Forum for Linguistic Studies

Promoting Arabic Proficiency in English-Medium Schools: A Qualitative Study of Leadership Challenges and Strategies in the UAE

2025-07-24T17:39:37+08:00

This qualitative study explores leadership strategies that enhance Arabic language proficiency in private schools across the United Arab Emirates. Recognizing the cultural and national significance of Arabic, the research examines how school leaders—principals, vice principals, and department heads—influence instructional quality and student outcomes in Arabic education. The study draws on frameworks from educational leadership and language policy implementation to investigate whether leadership practices support or hinder Arabic instruction. Researchers conducted semi-structured interviews with 38 educational leaders to understand their perceptions, practices, and challenges related to promoting Arabic learning. Thematic analysis revealed three key findings. First, visible and sustained leadership commitment—through classroom observations, teacher mentoring, and instructional oversight— correlated with improved Arabic instruction. Second, participants identified several structural and cultural barriers. These included limited instructional time, low student motivation, inflexible curricula, and widespread perceptions that Arabic is less valuable than English for academic and professional success. Third, the findings exposed a gap between policy ambitions and school-level implementation. Many Arabic language initiatives lacked sufficient resources, coherence, or accountability mechanisms. The study concludes that advancing Arabic proficiency requires a multifaceted and strategically coordinated approach. School leaders must embed Arabic within broader school improvement agendas, support Arabic teachers through targeted professional development, adopt differentiated instruction, and elevate Arabic' s status through culturally responsive leadership. These insights inform national efforts to strengthen language policy, preserve heritage, and promote equity in multilingual education.

Teacher and Student Reflections on a Flipped Learning Model for Engineering Students: A Qualitative Study at a Vietnamese University

2025-08-27T09:54:32+08:00

This study explores teachers' and students' reflections on a flipped learning model implemented in five English courses for engineering students at a Vietnamese university, targeting CEFR levels A1–B1. The study was conducted as a two-phase qualitative investigation; each phase involved 325 students in 17-week blended courses comprising 60% face-to-face instruction and 40% online self-study. The flipped model integrated listening, speaking, reading, and writing activities across both digital and classroom settings. Students engaged in online practice to prepare for interactive in-person sessions, thereby enabling more effective classroom engagement. Both teachers’ and students' reflections addressed key aspects such as course content, workload, learning materials, platform features (e.g., speech recognition and writing tasks), instructional alignment, and teacher support. Based on Phase 1 feedback, the course design was refined and adapted in Phase 2 to strengthen learning outcomes. Evaluations across both phases highlighted high levels of student engagement, stronger coherence between online and face-to-face components, and generally positive perceptions of the flipped approach. This article focuses on teachers' reflections, providing valuable insight into the effectiveness and adaptability of flipped learning within the context of technical higher education. The findings suggest that when carefully aligned, flipped learning can enhance both student participation and instructional effectiveness, offering a viable pedagogical model for English language instruction in specialized academic programs.

Decrypting Complexity: A Tri-Metric Evaluation of Readability and Fidelity in AI-Simplified Scientific Texts for ESL University Learners

2025-08-08T11:43:34+08:00

Undergraduate university students in ESL contexts often need enhanced readability of complex scientific articles in research journals. This study aimed to assess the efficacy and "toolability" of AI-based Chat-GPT in readability amplification of research abstracts in language and linguistics journals, indexed in Scopus and Web of Science. Robust latent semantic analysis (LSA), with vectorial space document-embedding, was performed to evaluate co-occurrence and notional preservation. One hundred abstracts (n = 100), extracted from four journals, were prompted into an open Chat-GPT 4.o session for simplification at undergraduate level ESL users. Three metrics, Flesch-Kincaid Grade Level, Flesch Reading Ease and McAlpine EFLAW were used for readability measurement at pre-transformation and post-transformation stages. The content fidelity in the input and output models were determined by latent semantic analysis recorded from 0 to 1 of the fidelity range. To rule out bias, objective evaluation by field experts was performed on a randomly extracted subgroup (n = 50). Further, t-tests and correlation analysis were conducted for comparing estimations and accuracy evaluation. The findings showed adequate semantic similarity and fidelity, almost overruling post-simplification semantic disruption. The readability increased, with a low Flesch-Kincaid Grade, high Flesch- Kincaid Ease and representative EFLAW score. However, weak correlation of LSA and field experts' estimations warranted caution and human-AI contra-estimations. The study offers micro-, meso- and macro-implications for incorporating AI in scientific reading comprehension, given caution is practiced with unsupervised dependence. Future research may involve other metrics like BERTScore, robust mixed research designs, comparative cognitive protocols evaluation of texts and other AI models.

Pragmatic Functions Underlying the Use of Inshallah 'God Willing' in Kuwaiti Arabic

2025-08-21T13:51:38+08:00

This study adopts a pragmatic approach to analyze the functions of the religious expression inshallah (‘God willing’) in Kuwaiti Arabic. It employs politeness theory to explore its role as a politeness strategy. Data were collected from recordings of naturally occurring conversations and semi-structured interviews. The findings indicate that inshallah is a versatile communicative strategy, serving various functions, including conveying respect, gratitude, sarcasm, challenge, surprise, disapproval, warning, and promises. These diverse communicative functions suggest that speakers of Kuwaiti Arabic ascribe new meanings to the expression that extend beyond its literal interpretation. Furthermore, the analysis highlights its positive sociocultural functions, revealing its role as a strategy of positive politeness across various contexts. Despite its function as a face-enhancing strategy, inshallah also operates as a face-threatening act. This study contributes to the literature on the functions of inshallah across various Arabic dialects. It also contributes to politeness theory, as many instances of inshallah can be analyzed through this theoretical framework. However, while the theory accounts for the use of inshallah in expressing solidarity and fostering social bonding, its conventional framework inadequately addresses the application of what is typically recognized as a face-enhancing strategy when it is employed in a manner that threatens face. The data presented in this study challenge the assertion made by the theory regarding the inherent nature of illocutionary acts. Consequently, a significant implication of this research is that politeness theory necessitates revision to adequately incorporate these findings. The study advocates for an emphasis on context in the interpretation of linguistic items.

Argumentation in Pragmatics (2014–2024): A Linguistic Perspective on Themes and Impact

2025-08-19T10:28:37+08:00

The evaluation of research is of considerable importance in identifying the evolution and the potential direction of subsequent research. We conducted a bibliometric analysis of 262 studies published between 2014 and 2024, accessed through the Web of Science database. A visual representation of our performance analysis was generated using the VOS viewer program, and a scientific map was developed to illustrate the relationships between the bibliometric data elements. This study examined research trends in argumentation in pragmatics, focusing on the leading journals, keywords, and highly cited publications. The study aimed to provide a consolidated understanding of existing pedagogical research on teaching argumentation, including publications that have shaped the field. In particular, the study would draw attention to the key contributors and most significant identified works to influence future research and add to the development of effective pedagogical approaches to argumentation literacy. These findings would make a valuable contribution to educators and researchers interested in research studies and help advance the specialized knowledge of language instruction, and become more inclusive with research to contribute to advancing knowledge. It remains important for educators and researchers to try to disseminate the findings from their research and reach out to colleagues from across institutions and countries to ensure that their findings reach a larger audience. The bibliometric review has provided two pedagogical categories that are most effective in teaching argumentation: task-based argumentation pedagogy and AI technology-enhanced teaching. The review introduces the TAP-5 taxonomy of methodological strands and PACER, a five-stage integrative cycle, as its theoretical contribution to facilitating the organization and further development of research on teaching argumentation in pragmatics. These findings would add value and conclusions for educators and researchers interested in exploring the teaching of argumentation in other parts of the world.

The Optative Mood as a Distinctive Feature of the Albanian Language: A Morphological and Typological Analysis

2025-07-31T17:25:37+08:00

The Albanian language, a distinct branch of the Indo-European family, is renowned for its unique verbal system, particularly the optative mood (Alb. Mënyra dëshirore), a morphologically marked category with significant syntactic and semantic roles. This study provides a rigorous analysis of the optative's morphosyntactic structure, functional properties, and typological implications, drawing on foundational scholarship, including Arbër Çeliku's comparative studies of Albanian-German and Albanian-English verbal systems and Mehmet Çeliku's morphological analyses. Employing a combination of descriptive, comparative, and formal linguistic methodologies, we investigate the optative's inflectional paradigms, its syntactic behaviour in clausal structures, and its pragmatic functions in expressing wishes, blessings, and curses. The optative’s morphological markers are examined within Albanian's verbal system, highlighting their interaction with tense, aspect, and agreement features. Syntactically, the optative operates as a mood-specific functional category, licensing irrealis interpretations in embedded and matrix clauses. Semantically, it encodes speaker-oriented modality, reflecting cultural and pragmatic dimensions of Albanian discourse. Typologically, the optative's retention aligns Albanian with a select group of languages, such as Ancient Greek and Sanskrit, that preserve inflectional optative, offering insights into diachronic processes of mood evolution in Indo-European. This study underscores the optative's contribution to Albanian's linguistic identity and its relevance for cross-linguistic research on mood and modality. By integrating formal and typological perspectives, it advances our understanding of Albanian's verbal system and its place within Indo-European linguistics, appealing to theoretical, historical, and comparative linguists.

Ideological and Religious Expressions in the Translation of Earnest Hemingway's The Old Man and the Sea into Arabic

2025-08-27T11:48:47+08:00

Earnest Hemingway's The Old Man and the Sea (1952) depicts a man's existential struggle through the events of a fisherman who desperately struggles to catch a giant fish. The challenges the protagonist faces drive him to rely on his faith in God as the novel teems with religious utterances and symbols. This study examines the religious and ideological terms and expressions in Hemingway's novel, the source text (ST), and explains how each translator renders these religious expressions in a manner that conforms with the expectations of their audiences. This study compares the two Arabic translations of the novel by two translators from different ideological and religious backgrounds. The translations of this novel show many discrepancies, particularly with regard to the choice of religious terms. The study selects examples from the source text, i.e., English, into the target text, i.e., Arabic, by two Arab translators, Muneer Ba’lbaki (Muslim) and Gabrielle Wahbeh (Christian), that show how the ideology of the translator, specifically religion, influences the choice of terms and expressions. This study finds that the translator's religious, personal, and cultural backgrounds, in this case study, partially affect his or her choice of translated expressions to meet his ideology and the target audiences' expectations.

Global Health Communication: Linguistics Strategies for Translating English Medical Texts into Urdu

2025-07-01T09:20:27+08:00

This study explores the linguistic strategies of translation of Patient Information Leaflets (PILs) from English to Urdu language to enhance global health communication. The theoretical framework of the study is based on Skopos Theory and Nida’s Dynamic Equivalence, addressing linguistic complexity and cultural adaptation. Medical translations must balance technical accuracy with accessibility to ensure that non-specialist readers understand crucial healthcare information that is essential for human health. This research analyzes four PILs translated into Urdu to evaluate strategies such as paraphrasing, restructuring, selective omission, and addition. The findings of the study suggest that these techniques enhance readability while maintaining the functional purpose of medical texts. The study highlights how cultural adaptations, including region specific terminology and tone adjustments, improve comprehension and enhance patient adherence. The comparative analysis demonstrates that Skopos-aligned translation strategies successfully adapt medical content to different linguistic and cultural contexts. Furthermore, the research emphasizes the importance of maintaining medical accuracy while simplifying language to ensure that health communication remains effective. By integrating Skopos Theory’s purpose-driven approach with Nida's focus on audience reception, this study provides a comprehensive framework for the translation of medical texts for global audiences. The findings have implications for medical translation, health literacy, and patient safety, emphasizing the need for communication that is both culturally and linguistically appropriate.

The Readability of the Indonesian Translation of English Storybook's Lexis: A Perspective from the Adults Vs. Children Readers

2025-08-15T14:15:44+08:00

Children's storybook translation requires special attention to the linguistic aspects due to the cognitive development and prior literacy of the target readers. This study aimed to explore how the types of lexis—congruent and incongruent—in the children's storybook translation influences the readability of the text viewed by the dual perspectives; they were adults and children's readers. This research was a case study that employed a qualitative paradigm to explore how the lexis used in translated text affected the readability of the text by incorporating Systemic Functional Linguistics (SFL) as the primary analytical framework, focusing on the translation of lexis from English to Indonesian. This study revealed that the SFL framework could be employed as an approach to investigate the linguistic aspect of the children's storybook translation through the lexicon. By the symbolization process that resulted in congruent and incongruent lexis, this study showed that the children's storybook translator had attempted to reduce the number of incongruent lexis distribution from ST into TT (from 384 to 252). The shifting of incongruent lexis into congruent lexis made the lexis more explicit and concrete in the meaning-making. The integration of SFL with a dual perspective readability assessment contributes an innovation and insights to conduct future relevant research in the translation studies. This study also reinforces the importance of the role of children's literature translators to own not only the linguistic competence but also the developmental sensitivity in translating text to be semantically accurate and cognitively accessible.

The Enhancement of High School Students' Reading Comprehension in Exploring TextualTextual Idea Using AssessmentAssessment Approach

2025-08-26T10:43:32+08:00

Reading comprehension is a fundamental skill that enables high school students to explore and understand ideas in Indonesian. It plays a crucial role in shaping students' academic success, critical thinking, and communication skills. The present study examines the effectiveness of assessment approaches, including critical reading and summary-making techniques, in enhancing students' reading comprehension of Indonesian texts. In spite of the increasing emphasis on reading comprehension in education, limited research has explored the combined effects of these strategies in Indonesian language learning. This quasi-experimental study involved 64 eleventh-grade students from a high school in Bandar Lampung, divided into two groups: one utilizing critical reading and the other employing summary-making techniques. A reading test consisting of five Indonesian texts, validated for reliability, was used as the primary instrument. Data analysis included N-gain calculations, paired-sample t-tests, and independent-sample t-tests to assess the enhancement of students' reading comprehension. Results showed that both the critical reading technique and summary-making technique significantly enhanced students' reading comprehension in exploring the textual ideas, particularly in evaluating text language and style, analyzing text structure and perspective, evaluating text content and relevance, drawing conclusion and recommendations, and identifying sources and references, with the critical reading showing slightly greater effectiveness than summary-making technique. Educators can apply these approaches to enhance students' reading comprehension skills, while curriculum developers can incorporate them into national education frameworks.

Digital Storytelling in Task-Based Reading: Reflective Teaching Practice and Pedagogical Transformation in a Chinese Third-Tier College

2025-08-28T15:09:12+08:00

Task-Based Language Teaching (TBLT) emphasizes real-world language use but remains challenging for college EFL teachers, particularly in reading classrooms. One such challenge is the resistance and skepticism surrounding the integration of Digital Storytelling (DST), which some educators view as overly complex or novel. Unlike the traditionally examination-oriented approach of TBLT, DST leverages technology to create a more engaging, motivating, and meaningful language learning experience. In addition to simultaneously enhancing students’ language acquisition and digital literacy, DST empowers both third-tier college EFL teachers and learners to creatively express the “Chinese story” in alignment with national goals for moral and cultural education. This study investigates the experiences of five EFL teachers at Law & Business College, Hubei University of Economics, through analysis of their reflective teaching notes following their implementation of a 12-week DST-integrated TBLT course. Thematic analysis revealed three core themes: teachers' evolving beliefs, effective storytelling practices, and insights into digital professional development. Findings indicate that reflective practice not only enhances teachers’ digital literacy but also supports more adaptive and student-centered lesson design. The study concludes by recommending the creation of DST-based professional learning communities and increased access to instructional models to support broader integration of digital media in TBLT pedagogy.

Talent Management Strategies and Their Impact on Positive Thinking Patterns Among Saudi Graduate Students at Local and Foreign Universities

2025-08-18T10:41:21+08:00

The study aimed to identify language-mediated talent management strategies and their impact on positive thinking patterns among Saudi graduate students: a comparative study between local and foreign universities. To achieve the study objectives, the researcher prepared two tools: the first tool, "The Effectiveness of Talent Management Strategies," consisted of (32) paragraphs distributed across (4) areas, and the second tool," Developing Positive Thinking Patterns," consisted of (34) paragraphs distributed across (4) areas. The study sample consisted of (410) students, including (236) male students and (174) female students, who were randomly selected during the second semester (2025 AD/1446 AH). The results indicated that the arithmetic means of the effectiveness of talent management strategies were moderate, while the effectiveness of developing positive thinking patterns was high. There were no statistically significant differences between the two tools according to the gender variable, nor were there differences in the areas of (talent retention, talent development and nurturing, and talent attraction) according to the university variable. No differences were found in the areas of emotional intelligence, love of learning, and healthy cognitive openness based on the university variable. Differences were found in the area of talent management in favor of foreign universities. No statistically significant differences were found based on the college type variable for either instrument. The study recommended strengthening the culture of talent management, identifying the types of skills required, and developing a mechanism for academically developing talent and improving performance.

Exploring Bilingual Language Awareness through Oral Self-Introduction: A Study of Academic Performance among Cebuano-English College Students

2025-08-15T14:27:35+08:00

This mixed-methods correlational study investigated the relationship between metalinguistic awareness and academic performance among 150 Cebuano-English bilingual college students aged 18–21 from universities in Cebu, Philippines. The study examined how students' awareness and strategic use of multiple languages related to their academic success, particularly in reading comprehension and critical thinking. Data were gathered through metalinguistic awareness assessments, academic records, oral self-introductions, and qualitative interviews. Results revealed that while students showed strong reading comprehension in English, their writing and speaking frequently involved code-switching and language mixing. Statistical analysis indicated a moderate positive correlation (r = 0.42, p < 0.01) between metalinguistic awareness and overall academic performance, with higher awareness associated with more strategic language use and better academic out-comes across subjects. However, code-switching during formal writing and speaking negatively influenced comprehension scores in English-only assessments. Qualitative findings further showed that students with higher metalinguistic awareness could articulate reasons for their code-switching but continued to struggle with maintaining strict language separation in academic contexts. Notably, 73% of participants displayed balanced bilingual profiles, yet their comprehension declined when natural code-switching tendencies were restricted. These findings suggest that while metalinguistic awareness provides cognitive advantages for bilingual students, institutional expectations of monolingual performance may conflict with natural multilingual processing. The study highlights the importance of pedagogical approaches that recognize and leverage multilingual competencies, offering implications for curriculum design and assessment practices in Philippine higher education and other multilingual learning environments.

Linguistic Aspects and Stylistic Features of Text Adaptation

2025-08-22T14:14:27+08:00

This article explores the linguistic and stylistic aspects of text adaptation, emphasizing the need for lexical, grammatical, and syntactic modifications when tailoring texts for various audiences. A central focus is the preservation or alteration of stylistic features during the adaptation process. The study examines scientific, literary, journalistic, and official texts, analyzing how they are linguistically transformed for improved accessibility. Linguistic adaptation involves adjusting language structures to the reader's or listener's level, while textual adaptation refers to broader modifications aimed at maintaining the semantic, stylistic, and structural integrity of the original text. Linguistic and textual adaptation are presented as interrelated phenomena in modern linguistics and communication theory. The article discusses how these adaptation function in different socio-cultural contexts, with linguistic adaptation focusing on pragmatic, semantic, and syntactic aspects, and textual adaptation targeting audience-specific adjustments. The article also analyzes various approaches and strategies for adapting texts based on language proficiency. As a practical application, Ybray Altynsarin's story Jaman joldas (Bad Comrade) is adapted for A1 and B1 levels, followed by a comparative analysis of the original and adapted versions. This case study illustrates key features and effectiveness of both adaptation types. Finally, the study addresses the role of authentic versus adapted texts in language learning, underscoring the importance of balancing accessibility with textual integrity. The findings underscore the significance of adaptation in language teaching and translation, offering insights for researchers and educators.

Akmolla's Poetry in the Context of Interliterary Relations: Continuity of Kazakh and Bashkir Linguo-Poetic Traditions

2025-09-01T10:47:36+08:00

This study investigates the poetic heritage of Miftakhetdin Akmolla (1831–1895), an outstanding poet, educator, and thinker who occupies a central place in the cultural and literary history of both Kazakh and Bashkir peoples. The article examines Akmolla’s creative legacy as an interliterary phenomenon, revealing the linguistic, ideological, and poetic continuities that unite the two national literary traditions. Through a comparative linguo-poetic analysis of his poems in Kazakh and Bashkir, the research identifies the system of spiritual and ethical values that form the foundation of his worldview—faith (iman), knowledge (ghylym), morality (ädep), patience (sabyr), and struggle against the nafs. The paper also focuses on poetic devices such as metaphor, alliteration, repetition, and syntactic parallelism, which function as linguistic mechanisms for expressing his didactic and philosophical ideas. The analysis demonstrates that Akmolla's poetic discourse merges Enlightenment ideals with Islamic ethics and folk aesthetics, transforming poetry into a means of moral instruction and national self-awareness. His concept of the kämil adam (perfect person) synthesizes rational cognition and spiritual development, positioning man as a moral and intellectual center of the world. The findings reveal that Akmolla's works embody a model of intercultural dialogue within the Turkic literary space, integrating universal humanistic principles with distinctive linguistic imagery. The study contributes to the understanding of interliterary processes and linguistic-philosophical continuity in Turkic poetry, showing Akmolla's role as a bridge between cultures and as a unifying figure in the shared spiritual heritage of Turkic nations.

Conceptualization of Phrasal Verbs with 'Over' by Native and Non-native Speakers: A Cognitive Linguistics Perspective

2025-08-22T15:28:46+08:00

This comparative study investigates how native and non-native English speakers conceptualize phrasal verbs formed with the preposition over. It examines their ability to parse these verbs semantically and syntactically, focusing on metaphor, prototypical meaning, dynamicity, and the spatial relationship between the trajector (TR) and the landmark (LM). In this framework, the TR represents the dynamic action or process metaphorically expressed by the phrasal verb, while the LM refers to the spatial or conceptual location toward which the action is directed. Differences related to language proficiency are also explored. The study employed a test consisting of eight sentences containing phrasal verbs with over, administered to two groups of students (30 native and 30 non-native speakers). Participants were asked to illustrate the situations described by the sentences. A qualitative analysis of the drawings enabled a comparison between the groups. Findings reveal a significant correlation between linguistic proficiency and visual conceptualization skills. Native speakers consistently demonstrated greater awareness of dynamic processes and metaphorical meanings, while non-native learners showed relatively more literal interpretations. Moreover, the disparity between groups increased proportionally with the degree of metaphoricity in the phrasal verb. Pedagogically, the results underscore the value of organizing prepositional meanings into systematic cognitive networks, offering a powerful tool for teaching and learning complex multiword expressions.

Guidelines For Compiling A Monolingual Dictionary

2025-09-09T10:48:02+08:00

The article discusses the linguistic foundations of lexicography as a field of study, focusing on the principles of dictionary compilation. The practice of dictionary-making is a tradition that has developed in parallel with human civilization, language formation, and the emergence of writing. A dictionary not only reflects the daily life of a people but also preserves linguistic traces of civilizations, events, and milestones in human history. Explanatory dictionaries constitute a fundamental type of lexicographic work: they are compiled in a single language and contain the vocabulary, phraseology, and meanings of words of a national language. This article traces the development of explanatory dictionaries from the earliest lexicographic monuments, such as the Chinese Erya, to modern explanatory dictionaries of the Kazakh language, including the 15-volume Dictionary of the Kazakh Literary Language edited by I. Kenesbaev and A. Iskakov. The article also highlights key considerations in compiling a monolingual explanatory dictionary, such as preparatory stages, guiding principles, and essential parameters. In addition, the paper outlines basic rules that assist in dictionary compilation—defining entries, abbreviations, arrangement of material, illustrative examples, and markers of stylistic features—emphasizing their importance in lexicographic practice. Through the Explanatory Dictionary, it is possible to present the national language to the world, Master global trends, and use global opportunities. Because the Explanatory Dictionary fully covers the national language. The only solution is to digitize the national language through an electronic Explanatory Dictionary.

Negative Emotions as Barriers to Translation Accuracy in Academic Settings

2025-08-14T14:08:40+08:00

This study investigates the effects of emotional negativity on translation performance, focusing on task duration, spelling accuracy, and comprehension of the source text. Emotional factors are increasingly recognized as influencing translators' cognitive processes, particularly under time pressure or evaluative conditions. Forty-eight Arabic-speaking undergraduate translation students, representing both junior and senior levels, showed interest and agreed to participate voluntarily. Emotional negativity was measured using a self-report adaptation of Fredrickson's Positivity Ratio framework, which captures the relative balance between positive and negative affect. Following this assessment, participants completed an Arabic-to-English translation task. The performance was evaluated for overall error score, spelling errors, and source-text (ST) misunderstandings to provide a comprehensive picture of translation quality. Results indicated that higher negativity was associated with longer completion times and more frequent ST misunderstandings. Group comparisons confirmed slower performance in the high-negativity group, whereas the difference in misunderstandings was directionally consistent but not statistically significant. No relationship emerged between negativity and either overall translation error score or spelling errors. These findings suggest that negativity primarily impairs processing efficiency and comprehension while leaving linguistic mechanics intact. Translator training programs may therefore benefit from incorporating emotional regulation strategies to help students sustain efficiency and accuracy under real-world professional demands.

Cognitive Style and Conceptual Modeling in the Poetry of Mukagali Makatayev

2025-09-30T10:52:48+08:00

The study of a poet's cognitive style offers valuable insights into the interaction between individual creativity, linguistic expression, and cultural perception. This article examines the cognitive style of Mukagali Makatayev, a prominent figure in modern Kazakh literature, whose poetry intricately combines personal experience, national identity, and metaphysical reflections. The relevance of this research lies in the growing interest in cognitive approaches to literary studies, which illuminate how poets structure thought, organize imagery, and convey complex emotions through language. The aim of the study is to identify and analyze the key cognitive models in Makatayev's poetry, including imitation, abstraction–concretization, iconic signs, and material symbolism. These models demonstrate how the poet perceives and interprets reality, shaping both the form and semantic depth of his poetic imagery. The novelty of the article consists in integrating cognitive linguistic analysis with literary interpretation, providing a systematic framework for understanding conceptual structuring and cognitive mechanisms in Kazakh poetry. The research employs qualitative content analysis, cognitive modeling, and figurative-language interpretation. Practically, the findings can enhance literary criticism, pedagogy, translation studies, and cultural preservation by offering tools to analyze poetic imagery and cognitive patterns. By revealing the underlying mechanisms of Makatayev's creative thinking, the study contributes to both the theoretical understanding of cognitive stylistics and the practical appreciation of national literary heritage.

Values Visualisation in Cinematic Discourse

2025-06-24T16:42:43+08:00

The article explores the representation of values within English feature cinematic discourse through the lens of the theory of values-based sociodiscourse. The research underscores the complexity of values transmission through various communicative channels within the cinematic medium of the film "Fly Me to the Moon (2024)",which represents the USA culture. The core human values such as hope for the better, persistence, adaptability, professional dedication, teamwork, and repentance are visualised within the multisemioticity of cinematic discourse, as revealed through comprehensive analysis using methodological instruments including linguopragmatic approach and socio-semiotic dimensions of meaning-making. The research findings suggest that the amount of screen time allocated to each value significantly influences the employment of various communicative elements. Values like adaptability and determination, which receive more screen time, benefit from a rich interplay of semiotic components, allowing for deeper audience engagement. In contrast, values like teamwork and trust, with less screen time, rely on concentrated uses of non-verbal and cinematic semiotic resources to convey their emotional significance. The results highlight the pivotal role of the verbal communicative component in articulating values such as hope for the better, employing rhetorical devices that resonate with the audience's aspirations. Conversely, non-verbal components effectively convey emotional depth, particularly for values like repentance and persistence.

Emotion Regulation Strategies and Emotional Experiences in Blended EFL Contexts: A Case Study of Saudi University Learners

2025-08-25T10:19:39+08:00

This mixed-methods study examines how Saudi undergraduate EFL learners regulate their emotions within blended learning environments, in line with Saudi Arabia's Vision 2030 educational reform goals. Drawing on Gross's process model of emotion regulation and Pekrun's control-value theory, the research collected data from 120 students via surveys, semistructured interviews, and reflective journals. Findings reveal that learners predominantly employ adaptive strategies such as cognitive reappraisal (68%), task-focused problem-solving (52%), and religious practices like prayer (74%). However, maladaptive approaches, including emotional suppression (61%) and avoidance (39%), remain prevalent, often shaped by cultural norms surrounding emotional restraint and gender roles. Emotional experiences were modality-dependent: online learning elicited higher anxiety (M = 3.8) due to technological disruptions and delayed feedback, whereas face-to-face settings promoted enjoyment (65%) through collaborative peer interaction. Cultural elements, particularly Islamic rituals and same-gender peer networks, were integral to learners' emotional coping strategies. Despite these supports, students reported considerable technostress (63%) and disparities in digital access, which weakened their emotional resilience. The study underscores the importance of designing culturally responsive blended learning models that align with students’ religious and social realities. Practical recommendations include integrating faith-informed emotional support, gender-sensitive group structures, and enhanced digital infrastructure. These findings contribute to the development of inclusive pedagogical practices in Saudi and other Arab EFL contexts.

A Linguistic Analysis of the Term 'the Abandoned Child': A Semantic and Applied Study

2025-08-25T13:33:05+08:00

This study investigates the term al-manbūdh (the abandoned child) which is one of the significant linguistic and jurisprudential terms. It is essential for understanding the objectives of Islamic law in preserving life and safeguarding human dignity. The study traces the linguistic roots of the term in Arabic lexicons. The term is associated with meanings such as casting away, abandonment, and exclusion. The study then explores the term's usage in the Qur'an and Sunnah, identifying the contexts in which it appears and the meanings it conveys. The study further analyzes the jurisprudential concept of al-manbūdh across the four major Islamic schools of law. It highlights the differences among jurists. It particularly differentiates between those who equate al-manbūdh with a foundling (laqīṭ) or the illegitimate child, and other scholars who define al-manbūdh as a child abandoned by his family out of fear of shame or poverty. The study concludes that the Ḥanafī definition aligns most closely with the maqāṣid of Islamic law. The study also emphasizes jurisprudential rulings related to al-manbūdh, such as the obligation (or recommendation, in the absence of harm) to take in the child, and the necessity of formal testimony upon doing so to protect his lineage. The importance of the study lies in its revival of a rarely examined term in modern Islamic legal scholarship, and its illumination of the term' s humanitarian and social dimensions. This contributes to a more comprehensive understanding of Islamic jurisprudence as it pertains to marginalized members of society.

Empowering EFL Student Teachers through AI: Promoting Creativity, Critical Thinking Skills and Collaboration

2025-08-13T15:13:06+08:00

The current study aims to explore the influence of Generative Artificial Intelligence (AI) tools on empowering English as a Foreign Language (EFL) student teachers. In particular, the study investigated the impact of AI tools in promoting creativity, critical thinking skills and collaboration as perceived by EFL student teachers. 25 EFL major student teachers in their fourth year, who took part in this qualitative focus group-based study, were enrolled in a 15-week EFL course where AI generative tools were introduced and integrated into the course to assist students in creating a poster. The data were collected from focus group interviews, targeting information about the student teachers' experience in utilizing these tools and their effects on fostering students' creativity, critical thinking skills and teamwork among their peers. Thematic analysis was used. Insights from the focus group interviews show that participants express positive attitudes towards AI tools, particularly in enhancing their creativity, critical thinking and collaboratively improving the quality of their final product. Despite acknowledging the positive effects of AI tools, participants highlight several concerns including excessive reliance and limited technical skills required to use this technology effectively. The study has implications for the successful integration of AI tools into future EFL classrooms and contributes to understandings of how student teachers perceive that AI can be creatively implemented in practice, harnessing the benefits as well as dealing with the challenges.

Introductions to the Science of Qirāʾāt Guidance: A Theoretical and Foundational Study

2025-08-28T10:18:02+08:00

This research studies the science of directing Quranic readings by defining the concepts and various terminologies of this science, and analyzing its historical origins and evolution over time. It also seeks to highlight the sources and references that have addressed this science, classify the types of reading direction, and explain their linguistic and interpretive foundations and dimensions. Furthermore, the research highlights the role of the science of reading direction in Quranic interpretation and its impact on supporting the correct understanding of Quranic texts. The study utilized a combination of scientific methodologies to achieve its objectives. The descriptive method was used to present the basic concepts and terminologies, the analytical method, which focused on studying the aspects of directing readings and their relationship with grammar, language, and interpretation, and the historical approach, which traced the origins and development of this science throughout history. The results revealed that the term "direction" is technically used to refer to the science of directing readings, and that the first term for this science was "the aspects of readings," which was first used by Harun ibn al-Awar. The research also shows that this science went through three historical stages before becoming an independent field of study and gained significant attention from scholars of language, grammar, and interpretation. The research emphasized the diversity of the sources and resources for directing readings, which have now been classified into specific categories and types. The study recommends continuous attention to the science of reading direction through further studies and research.

Culture of the Balto-Slavic Border Area: Good / Bad in the Language Consciousness of Latgale Youth

2025-08-11T17:54:42+08:00

Recent cognitive studies on language and linguistic units lead to the conclusion that language, as a person's cognitive ability, plays a central role in processing, storing and transmitting not only various types of objective knowledge about the world but also evaluative knowledge. The topicality of the theme considered in the given article lies in the study of the specifics of the functioning of both Russian as a diaspora language and Latvian in the same cultural space of the eastern region of Latvia-Latgale. The study aims to characterize the ways in which evaluative judgments are expressed in the linguistic consciousness of young Russian and Latvian speakers on the basis of modelling and analysis of the associative field of the stimulus words good and bad. Theory and practice of associative experiment were used as a methodological basis for the study. The words good/bad were suggested as stimulus words. The reactions obtained as a result of the experiment were analysed according to linguistic and cultural-contextual characteristics; as well as the modelled associative fields of the stimulus words were considered as a fragment of the image of the world of the Russians and the Latvians living in the south-eastern part of Latvia, its motives and assessments. Data processing and analysis allow defining the evaluative words good/bad in Russian and Latvian linguistic worldviews as full-fledged evaluative categories in the perception of young Russian and Latvian speakers in Latgale, since in their linguistic consciousness, not only dictionary meaning is actualised, but also multilevel contextual connotations.

The Development and Validation of the Online Reading Engagement Scale (ORES): A New Tool for Digital Academic Contexts

2025-08-11T09:34:03+08:00

This study introduces and validates the Online Reading Engagement Scale (ORES), a multidimensional instrument designed to assess behavioural engagement, cognitive engagement, affective engagement, and social engagement in digital academic reading contexts. Grounded in the engagement model by Wigfield and Guthrie in 2000, this scale fills a research gap by providing a comprehensive tool specifically designed for university-level EFL students engaged in online reading. The instrument was developed through item generation and refinement informed by prior research and expert feedback. A sample of 668 Chinese undergraduates participated in the study, completing a 32-item questionnaire distributed on Wenjuanxing, an online survey platform. Exploratory factor analysis (EFA) revealed a four-factor structure, explaining 61.1% of the total variance. Confirmatory factor analysis (CFA) further supported the model with strong fit indices (e.g., RMSEA = 0.024, CFI = 0.986). Reliability and validity assessments confirmed internal consistency (Cronbach's α > 0.90), convergent validity, and discriminant validity across all dimensions. The findings establish ORES as a reliable and valid instrument for assessing online reading engagement in academic settings, providing a theoretical and empirical foundation for future research and pedagogical interventions aimed at enhancing digital literacy and student engagement in higher education.

Documenting the Discourse Particle ʔaðʕaahir in Najdi Arabic

2025-08-20T11:28:27+08:00

This paper discusses the Najdi Arabic discourse particle ʔaðʕaahir (roughly: 'evidently', 'obviously', 'clearly') as an evidential marker. The primary goal of this paper is to provide a descriptively adequate account of this particle in Najdi Arabic. The paper first discusses the particle ʔaðʕaahir from a semantic point of view, showing that it does not contribute directly to the propositional content of an utterance since it does not provide an additional meaning. Rather, the presence of ʔaðʕaahir pragmatically provides a certain degree of epistemic certainty about the propositional content of the clause in which it occurs, thus expressing the speaker's certainty in relation to the utterance. Since ʔaðʕaahir has not been investigated before and deserves to be given special recognition by means of a proper description, the paper provides a theory-neutral syntactic analysis of this particle. The paper discusses several syntactic facts and observations regarding the syntactic position of ʔaðʕaahir within the clause, casting doubt on the view that it occupies a position in the verbal domain. It also discusses the observable distributional restrictions on the use of ʔaðʕaahir with regard to the complementizer ʔinn both in main and embedded clauses, supporting the assumption that ʔaðʕaahir must be located in a higher position syntactically.

From Listening to Learning: How Journals Shape the Comprehension of EFL Students

2025-08-11T11:13:46+08:00

This study aims to examine the perceptions of students about listening journals and the influence on their comprehension. A qualitative design was adopted and participants included were 43 fourth-semester students enrolled in listening course. This was in the form of interviews conducted to collect in-depth insights as the primary source of data. Moreover, the question related to the perceptions of students was answered through a survey conducted using a Likertscale questionnaire to provide quantitative data in support of the interviews. The results showed that listening journals were implemented in 12 sessions, and students submitted weekly reflections after completing the assignments. The journals included prompts that focused on comprehension challenges, new vocabulary, and listening strategies. It was also observed that students participated in a variety of materials including lectures, podcasts, and videos with flexibility in content selection to ensure increased engagement. Furthermore, lecturers provided general feedback on the journals to motivate deeper reflection and self-assessment. Students reported that the journals assisted in focusing listening practice, tracking progress, and identifying areas for improvement. These results provide a useful perspective on the application of listening journals in English as a Foreign Language (EFL) context and suggest educational implications to improve listening comprehension and autonomy of students.

L1 Influence vs UG Access in L2 English: Examining Genericity and Specificity

2025-09-05T15:02:02+08:00

Semantic features influence the second language (L2) use of articles, yet their interaction with the influences of both first language (L1) and Universal Grammar (UG) remains controversial. This study investigates whether and how genericity and specificity interact in L1 Arabic speakers' acquisition of indefiniteness in learning English as an L2. English indefinite generics are always definite in Arabic and specificity is not morphosyntactically realised in either language. The study recruited thirty-three participants, who were classified according to their proficiency levels (beginner or upper-intermediate) and used a multiple-choice article task to collect the data. The task items were all indefinite and had an equal number of generic, specific and non-specific singular and plural items. The findings revealed that: a) the beginner group incorrectly supplied the in all generic and specific contexts; b) the upper-intermediate group incorrectly supplied the in all generic contexts; and c) non-specific contexts were the least challenging for both groups. These results show that Arabic speakers at high proficiency levels struggle with genericity. They also reveal that the combination of semantic features results in different levels of difficulty. The findings indicate that learners' L1 influences their L2 acquisition of the generic semantic feature, while UG access facilitates the use of the specificity feature.

A Study on the Interlanguage Development of the English Present Simple Tense in Chinese Primary Students' Acquisition

2025-08-21T10:50:17+08:00

This study is situated within the context of China's ongoing reforms in basic education, initiated in the 21st century. Within this framework, understanding students' learning behaviours and challenges becomes crucial for improving teaching quality and outcomes. The present simple tense is one of the most commonly used English tenses and aspects. It is also a major difficulty in teaching elementary English grammar. Several factors might contribute to errors made by primary school students in the acquisition of the present simple tense, including the influence of Chinese morphology, the fossilisation of interlanguage, and the development of cognitive ability. Currently, there is a relative lack of studies on errors in the acquisition of the English present simple tense by Chinese primary school students. The current paper aims to investigate the nature and patterns of errors related to the English present simple tense and discuss the principal linguistic and cognitive factors contributing to these specific errors. Through categorising and analysing various errors encountered in the real context of a fundamental English classroom setting in China, the present study probes to inform language learning and teaching practices, thereby enhancing the effectiveness of language instruction for primary students. This study sheds light on optimising elementary English grammar teaching, including enhancing the frequency effect, reducing negative transfer, and strengthening positive psychological hints.

Individual Happiness and Collective Justice: A Linguocultural Comparison of Western and Uzbek Fairy Tales

2025-09-25T09:27:55+08:00

Fairy tales have historically reflected human morality and cultural heritage, conveying ethical teachings through evocative language and symbolic imagery. Among the most significant components of these narratives are moral lexemes, expressions that encapsulate values, such as benevolence, avarice, forbearance, and jealousy. This study examines the expression and interpretation of lexemes in the English tale Cinderella and the Uzbek tale Zumrad and Kimmat (Zumrad and Kimmat), both of which center on young female protagonists whose virtues are tested through adversity. The objective of the research is to examine the distribution, contextualization, and semantic significance of positive and negative moral lexemes in each narrative, as well as their reflection of the cultural values inherent in Western European and Uzbek traditions. The research uses a linguocultural and semiotic methodology alongside narrative analysis, emphasizing the significance of moral contrast in character development and plot progression. The results reveal both universal values, such as compassion and patience, as well as culturally specific elements such as the emphasis on forgiveness in Cinderella and the theme of retributive justice in Zumrad and Kimmat. The analysis is limited to the specific textual versions cited in the Methodology, which frames the scope and reproducibility of our findings. The study enhances comprehension of the relationship among language, culture, and morality in children's literature.

Exploring the Potential of Artificial Intelligence in Supporting Dyslexic ESL Learners in Higher Education: A Theoretical Perspective

2025-08-28T13:37:05+08:00

This paper examines how AI can transform the delivery of learning to dyslexic learners of English as a Second Language (ESL), specifically within higher education. It explores how dyslexia impedes the acquisition of a second language, particularly in relation to reading, comprehension, and writing. AI tools are opening new avenues that provide exciting opportunities for tackling these challenges, through personalized adaptive learning experiences that respond to each learner's differing needs. The paper employs a comprehensive survey of the literature on dyslexia, language learning, and AI in education, to identify key gaps in dyslexic learners support. AI-based tools, such as speech recognition, NLP and adaptive learning platforms, are also assessed in terms of optimizing ESL learning for dyslexic students. It also discusses some case studies where AI-based tools have been successfully integrated in ESL classroom. The study reveals that even though AI enhances learning and student engagement, it raises privacy, infrastructure and educator readiness issues. It concludes with strategic recommendations and advocates for a collaborative approach involving educators, technology This paper examines how AI can transform the delivery of learning to dyslexic learners of English as a Second Language (ESL), specifically within higher education. It explores how dyslexia impedes the acquisition of a second language, particularly in relation to reading, comprehension, and writing. AI tools are opening new avenues that provide exciting opportunities for tackling these challenges, through personalized adaptive learning experiences that respond to each learner's differing needs. The paper employs a comprehensive survey of the literature on dyslexia, language learning, and AI in education, to identify key gaps in dyslexic learners support. AI-based tools, such as speech recognition, NLP and adaptive learning platforms, are also assessed in terms of optimizing ESL learning for dyslexic students. It also discusses some case studies where AI-based tools have been successfully integrated in ESL classroom. The study reveals that even though AI enhances learning and student engagement, it raises privacy, infrastructure and educator readiness issues. It concludes with strategic recommendations and advocates for a collaborative approach involving educators, technology developers, and policymakers to harness AI's full potential in supporting dyslexic ESL learners, thereby promoting equitable access to educational opportunities.

Enhancing Prospective English Teachers' Reading Skills with Eco-ELT: An Ecoliteracy-Based Learning Model Integrated with Metacognitive Skills

2025-08-13T16:43:18+08:00

Incorporating an ecoliteracy-based learning model within ELT also provides opportunities to promote ecological health through reading activities. By engaging with texts that explore environmental themes, learners can develop a nuanced understanding of ecological challenges and their broader societal implications. Therefore, this study aims to investigate the efficacy of the ecoliteracy-based learning model integrated with metacognitive skills in improving prospective English teachers' reading skills. This study employed a mixed method with an explanatory sequential design. 63 prospective English teachers are involved and share a similar level of language proficiency, ensuring uniformity in their academic background. The data are collected using reading tests, metacognitive tests, and interviews and the instruments are stated as valid and reliable instruments before used. Based on the data analysis, the findings showed that the ecoliteracy-based learning model integrated with metacognitive skills has a significant effect on learners' reading skills about environmental sustainability issues. Due to this, learners have positive responses to the implementation of ecoliteracy-based learning model integrated with metacognitive skills. This study underscores the transformative potential of ecoliteracy-based learning in enhancing language education. By integrating ecological principles with metacognitive skill development, the ecoliteracy-based learning model not only improves learners' reading comprehension and linguistic abilities but also fosters a deeper awareness of environmental issues.

Ethnicity and Performance on Language Tests in Indonesia: A Comparison between Five Ethnic Groups

2025-08-19T09:46:57+08:00

Assessing cognitive performance across diverse ethnic groups in Indonesia poses a challenge due to the multitude of ethnic groups and their languages. Compounding this issue is the absence of distinct cultural norms for assessment measures. This study explored the effects of spoken language differences between five ethnic groups in Indonesia on three commonly used language tests. The ultimate objective was to determine whether new norms that incorporate Indonesian ethnic groups are warranted, akin to established practices for demographic factors such as age, and years of education. A dataset comprised of 690 individuals across five ethnic groups assessed in Bahasa Indonesia was used to examine performance differences on the Indonesian Boston Naming Test (I-BNT), a phonemic verbal fluency test, and the Token Test, and the role of spoken languages, at home and in public. Medium-sized ethnicity and small spoken language effects were observed with a Multivariate analysis of covariance, along with large education, medium age, and small sex effects in performance. In particular, the I-BNT and the fluency test showed opposite ethnic differences. The variations in these differences across ethnic groups suggest that multiple factors contribute to the observed score disparities. It can be concluded that the study's findings underscore a need to develop new norms for two of the three language tests for different ethnic groups. Future research will be imperative to determine if there may be performance differences in other cognitive domains to warrant further adaptations of the Indonesian norms.

Developing Intercultural Communicative Competence Through Multicultural Short Stories Among Chinese EFL Learners

2025-08-11T13:57:50+08:00

This study examines the influence of reading multicultural literature (ML) texts on the development of Intercultural Communicative Competence (ICC) among Chinese English as a Foreign Language (EFL) learners. Despite the increasing importance of ICC in language education, Chinese students often lack direct intercultural experiences. To address this gap, this study investigates how reading multicultural short stories can improve learners' cultural knowledge, interpretive skills, intercultural attitudes, and critical awareness. Fifteen participants were first-year English majors at a Chinese university who engaged with four multicultural texts through an inquiry-driven, spiral reading approach. A qualitative design was utilized, collecting data from reflective journal entries and follow-up semi-structured interviews. Thematic analysis was conducted following Byram's (1997) ICC model. The findings revealed a three-phase developmental trajectory of ICC aligned with the KWL framework (Know–Want to Know–Learned). Phase 1 showed surface-level awareness and initial curiosity; Phase 2 demonstrated increasing empathy, openness, and interpretive skill; Phase 3 reflected critical cultural reflection and integrated intercultural understanding. Additionally, an iterative spiral model illustrated how each literary text encouraged deeper ICC development through recursive interpretation, emotional engagement, and ethical insight. The study emphasizes the transformative potential of ML to promote meaningful intercultural learning in EFL contexts. It provides pedagogical implications for integrating literature-based methods into curriculum design to develop reflective, empathetic, and globally competent communicators.

Unraveling Vocabulary Ambiguity: Contextual Lexis Learning and Vocabulary Retention for ESP Learners

2025-08-13T14:43:04+08:00

Ambiguity of meaning exists in every language and at all levels of linguistic structure. A common feature of English for Specific Purposes (ESP) texts is the ambiguity of meaning in the teaching and learning of ESP. Vocabulary retention is another problematic issue for learners at all levels in every language. For ESP students, Contextual Lexis Learning (CLL) is beneficial, since it has a decisive impact on establishing meaning and retaining vocabulary. The current study aims to investigate the effectiveness of CLL in helping ESP students understand the meaning of vocabulary and retain it. The study involved 50 undergraduate students enrolled in an engineering program, who were assigned to either the experimental group or the control group. Before the training, a pre-test was conducted to determine their levels of proficiency. Post-tests were performed under different conditions after every two training sessions. The results of the T-test and Independent Samples T-test indicate that CLL has a significant and wide-ranging effect on students' ability to comprehend and produce vocabulary in various situations, as well as to retain it in both the short and long term. The current study demonstrates that CLL methods enhance students' confidence and autonomy, reducing their reliance on dictionaries and external resources. This article has some curriculum design and pedagogical implications, suggesting that if we equip our students with improved vocabulary proficiency and a greater understanding of language, we must make CLL a component of any ESP program.

Developing an Integrated Moral-Art Curriculum Module: A Discourse-Based Computational Linguistic Evaluation of Student Outcomes

2025-08-22T17:25:55+08:00

Higher education faces increasing demands to develop students' ethical, creative, and emotional capabilities alongside academic mastery. While the World Economic Forum identifies critical thinking, creativity, emotional intelligence, and moral judgment as essential future workforce skills, most university curricula remain compartmentalized, prioritizing cognitive over affective and aesthetic domains. Current educational approaches lack empirically validated frameworks that systematically integrate moral development with artistic learning in digitally enhanced environments. This study designed, implemented, and evaluated an integrated moral-art curriculum module to foster undergraduate students' moral reasoning, creative thinking, and aesthetic sensitivity through blended learning approaches. Using Design and Development Research guided by the ADDIE instructional model, a quasi-experimental pre-post study was conducted with 50 undergraduate students from diverse academic backgrounds across four institution types. The 12-week module combined synchronous classroom instruction with asynchronous digital learning via the Learning Pass platform. Outcomes were assessed through validated pre-post questionnaires and computational linguistic analysis using LIWC and Coh-Metrix tools. Significant improvements occurred across all domains: moral reasoning increased 35.5% (Cohen's d = 0.91), creative thinking rose 32.3%, and aesthetic sensitivity improved 41.4% (d = 0.85). Linguistic analysis revealed enhanced lexical diversity (+16.4%), academic vocabulary (+41.5%), and empathy markers (+42.1%), with reduced anxiety language (−18.2%). Strong inter-domain correlations confirmed the integrated pedagogical framework's theoretical viability. Results provide empirical support for scalable, digitally enhanced interdisciplinary curricula uniting moral and artistic education in higher education contexts.

Examining the Correlations Between Gender, Academic Majors, and Students' Perceptions Toward Translanguaging Practices

2025-08-20T14:28:13+08:00

This cross-sectional study examined the relationships between Saudi university students' perceptions of translanguaging practices (TPs) and two specific demographic variables: their gender and educational majors. The research was conducted using a random sampling technique to recruit a sample of 129 participants. These students completed a 30-item adapted questionnaire designed to measure their attitudes and perceptions towards the use of translanguaging. To analyze the collected data, researchers used statistical methods including correlation coefficients and effect sizes. The findings revealed a weak, but statistically significant, correlation between gender and students' perceptions of TPs, with a correlation coefficient (η) of 0.136 and a corresponding effect size of 0.018. Similarly, the study found a very weak, yet significant, correlation between students' educational majors and their perceptions, indicated by a correlation coefficient (η) of 0.057 and a minuscule effect size of 0.003. The study's results suggest that there is a minimal relationship between a student's gender or academic major and their views on translanguaging. This finding implies that these demographic factors have little influence on students’ attitudes toward using multiple languages in the classroom. This insight is significant as it supports the broader implementation of translanguaging practices in educational settings and underscores the need for future research to explore other, potentially more influential, factors. The study concludes by discussing recommendations for future research and outlining the pedagogical implications of these findings for language teaching.

Narrative Voice and Female Subjectivity: A Socio-linguistic Inquiry into Violence in Tarantino's Cinema

2025-09-05T10:35:58+08:00

This study investigates how Quentin Tarantino's films construct discourses of female violence and subjectivity, focusing on Kill Bill (2003) and Inglourious Basterds (2009). It examines how the protagonists, Beatrix Kiddo and Shosanna Dreyfus, are positioned as active architects of violence who reclaim autonomy within within male-dominated social and narrative frameworks.Employing Critical Discourse Analysis (CDA), the study emphasizes the linguistic dimensions of speech acts, metaphors, and narrative framing, showing how language functions as a medium for resistance and the negotiation of gendered power relations. Beatrix embodies vengeance through direct combat, while Shosanna employs vigilance and silence as strategic tools; both approaches reveal different pathways to restoring subjectivity. Yet the empowerment they achieve is inherently paradoxical: their use of violence reproduces the traditional masculine models of aggression and retribution, blurring the line between liberation and conformity. This duality demonstrates that while Tarantino's female characters resist patriarchal constraints, they simultaneously embody its logic of power. The findings contribute to feminist film theory by providing a nuanced perspective on how language and violence together shape, challenge, and complicate the representation of femininity in contemporary action cinema.

How Emotional Intelligence Shapes Anxiety and Enjoyment in Learning English: Insights from Saudi University Students

2025-08-13T11:18:56+08:00

This qualitative study explores the dynamic interaction among Trait Emotional Intelligence (trait EI), Foreign Language Anxiety (FLA), and Foreign Language Enjoyment (FLE) among Saudi university students learning English as a Foreign Language (EFL), with a particular focus on classroom speaking activities. Drawing on semi-structured interviews with 14 second-year EFL learners at Al Jouf University, the research investigates how different dimensions of trait EI—namely self-control, emotionality, well-being, and sociability—influence students' emotional responses during oral communication tasks. The findings reveal that students with higher levels of self-control, sociability, and well-being tend to experience lower anxiety and greater enjoyment, facilitating active classroom participation and communicative confidence. While FLA and FLE often coexist, learners with strong emotional competencies navigate between these states more effectively. Self-control emerged as the most influential EI dimension in regulating speaking-related stress. This study underscores the importance of integrating emotional intelligence training and social-emotional learning (SEL) into EFL pedagogy to promote emotional resilience and enhance language learning outcomes. By highlighting learners' emotional experiences in speaking activities, the study provides pedagogical implications for fostering supportive classroom environments that reduce anxiety and enhance enjoyment. It further suggests that teacher awareness of students' emotional profiles can inform more adaptive instructional practices. Ultimately, the research contributes to the broader understanding of affective factors in SLA, particularly within culturally specific educational settings like Saudi Arabia, and offers valuable insights for educators and policymakers seeking to optimize language learning experiences and outcomes.

An AI-Enhanced Motivational Model for ESP in Aviation: Insights from Chinese Vocational Flight Attendant Training

2025-08-25T09:57:36+08:00

This study investigates motivation in English for Specific Purposes (ESP) among Chinese vocational flight attendant students and proposes an AI-enhanced motivational model grounded in Self-Determination Theory (SDT). Adopting a convergent mixed-methods design, the study combined quantitative and qualitative data sources: a questionnaire survey with 186 students, semi-structured interviews with eight students and three ESP instructors, together with classroom observations, to triangulate findings. The questionnaire established motivational profiles, while interviews and observations provided contextual insights into instructional practices. Descriptive results indicated that students highly value English for both academic achievement and future employment, yet report competence gaps in writing, vocabulary and grammar with speaking identified as the most urgently required skill. Thematic analysis further identified five contextual levers shaping motivation: authenticity of tasks, feedback quality and timeliness, opportunities for interaction, learning environment and class size and technology integration. Interpreted through the SDT framework, these patterns reveal that limited choice and pacing constrain autonomy, lecture-heavy formats weaken relatedness and delayed or generic feedback undermines competence. In response, the study presents an SDT-aligned, AI-enhanced motivational model as a design proposal for piloting in aviation ESP classrooms. The model integrates automatic speech recognition, for instance, individualized feedback, VR-based cabin simulations for authentic scenario practice, AI passengers for interactive role-play and adaptive micro-modules for learner controlled pacing. The study's originality lies in integrating Self-Determination Theory with AI-supported ESP course design in aviation, extending motivational theory into an under-explored domain.

The Pragmatic Functions of Xalasˁ in Jordanian Spoken Arabic

2025-09-16T09:52:23+08:00

This study aims to identify and classify the pragmatic functions of the discourse marker Xalasˁ (literally "enough") in Jordanian Spoken Arabic (henceforth JSA), a frequently used yet underexamined linguistic element. Despite its high frequency and wide functional range in everyday communication, Xalasˁ remains largely unexplored in existing research, which has primarily focused on other Jordanian discourse markers. The data for the present study were gathered through a mini-questionnaire, an extended questionnaire, and an acceptability judgment task, all validated by experts to ensure content and face validity. The findings reveal that Xalasˁ serves 14 distinct pragmatic functions, namely expressing approval, signaling the end of an action, ending a conversation, expressing reassurance, disapproval, anger, relief, surrender, understanding, ridicule, boredom, jealousy, fear, and attention-getting. However, these functions vary in frequency and acceptability across different speakers of Jordanian Arabic. The study concludes that Xalasˁ is a multifunctional discourse marker whose usage is highly context-dependent. The results hold significant implications for Arabic language instruction and intercultural communication. As the focus of this study is on JSA, future research may examine the pragmatic functions of Xalasˁ in other Arabic dialects (e.g., Syrian, Iraqi, and Egyptian) and investigate the role of non-verbal cues in shaping its pragmatic functions.

The Use of Nouns and Verbs in the Work Munyat al-Ghuzat

2025-10-11T09:17:08+08:00

Written monuments in the Kipchak language cover the XI–XVI centuries. At different periods, they employed different scripts. The known Kipchak written monuments mainly used four alphabets: Old Arabic script, Old Armenian script, Old Russian script, and the ancient Gothic alphabet. Among these, the Kipchak monuments written in Arabic script appeared during the Mamluk rule. The tradition of comparative studies of Turkic languages, compiling dictionaries, and teaching the Kipchak language to foreigners constituted a specific era in the Mamluk lands. The purposes and contents of monuments from this era were diverse. This article analyzes the lexical features of nouns in the "Munyat al-Ghuzat", a monument belonging to the Mamluk Kipchak period. In the text, names of weapons, movement terms, somatisms, and color terms are frequently used. The somatisms and color terms are compared with those in modern Kazakh and other Turkic languages. The Mamluk Kipchaks constitute an important part of the overall Kipchak written heritage. During their period, dictionaries, literary works, and grammatical textbooks for language learning were written. These works are directly related to the Kipchak language. The spoken and literary forms of medieval Kipchak have significance in studying the history of the Kazakh language. "Munyat al-Ghuzat" is a work devoted to the art of warfare. It serves as a reference reflecting centuries of spiritual and material wealth of the nation. Its vocabulary consists mainly of Old Turkic words. Since the work was intended as a manual to teach military skills to future warriors, it was written in simple and clear language. From its lexical content, the work can be linked to the history of the Kazakh language. This monument remains underexplored in linguistics. Studying its vocabulary is important for the history of the Kazakh language.

The Concept of Mugham in the Azerbaijani Language

2025-08-07T15:33:43+08:00

In this article music, one of the unique pieces has been studied as the means of expression of national values and folk thought in the conceptual system. Talking about Azerbaijani culture and Azerbaijani music, "mugham" that has a matchless importance and value mass is especially highlighted. Mugham's being accepted as a concept and being studied is one of the main objectives of conceptual linguistics. However, though up to the contemporary period, mugham has been studied in terms of structure and internal consistency and from philosophical, national and some several other aspects in the countries such as Azerbaijan, Turkey, Russia, Ukraine, Arabia, Germany and Iran, it still hasn't been investigated as a linguistic fact. From this point of view, mugham has been approached in a conceptual way in our research, its all-verbal base has been explained as a means of expression of Azerbaijani thinking. That is to say, mugham has been explored as a part of cultural thinking and all the internal structure of a mugham dastgāh has been interpreted from lexical and semantic aspects. It is worth pointing out that mugham has been involved in the research in a broad sense in this article. And each of the mugham dastgāhs is a topic of separate studies.

Arabic Loanwords in the Language of the Zhyraus: Pragmatic Motivations and Stylistic Effects

2025-08-22T11:35:27+08:00

This paper examines the usage of Arabic-derived loanwords in the poetic language of classical Kazakh zhyrau (traditional Kazakh bard) of the 16th–18th centuries, focusing on pragmatic motivations and stylistic effects. Prominent zhyraus such as Shalkiiz, Zhienbet, Marqasqa, Bukhar, Aqtanberdi, Tatıqara, Umbetei, Kotesh, and Shal frequently employed Arabic-origin terms in their tolgau (didactic poetic speech transmitted orally). We analyze why these poets integrated Arabic loanwords into their predominantly Turkic lexicon and how these borrowings enriched orality and literary style. Drawing on examples from the zhyraus' verses and on linguistic studies, we find that Arabic words were adopted to convey key religious and abstract concepts, to lend authority and erudition to the bard's message, and to achieve particular rhetorical effects. Pragmatically, the use of Arabicisms helped the zhyraus address their audience in culturally resonant terms-invoking Islamic values, reinforcing moral instructions, and aligning with the listeners' worldview. Stylistically, the loanwords contributed to an elevated "bookish" tone, enhanced the expressive depth of the poetry, and introduced novel sounds and imagery that made the performances more memorable. By situating these findings in the broader context of Kazakh linguistic history and literature, the study sheds light on the interplay between language contact and literary artistry in Kazakhstan's oral epic tradition. Furthermore, the findings provide practical insights that can inform contemporary Kazakh literature studies and enrich language education by highlighting the cultural and didactic functions of loanwords in poetic discourse.

English Language and Cultural Identity in Pakistan: An Exploratory Study of Language Attitudes and Usage among Pakistani University Students

2025-07-01T11:43:56+08:00

This study investigates the complex relationship between English-language learning and cultural identity among Pakistani university students. It examines their attitudes toward English versus native languages, the patterns of language use in academic and social contexts, and how these factors contribute to existing educational inequalities in multilingual settings. As a linguistically diverse country, Pakistan's emphasis on English in education and professional spheres influences both language choices and identity construction, often exacerbating disparities in access and outcomes. This study examines students’ perceptions of English in relation to their cultural identity, their attitudes toward English and their native languages, and the sociocultural factors shaping language choice in everyday communication, using a mixed-methods approach. Data were collected through questionnaires and semi-structured interviews at multiple universities. The study found that students see English as important for school and job opportunities, but they still feel a strong personal connection to their native languages. They often switch between languages depending on the situation. However, as English becomes more common in everyday life and in online communication, there are worries that local languages may lose their importance. The research shows how language, identity, and power are connected. It suggests that schools and policies should support both English-language learning and local languages, so that students can succeed globally without losing their cultural roots.

Social Language Function and Identity Recognition in University Volunteer Service Education: A Case Study of China and Kazakhstan

2025-08-13T14:59:32+08:00

This study investigates the role of language as a social function and identity marker within the framework of volunteer service education at universities in China and Kazakhstan. Set against the backdrop of the United Nations' Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequality), and SDG 17 (Partnerships for the Goals), the research explores how sociolinguistic approaches can illuminate the intersection between language use and identity formation among university student volunteers. By employing comparative case study methodology and drawing on survey and interview data, the study identifies both convergences and divergences in how volunteer participants in China and Kazakhstan experience and negotiate their social roles through language. Language not only mediates communication but also serves as a means of identity building and intercultural comprehension embedded within the framework of global citizenry that falls within the SDG global citizenship agenda. In both countries, the use of multiple languages—especially English and national/local languages— played a pivotal role in shaping volunteers' perceptions of themselves and others. The sociolinguistic analysis further reveals that the institutional context and national language policies significantly influence students' linguistic behavior and their perceived identity in volunteer roles. The present study contributes to this debate through its argument for the application of a sociolinguistic approach in service learning programs offered in universities. It provides policy and pedagogical guidelines on creating more inclusive, culturally sensitive, and linguistically competent volunteer programs that meet the Sustainable Development Goals at the global level.

Development of Peer Tutoring-based Worksheet in Elementary School to Enhance Students' Learning Outcomes in Indonesia Language

2025-08-29T13:36:04+08:00

Many elementary students struggle with understanding and constructing procedural texts, which affects their overall Indonesian language proficiency, proved by the issue of poor comprehension and practical application of procedural texts among them. Present study aims to produce a valid, practical, and effective peer tutoring-based worksheet in enhancing students' learning outcomes in Indonesian language, including cognitive and psychomotor aspect. A developmental study using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model was applied, involving 87 fifth-grade students from three elementary schools in Bandar Lampung, Indonesia. The instruments included a validated test measuring cognitive and psychomotor skills, along with surveys and interviews to assess student and teacher perceptions. Data analysis involved N-gain calculations and paired sample t-tests. Results indicated significant enhancements in both cognitive (N-gain = 0.71, high; t-value = -19.461, statistically significant) and psychomotor aspects (N-gain = 0.60, moderate; t-value = -15.358, statistically significant). Teachers and students expressed high levels of interest and acceptance of the worksheet-based peer tutoring method. It means that integrating peer tutoring-based worksheets into the curriculum fosters interactive and student-centered learning, enhancing students' learning outcomes in Indonesian language, including cognitive and psychomotor aspect. Consequently, structured peer tutoring can serve as an effective instructional strategy, promoting deeper understanding and practical Indonesian language application.

Efik Cultural Context in Language Acquisition: A Comparative Study of Immersion Versus Traditional Methods

2025-08-08T11:19:09+08:00

This study examines the role of the Efik cultural context on language acquisition, comparing the effectiveness of immersion-based methods with traditional classroom instruction. Grounded in sociolinguistic and cultural theory, the research investigates how cultural elements such as storytelling, communal participation, oral traditions, and indigenous knowledge systems impact learners’ proficiency, retention, and communicative competence in the Efik language. Using a mixed-methods approach, the study draws on qualitative interviews, participant observation, and standardized language assessments among two groups of learners: those engaged in culturally immersive environments and those following conventional curriculum-based learning. The study also underscores the importance of using immersion to achieve a higher level of proficiency in the Efik language. The study participants’ spoken languages are both English and the Efik language. This study draws on Cultural Transmission Theory (Hockett’s design feature of traditional transmission), which posits that language is learned socially and culturally across generations, not innately acquired. It also engages with Krashen's Comprehensible Input Hypothesis and the Socio-cultural Theory of second language acquisition, which emphasizes language learning as a mediated social activity within cultural contexts. The study is also underpinned by the theory of Whorfian linguistic relativity, which posits that language and culture mutually shape cognition and expression, thereby influencing understanding how Efik cultural forms influence linguistic behavior. Findings reveal that immersion methods, deeply embedded in Efik cultural practices, significantly enhanced language acquisition by fostering deeper contextual understanding and emotional connection to the language. In contrast, traditional methods, while structured, often lack the cultural depth necessary to sustain long-term fluency and engagement.

Learning Beyond the Classroom: Investigating the Effects of SPOC-based Blended Learning on Chinese EFL Students' Reading Comprehension and Motivation

2025-07-30T11:14:09+08:00

This study investigates the impact of Small Private Online Course (SPOC)-based blended learning on reading comprehension and learning motivation among first-year Chinese EFL university students. The research aims to determine whether integration of SPOC platforms with traditional classroom instruction can enhance learners' cognitive and affective outcomes in English language acquisition. A quasi-experimental pretest-posttest design was employed involving 265 first-year EFL students from a university in Henan, China. Participants engaged in a semester-long SPOC-based blended learning program. Reading comprehension was assessed through a validated test, while learning motivation was measured using an adapted, reliable Likert-scale questionnaire. Data were analyzed using SPSS with paired-sample t-tests and correlation analyses to evaluate changes and relationships between variables. Results revealed significant positive effects of SPOC-based blended learning on both reading comprehension and motivation. Students demonstrated improved comprehension skills and higher motivation levels after the intervention. Moreover, motivation and reading comprehension showed a positive correlation, suggesting a reciprocal relationship in blended learning contexts. This study contributes to EFL pedagogy by empirically validating the effectiveness of SPOC-based blended learning in higher education setting in China. It offers practical insights for educators and policymakers aiming to leverage technology-enhanced blended models to improve language learning outcomes, emphasizing the integration of cognitive and motivational strategies in instructional design.

Linguistic Landscape of Multilingual Inscriptions in Dunhuang Mogao Caves: Linguistic Evidence of Cultural Integration along the Silk Road

2025-08-19T10:07:31+08:00

Linguistic landscape analysis allows us to explore the multilingual signs in the Mogao Caves in Dunhuang, as this research provides crucial evidence of the cultural integration along the Silk Road route in ancient times. This study is based on the records of cave epigraphy from the 4th and 14th centuries, showing how several scripts, such as Chinese, Tibetan, Sanskrit, Uighur, Khotanese, and Sogdian, were visually displayed as means of cultural negotiation, religious syncretism, and trade. Four hundred and eighty-seven multilingual inscriptions are examined and their three principal functions are identified as informational (enabling cross-cultural contact), symbolic (indicating power over territory and spirituality), and integrative (facilitating intercultural exchange). The results show that the linguistic landscape of Dunhuang, as a dynamic zone of mediated cultural context, operated as a form of cultural interaction in which languages were considered not only instruments of communication but also valuable semiotic entities for expressing identity and cultural synthesis. This study of linguistic landscape in its historical context further analyses the conventional linguistic landscape theory by showing that it can be applied to historical situations and adds to the scope of knowledge on how multilingualism helped in cultural interaction during premodern globalization. The analysis shows that the multilingual inscriptions of Dunhuang were a special type of historical linguistic landscape that embodied the cosmopolitan character of Silk Road civilization and offered patterns of peaceful coexistence of peoples due to the advanced language mediation practices.

A Stylistic and Semantic Study of Artificial Intelligence and Human Literary Translation of Salinger's The Catcher in the Rye into Arabic

2025-08-15T09:37:13+08:00

The future of literary translation has become a major concern due to the rapid development and integration of artificial intelligence in creative and interpretive domains. This research performs a comparative analysis of the Arabic translation of J.D. Salinger's iconic novel The Catcher in the Rye, translated by Ghalib Halasa, and the Arabic translation produced by ChatGPT, developed by OpenAI. The study explores how both translations convey complex literary elements, including stylistic voice, cultural allusions, idiomatic expressions, and emotional resonance. The evaluation employs carefully selected excerpts of the text and relies on formal theories of translation. These include Vinay and Darbelnet's stylistic approach, Peter Newmark's semantic and communicative approach, and Eugene Nida's dynamic and formal equivalence. The results show that although ChatGPT achieves high lexical accuracy and syntactic fluency, it consistently ignores the pragmatic and cultural meanings of the source text. Halasa's human translation, by contrast, reflects cultural sensitivity, interpretive depth, and contextual awareness more in line with the goals of literary Arabic communication. The research contends that artificial intelligence, at present, lacks the creativity and skill to simulate human literary translation. By exploring the potential and limitations of AI for translating literature across cultures, this study contributes to the cross-disciplinary debates among the fields of Arabic literary studies, machine translation, and digital humanities.

Awareness and Use of AI Tools in Teaching English at University Level in Saudi Arabia

2025-08-26T10:07:06+08:00

The study examines the application of artificial intelligence in teaching English at the collegiate level. It inquires educators about artificial intelligence and its potential applications. Debate persists on the efficacy of teachers' utilization of AI tools. A standardized quantitative survey was administered to the English instructors at Qassim University. The results indicate a significant disparity between academic knowledge and practical skills applicable in real-world scenarios. 42.9% of participants have knowledge regarding AI, while 25.7% of that demographic utilized it frequently. Chatbots and automated writing evaluators were the predominant technologies. There was a decline in the utilization of adaptive learning and speech recognition technologies. The participants indicated that AI has the capacity to both encourage and personalize learning experiences. Issues also arose over ethics, training, and the cost of technology. A number of respondents indicated a readiness to employ these technologies, contingent upon adequate control and guidance from their educational institutions. This is accurate, despite concerns that AI may replace educators. The authors argue that the successful deployment of artificial intelligence requires strong infrastructure, ethical integration frameworks, and focused professional development. This also illustrates how AI is transforming educational institutions, cultural dynamics, and the responsibilities of educators across many nations, warranting further investigation.

Norm and Usage in Contemporary Kazakh: A Linguistic Analysis of Youth Discourse and Digital Communication

2025-08-26T11:09:40+08:00

This article explores the shifting balance between codified linguistic norms and actual usage patterns in contemporary Kazakh. The main focus is on changes observed in youth colloquial speech and in the rapidly evolving discourse of digital communication. The expansion of social media platforms such as Telegram, Instagram, and WhatsApp has led to the frequent use of non-standard constructions, calques, and hybrid forms. The study demonstrates how these trends are influencing the perception of linguistic correctness, as widespread usage (usus) is increasingly being favored over traditional literary norms. The research is based on a qualitative corpus consisting of social media posts, informal spoken language data, and scholarly opinions on language norms. The methodological foundation includes discourse analysis, comparative syntactic analysis, and contextual-semantic interpretation. The analysis identifies key mechanisms of deviation from the norm, including calquing from Russian, syntactic transfer, non-standard punctuation, abbreviations, and examples of digital slang. The study reveals that in contemporary Kazakh speech, especially among youth, the gap between normative rules and actual linguistic behavior is widening. While traditional grammar is still taught in the educational system, everyday language use increasingly reflects global and media-driven influences. The article frames this shift not merely as a linguistic phenomenon but also as a reflection of deeper sociocultural transformations within individual identity, modern culture, and the digital environment. The findings provide important recommendations for language education, media literacy, and language codification policy. The study underscores the need to reconsider how linguistic norms should be defined, maintained, and taught in the digital age.

AI-Enhanced Teacher Education and EFL Pre-Service Teachers' Professional Identity: A Quasi-Experimental Study

2025-08-29T13:44:15+08:00

Professional identity development during pre-service teacher education has emerged as a critical factor influencing teaching effectiveness, career satisfaction, and teacher retention. For English teachers, this process is further shaped by their language learning and teaching context. In countries such as China, where English is taught as a foreign language (EFL), pre-service teachers' professional identity formation involves not only pedagogical development but also the cultivation of language-related self-efficacy and cultural positioning within a non-English-speaking environment. This dual challenge distinguishes EFL pre-service teachers from their counterparts in ESL or native English-speaking contexts, where language proficiency is less of a concern. Concurrently, the rapid integration of artificial intelligence (AI) technologies in education presents both opportunities and challenges for teacher preparation programs worldwide. Although AI is increasingly used to support lesson planning, assessment, and reflection, empirical research examining its impact on EFL pre-service teachers' professional identity remains scarce. Understanding how AI integration interacts with the unique challenges of EFL contexts is essential for designing effective and context-sensitive teacher education programs. This study employs a single-group quasi-experimental design to explore associations between AI-enhanced teacher education and professional identity development, acknowledging that such exploratory research provides preliminary evidence necessary for informing future controlled experimental studies.

Highlights:

This study examines the impact of an AI-enhanced teacher education program on EFL pre-service teachers' professional identity in China.

Findings reveal significant improvements in competence-related dimensions, especially self-efficacy.

Results suggest that AI tools can act as scaffolds that strengthen pre-service teachers’ professional identity in authentic teaching contexts.

The study highlights both the potential and limitations of AI integration, underscoring the need for more rigorous controlled research.

Translating Marriage: A Study on Intercultural Manipulation

2025-08-25T13:39:12+08:00

The current study set out to examine the strategies used to translate marriage-related culture-specific legal terms in the Family Law of Saudi Arabia, with the aim of determining the degree of intercultural manipulation involved in translating these terms from Arabic into English. The study adopted a qualitative descriptive research design where 35 marriage-related culture-specific legal terms were extracted from a corpus composed of the Family Law and its official English translation, and then analyzed qualitatively using Aixelá’s typology (1996) of conservative and substitution translation strategies. The results revealed that both conservative and substitution strategies were used to translate marriage-related culture-specific legal terms with a tendency towards using conservative strategies (59%). The findings also indicated that linguistic translation was the most frequently used conservative strategy and that naturalization was the most frequently used substitution strategy. Furthermore, the findings showed that, although there was a tendency against intercultural manipulation, such a tendency was moderate, as intercultural manipulation affected the translation of 41% of the terms. This may be due to the polarity found in marriage-related concepts with some being universal while others remain culturally unique. The researcher concludes that multiple factors contribute to the choice of translation strategy, such as the centrality of the term to the source text, the availability of an equivalent term in the target language, and the provision of a definition or explanation for the term in the source text.

Translating Euphemism Related to Marital Sex in the Noble Quran

2025-08-19T11:36:33+08:00

This research surveys the English translations of euphemistic terms for marital sexual intercourse in the Noble Quran, with a focus on how translators deal with the Quran’s rhetorical modesty and moral sensitivity. Euphemism is adopted in the Noble Quran to handle sensitive issues such as death, marital relations, bodily functions, disabilities, and socio-political topics. Intimate marital relations, in particular, are phrased so politely as to serve numerous purposes, including protection and mutual comfort, taking into consideration the purity and respect of both parties, especially women. Drawing on nine separate verses that employ metaphorical and indirect language to refer to lawful sexual activity within marriage, the study compares a corpus of twenty English translations selected for their theological, linguistic, and stylistic diversity. Each translation was examined through close comparative analysis, corroborated by English lexical resources (Collins and Merriam-Webster dictionaries) to determine semantic proximity to the SL euphemisms. Drawing on the findings, the study proposes a five-strategy model — literal translation, substitution, generalization, explicitation, and addition — for categorizing the various translational strategies. The findings reveal a considerable disparity in the rendering of euphemisms, indicating varied priorities among translators for fidelity, clarity, and cultural acceptability. This study makes important contributions to Quranic translation studies, euphemism research, and intercultural pragmatics.

Translating Politeness: Mapping the Characterisation of Klara the AI from "Klara and the Sun" and its Indonesian Translation

2025-09-28T10:11:39+08:00

Politeness strategies are crucial in literary characterisation, yet their role in the characterisation of AI characters remains underexplored—especially considering the rising concerns about the dangers of AI. Thus, given the speculative nature of concerns surrounding AI's potential dangers, often situated in a distant future, this research examines a fictional narrative set in a similarly futuristic context. Based on Brown and Levinson's framework on politeness strategies, this study investigates how politeness strategies shape an AI character and whether these features are retained in its translation. Using the Pragmatics approach, this qualitative research analyses "Klara and the Sun" by Kazuo Ishiguro and its Indonesian translation, "Klara dan Sang Matahari" by Ariyantri E. Tarman. It examines Klara, a human-shaped AI, through her politeness strategies that construct her identity. The study also evaluates translation techniques and quality to determine whether her characterisation remains intact in the Indonesian translation. Data were collected via document analysis and purposive sampling, then validated through Focus Group Discussion. Findings reveal that Klara's characterisation employs all of Brown and Levinson's politeness strategies, which are effectively preserved in the Indonesian translation according to the high quality of the translations analysed. The study highlights how Klara's use of politeness showcases her consistent kindness alongside growing confidence and awareness in human interaction, which adds depth to her character. By bridging pragmatics and translation studies, the research offers fresh insights into how politeness strategies shape AI characterisation and how such nuanced traits can be successfully conveyed through translation.

Uncovering the Influence of Taboos in African linguistic Tradition: An Ethnographic Study into their Role in Society

2025-05-22T10:42:31+08:00

Taboos are deeply ingrained in Indigenous knowledge systems and play a crucial role in shaping social behaviours. This study explored and evaluated Siswati taboos by examining their social, linguistic, religious, cultural, and psychological dimensions. Employing an ethnographic approach alongside qualitative research methods, the study investigates the roles and functions of Siswati taboos in contemporary society. The manifestations and perceptions of these taboos differ across various linguistic communities, influencing both written and oral communication. In many cultures, certain expressions are regarded as vulgar, obscene, or disruptive to social, religious, or ethical norms. The findings reveal that individuals frequently refrain from using such terminology in public contexts, acknowledging that specific actions may be either ethically sanctioned or condemned by deities. Furthermore, this study illustrates that taboos and superstitions are often viewed as essential components of traditional education. Unlike formal laws, which are documented in writing, taboos are transmitted through cultural traditions. Each civilisation cherishes its traditions, as their absence could undermine both traditional and formal education. The implications of this research suggest that the Swati people place a strong emphasis on traditional education due to its positive impact on societal growth, revitalisation, and development. Notably, the Swati community demonstrates a more pronounced use of taboos in spoken communication than in written expressions.

Explainable AI for Code-Switching Assessment in Philippine University Admissions

2025-08-25T10:38:23+08:00

Traditional educational admission systems rely heavily on cognitive metrics, while existing AI approaches present critical limitations: black-box decision-making without interpretable reasoning, an inability to assess multilingual competence, and a failure to model nuanced human judgment in educational contexts. Deep learning and ensemble methods lack the transparency required for accountable admissions, particularly in culturally diverse settings where linguistic factors significantly influence academic success. This study addresses these gaps through a novel Fuzzy-Genetic Algorithm framework for admission decisions in licensure-based programs. The system integrates fuzzy logic and genetic algorithms to assess cognitive (IQ, aptitude), behavioral (study habits, reading comprehension), and linguistic dimensions. Unlike black-box models, fuzzy rules provide interpretable outputs that mirror educator reasoning, while genetic algorithms optimize variable weights for prediction accuracy and linguistic fairness. Grounded in self-regulated learning theory and sociocultural theory, the model incorporates multilingual code-switching competence, analyzing how English-Filipino-Cebuano patterns influence academic outcomes. Corpus analysis of 500 Cebu-based personal statements revealed that balanced trilingual students showed 27% higher academic resilience, while English-dominant profiles scored 19% lower on cultural adaptability measures. Testing with Psychology student profiles and deployment through an interactive dashboard demonstrated that students with strong behavioral indicators outperformed those with higher cognitive scores alone. Integrating multilingual competence factors improved prediction accuracy by 34% for linguistically diverse Central Visayas students compared to traditional cognitive-only models. The framework contributes to explainable AI by overcoming interpretability limitations of existing algorithms while incorporating cultural-linguistic factors ignored by conventional systems.

Violations of Linguistic Politeness Principles in Academic Communication

2025-07-14T16:40:42+08:00

Maintaining linguistic politeness in academic communication is essential in fostering harmonious and productive teacher-student interactions within academic settings. Yet, these vital guidelines are frequently overlooked in educational environments. This phenomenological study delves into violations of linguistic politeness principles within academic communication. We explore the forms these violations take, the mechanisms that cause them, and their subsequent impacts. The data consists of conversations between three professors and nine students collected from desk reviews and in-depth interviews with four lecturers (L1–L4) to cross-verify our observations. By employing an interactive model analysis technique, we found that (1) violations of linguistic politeness principles in academic communication in the forms of violations in wisdom, generosity, praise, humility, agreement, and sympathy; (2) violations which occur through the learning process, classroom discussions, and final project guidance sessions; and (3) violations of linguistic politeness principles negatively affecting communication harmony, triggering prolonged conflicts, and hindering the achievement of learning goals. Given the significant effects of violating linguistic politeness principles in academic communication, it is crucial for language users to adhere to these principles during their (social) interactions. This practically implies that academic institutions should incorporate linguistic politeness training into professional development (PD) programs.

Ideological Dimensions in the Translation of Hillary Clinton's Memoir Hard Choices

2025-08-25T10:31:10+08:00

This research examines the ideological dimensions present in the Arabic translation of Hillary Clinton's memoir Hard Choices. The study explores how translation strategies—particularly literal translation, modulation, adaptation, and omission—are employed not only to convey linguistic meaning but also to shape and mediate critical ideological themes. Among these are the promotion of democracy, constructions of national identity, gender roles, and diplomatic rhetoric. The analysis demonstrates that translation is far from a neutral or mechanical transfer of information. Rather, it is a complex, multilayered process in which political, cultural, and ideological values are reframed to suit the expectations and sensitivities of the target audience. The findings suggest that the translator plays an active and engaged role in ideological negotiation, either by preserving the ideological stance of the source text or by modifying it to align with the cultural and political norms of the target language context. Through detailed examination of selected examples, the research reveals how certain ideological messages are reinforced, diluted, or subtly transformed through specific lexical and syntactic choices. These choices reflect broader considerations, such as audience alignment, political sensitivity, and cultural acceptance. Thus, translation emerges not only as an act of cross-linguistic communication but also as a site of ideological struggle and intervention. Overall, the study highlights the significant role of the translator as a mediator of meaning and ideology, showing that translated political texts can influence the reception and interpretation of global political narratives across different linguistic and cultural spheres.

Subtitling Sense of Humor Generated by Zeemo AI-Powered Tool from Arabic into English

2025-09-09T10:15:19+08:00

This study assessed the subtitling of Egyptian humorous expressions into English provided by Zeemo's AI-powered subtitling tool. A total of 50 humorous expressions were selected from the Egyptian comedy film Taj and analyzed using a qualitative descriptive approach. The findings revealed that Zeemo's subtitling did not convey the sense of humor adequately in English, as the tool often left the humor unchanged, relied on literal translation, or used similar but ineffective expressions in the target language. The study concluded that while AI-powered subtitling tools such as Zeemo can facilitate the subtitling process, they remain limited in handling culture-bound humor. It was therefore recommended that human intervention be essential for editing and supervising automated subtitles to ensure accuracy, effectiveness, and audience comprehension. The study points to potential risks of audience misunderstanding or loss of humor when relying solely on automated subtitles, which can affect content reception and viewer satisfaction. The study adds to the limited body of work examining how AI tools handle humor in subtitling, specifically Egyptian Arabic humor, which is culturally rich and often challenging to translate. It provides empirical evidence of the shortcomings of AI subtitling in transmitting humor, offering insights for refining both translation theory and practice in the age of automation. It enriches translation studies by exploring the intersection between humor translation and AI subtitling, an area that remains relatively under-researched.

Cultural Identity in a Plate: Gastrolinguistic Insights into the Naming Strategy of Javanese Sega (Rice) Dishes

2025-08-18T11:53:36+08:00

In Javanese society, sega (rice) forms the foundation of numerous traditional culinary dishes whose names carry profound cultural weight, often reflecting prayers, hopes, commemorations, or specific attributes. Despite widespread recognition of names' cultural importance and the growing field of gastrolinguistics, a systematic analysis of the specific naming models and underlying strategies for naming Javanese sega dishes remains a discernible gap in existing literature. This study, therefore, aims to uncover these diverse naming models and strategies, revealing the cultural cognition embedded within Javanese culinary nomenclature, employing a qualitative descriptive method with findings presented through narrative, explanatory, and elaborative descriptions supported by validated observational and documentation data. The research successfully identified twelve core strategic concepts governing this nomenclature—including color, taste, shape, cooking method, condition/characteristic, main side dish/vegetable, arrangement/serving method, container, origin, acronymization, purpose, and combination—significantly contributing to gastrolinguistics, ethnolinguistics, and cultural studies by offering a nuanced framework for understanding culinary nomenclature in a specific cultural context and deepening insights into the interplay of language, culture, and food. Practically, its applications span cultural preservation, culinary education, and the promotion of Javanese culinary heritage, offering valuable insights for culturally sensitive food tourism, comparative studies of food naming across diverse cultures, and promoting broader global engagement with Javanese culinary heritage as a unique facet of a universally significant staple.

The A Systematic Review of Automated Writing Evaluation (AWE) Systems on University Students' English Writing Performance

2025-09-15T15:16:03+08:00

Automated Writing Evaluation (AWE) systems, supported by advances in artificial intelligence and natural language processing, have become increasingly prominent in higher education as tools to enhance English writing instruction. This paper presents a systematic literature review of empirical studies published between 2020 and 2024 that examine the impact of AWE on university students' English writing. Following the PRISMA framework, 20 peer-reviewed studies were selected and analyzed across multiple dimensions, including writing performance, feedback types, and students' perceptions. Findings indicate that AWE systems generally improve surface-level writing features, particularly accuracy and fluency, while their effect on higher-order skills, such as content development, organization, and critical thinking remains limited. Comparative studies suggest that AWE feedback is efficient and consistent, yet often less effective than teacher feedback in fostering deep learning. Students' perceptions of AWE are mixed: many value the immediacy and convenience of feedback, while concerns about overreliance, limited adaptability, and occasional inaccuracies persist. Moreover, the lack of long-term, cross-cultural research highlights methodological and contextual gaps in the current literature. This review not only synthesizes the main contributions of existing studies but also identifies key challenges, emphasizing the need for more integrated, longitudinal, and learner-centered approaches. Several directions for future research are proposed, aiming to optimize the pedagogical potential of AWE systems and support their effective integration into university-level English writing instruction.

Identity Construction of K-12 EFL Teachers in China: A Systematic Review

2025-08-08T16:35:55+08:00

Language teacher identity has garnered significant scholarly attention, given its pivotal role in shaping pedagogical practices and teacher development. This systematic review examines empirical research on the identity construction of Chinese K-12 English as a Foreign Language (EFL) teachers since 2000. Departing from previous reviews confined to English-language databases, this study synthesises 52 empirical studies from both English and Chinese sources by thematic analysis, offering a more comprehensive analysis of the field. Findings reveal six major teacher cohorts explored in the literature: cross-border teachers/overseas returnees, novice teachers, participants in university-school collaborations, private-sector educators, second-career teachers, and rural practitioners. Two dominant research approaches emerge: one examines how teachers construct multiple identity categories to navigate diverse contexts, and the other traces the development of identity trajectories over time in response to various influencing factors. Discussion thereafter centres on these factors spanning three interrelated levels: the micro-level of individual experiences, the meso-level of institutional contexts, and the macro-level of sociocultural dynamics. To advance the field, the study advocates for identity-informed interventions in teacher education and calls for longitudinal, cross-generational research on the evolution of identity. The review concludes by urging teacher educators, policymakers, and researchers to integrate EFL teacher identity as a central consideration in future pedagogical practice, policy development, and scholarly inquiry.