately rejected</strong>.</p> <p>2) Make sure that issues about publication ethics, copyright, authorship, figure formats, data, and references format have been appropriately considered.</p> <p>3) Ensure that all authors have approved the content of the submitted manuscript. Once a manuscript has been submitted, no author changes, additions or reductions can be made. In that case, the manuscript will be <strong>rejected at any stage</strong>.</p> <p>4) An author can publish a maximum of two articles per year.</p> <p>5) Manuscripts submitted to CERJ Journal should neither been published before nor be under consideration for publication in another journal or conference.</p> <p>6) An article can have a maximum of six (6) authors.</p> <p align="justify">No article submission, processing or publication charge is required. All accepted manuscripts will be published free of cost.</p> <p align="justify"><em>The journal is under the review of Scopus and Web of Science. If the journal is accepted to be indexed, your article will also be included in these indexes.</em></p> BIRLESIK DUNYA YENILIK ARASTIRMA VE YAYINCILIK MERKEZI en-US Contemporary Educational Researches Journal 2301-2552 <p>Authors who publish with this journal agree to the following terms:<br><br></p> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a>&nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See&nbsp;<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li> </ol> https://un-pub.eu/ojs/index.php/cerj/article/view/9525 <p>Globalization has made intercultural competence essential for EFL learners, yet traditional approaches like grammar-translation and communicative language teaching remain prevalent in Algeria. These methods focus primarily on language mechanics, lacking a foundation for developing intercultural skills. This study advocates for adopting an intercultural language teaching approach in Algerian EFL classrooms to better prepare students for effective communication in multicultural contexts. Through literature analysis and classroom observations, the study finds that current practices inadequately address students' intercultural needs. In contrast, ILT fosters critical cultural awareness, empathy, and adaptability, providing a more comprehensive framework for building intercultural communicative competence. It is recommended that policymakers and educators support ILT integration, especially in oral expression classes where students actively engage. Emphasis on teacher training and curriculum reform would help embed this intercultural framework in the classroom, thereby developing EFL learners who are both linguistically skilled and culturally adaptive communicators.</p> <p><strong><em>Keywords</em></strong><strong>:</strong> Communicative competence; English as a foreign language; intercultural; language teaching</p> Mohamed Toufik Ghaffour Youcef Chehri Copyright (c) 2024 Contemporary Educational Researches Journal https://creativecommons.org/licenses/by-nc-nd/4.0 2024-08-31 2024-08-31 14 3 133 141 10.18844/cerj.v14i3.9525 https://un-pub.eu/ojs/index.php/cerj/article/view/9470 <p>The key to successful learning is strongly influenced by the use of an effective learning model. Redesigning language learning models is necessary for teachers so that they can contribute positively to the achievement of student competencies in the 21^st century. In this regard, this study aimed to describe the exploration of language learning models in high-ranking schools in Yogyakarta. The focus of this research was on the use of learning models in the planning and implementation of language learning by teachers. The subjects of this qualitative descriptive research were the Indonesian Language teachers in Yogyakarta. Data were obtained through documentation, observation, and interviews. Data analysis techniques included identification, classification, reduction, and conclusion. The results show that teachers prepare a learning model planning in the form of lesson plans in learning texts on official letters and non-fiction. The lesson plans are equipped with the model components such as learning syntax, support systems media, and instructional impacts, that is basic competencies and objectives. The implementation of the language learning models in Yogyakarta is varied and able to create an active, critical, and creative learning atmosphere.</p> <p><strong><em>Keywords:</em></strong> Language; learning; learning model; transformation</p> Setyawan Pujiono Maman Suryaman Copyright (c) 2024 Contemporary Educational Researches Journal https://creativecommons.org/licenses/by-nc-nd/4.0 2024-08-30 2024-08-30 14 3 142 153 10.18844/cerj.v14i3.9470 https://un-pub.eu/ojs/index.php/cerj/article/view/9526 <p>This study explores the impact of a graduate education strategy in mathematics education, focusing on how graduation rates and student outcomes are influenced and managed. Employing an inductive thematic analysis and descriptive quantitative methods, the research reveals that program graduates experience significant professional growth, enhanced teaching practices, and increased self-confidence. These gains underscore the program’s critical role in advancing graduates' careers. Additionally, graduates actively engage in professional networks and organizations, furthering their career development. Their constructive feedback and engagement in program improvements highlight a commitment to continuous enhancement. Quantitative analysis shows the program's high relevance to graduates’ professional roles, resulting in higher salaries and a positive impact on mathematics education practices. Regardless of enrollment year, the Master of Arts in Mathematics Education program consistently benefits its graduates. These findings offer valuable insights for program administrators seeking to enhance program quality and effectiveness for current and future students. Moreover, the study acknowledges that individual abilities, research focus, and external opportunities may also influence graduate performance.</p> <p><strong><em>Keywords</em></strong><em>: </em>Education; graduate education; Mathematics;&nbsp; network building.</p> Adriano Jr. Patac Louida P. Patac Julius G. Caadan Copyright (c) 2024 Contemporary Educational Researches Journal https://creativecommons.org/licenses/by-nc-nd/4.0 2024-08-31 2024-08-31 14 3 154 167 10.18844/cerj.v14i3.9526