Forum for Linguistic Studies

English Language Confidence and Self-Presentation: Assessing Employability Appeal to Hiring Managers in the Tourism Industry

2025-03-04T14:13:42+08:00

The English language enables clear communication between service providers and international travelers from different linguistic backgrounds. Its widespread use enhances guest satisfaction, facilitates cross-cultural understanding, and supports the global competitiveness of tourism destinations. This exploratory study examined the perceptions of tourism hiring managers about English language confidence and self-presentation in relation to employability in the industry. Hiring managers (n = 25) were purposively sampled to be interviewed. Hiring managers perceived fluent English speakers as socially adaptable, and capable of adjusting communication styles to suit clients of different cultural backgrounds, which encourages inclusive and respectful interactions. Confident English speakers were also considered more effective in persuading clients, addressing inquiries, and closing sales, all of which are vital for guest satisfaction and business outcomes. In addition, those who communicated clearly in English were better at managing guest complaints, showing empathy, and solving problems independently. Applicants who appeared confident, spoke fluently, and carried themselves professionally made stronger first impressions and were seen as more competent. Their manner of speaking reflected their skills, preparedness, and alignment with the service standards expected in the tourism industry. Consequently, institutions must prepare students to meet these evolving expectations as hiring managers increasingly prioritize communication competence and professional demeanor. Enhancing English fluency not only improves individual job prospects but also supports the broader goal of providing high-quality, culturally responsive tourism services. Professionals who can present themselves confidently and communicate effectively across cultures will be essential for maintaining service excellence and strengthening organizational reputations.

The Impact of Cognitive Task Complexity and Task Sequence on L2 Speaking Performance: A Technology-Mediated TBLT Study

2025-06-04T18:19:12+08:00

This study investigates how varying cognitive complexity levels of tasks and three predetermined task-sequence orders influence second language (L2) learners' spoken performance within a technology-mediated task-based language teaching (TMTBLT) environment. Participants completed three monologic crime-reporting tasks, systematically designed to represent Simple, Middle, and Complex cognitive demands, presented in ascending, descending, or interleaved mixed sequences. Analysis focusing on syntactic complexity, lexical diversity, accuracy, and fluency demonstrated a partial inverted-U trend. Specifically, the Middle-level task frequently produced the most balanced complexity, accuracy, lexis, and fluency (CALF) profile across several linguistic dimensions, although this pattern was not consistently observed across all measures. In contrast, the Complex task typically enhanced accuracy but simultaneously constrained lexical diversity. Task sequencing exerted a noticeable effect primarily on fluency outcomes, with ascending sequences facilitating progressive fluency improvements over time. Conversely, beginning with the most challenging task initially diminished speaking speed but ultimately triggered notable recovery in fluency performance towards task completion. These findings lend empirical support to Robinson’s Cognition Hypothesis and Skehan’s attentional trade-off model, underscoring the potential for moderately challenging tasks, coupled with thoughtfully structured sequencing, to optimize oral proficiency development in technology-enhanced classroom contexts. Future research should incorporate a neutral baseline task and functional adequacy assessments to further elucidate these observed patterns and extend their generalizability.

The Effectiveness Study on the Application of Bai CiZhan to High School English Vocabulary Memory Strategy

2025-04-22T17:05:20+08:00

With the advancement of network technology and the increasing prevalence of smartphones, mobile-assisted vocabulary learning has gained flexibility and popularity among language learners. This study investigates the effectiveness of the Bai CiZhan learning application on English vocabulary acquisition and memory strategies among senior high school students. Using a quasi-experimental design with 100 participants (50 in the experimental group and 50 in the control group) over one semester, this research employed pre- and post-vocabulary tests and strategy questionnaires to evaluate the application's impact. Results demonstrated that students using Bai CiZhan achieved significantly higher vocabulary scores (M = 36.20, SD = 5.76) than the control group (M = 32.31, SD = 6.20; p < 0.001). Specifically, significant improvements were observed in English interpretation, synonym group analysis, and word spelling (all p < 0.01), whereas no significant difference was found in the selection of appropriate word forms. Strategy assessment revealed significant enhancements in spelling strategy, association strategy, and word formation strategy (all p < 0.05), with no significant improvements in repetition, contextual, flexible application, and metacognitive strategies. This study contributes to mobile-assisted language learning research by providing empirical evidence for the selective effectiveness of vocabulary learning applications in enhancing specific memory strategies. The findings suggest that while mobile applications offer innovative pathways for vocabulary acquisition, they should complement rather than replace traditional instruction in comprehensive vocabulary development for high school English learners.

Revising with Intelligence: ChatGPT Feedback and Its Impact on EFL Students’ Revision and Self-Efficacy

2025-05-28T17:20:28+08:00

While prior research on AI-assisted writing has primarily focused on surface-level gains in accuracy or anxiety reduction, this study investigates how ChatGPT-supported feedback affects EFL learners’ writing development across behavioral, cognitive, and affective dimensions. Employing a quasi-experimental mixed-methods design, 82 university-level EFL students were assigned to either a ChatGPT-supported or teacher-supported writing group. Both groups completed three writing tasks over ten weeks. The ChatGPT group received only ChatGPT feedback, while the teacher group received conventional teacher comments. Pre- and post-intervention measures included writing self-efficacy questionnaires, writing samples, and semi-structured interviews. Quantitative results showed that ChatGPT-supported feedback significantly increased revision productivity and led to more macro-level and content-based revisions. Self-efficacy gains in the ChatGPT group were also significantly higher across all three measured dimensions: substantive revision, discourse organization, and writing conventions. Qualitative findings revealed that students in the ChatGPT group perceived the feedback as clearer, more actionable, and more dialogic, which promoted revision ownership, strategic engagement, and confidence. These findings suggest that ChatGPT can function as a cognitive and emotional scaffold, enabling deeper learner engagement with feedback and supporting self-regulated revision. In contrast, teacher feedback, while valued for its credibility, was perceived as less interactive and less helpful for content-level improvement. This study highlights the pedagogical potential of integrating generative AI into process-based writing instruction. By fostering greater revision productivity, deeper feedback engagement, and enhanced writing self-efficacy, ChatGPT can serve as a catalyst for developing more autonomous and reflective EFL writers.

Quantitative and Qualitative Analysis in the Process of Compiling an Associative Dictionary

2025-06-13T09:37:09+08:00

The paper aims to discuss the experience of creating the National Associative Dictionary of the Kazakh language. This unique resource provides valuable information about national values and their impact on the linguistic consciousness of Kazakh speakers. As part of the process of compiling the associative dictionary, various approaches and methods were used to study the national and cultural characteristics of the linguistic personality's fundamental values through their reactions. Quantitative and qualitative methods were chosen as a rational way to analyze large amounts of linguistic data. The associative experiment aimed to determine the number of lexical units and investigate their semantic and axiological nature. During the research, main conclusions were drawn and linguistic facts were presented that reflected the fundamental values of Kazakh society, as they are updated in the daily linguistic consciousness of language speakers. The article also analyzes the course of the free association experiment and its results from a linguistic perspective. It considers the national and cultural characteristics of some associations, citing examples. Based on this analysis, it is concluded that the Kazakh people have an associative way of thinking when it comes to the perception of ethnolexical items, the level of education, and their attitude towards cultural values.

The Munaba Art of Waropen Papua Speech Community: The Tradition of Lamenting Death Based on an Anthropolinguistic Perspective

2025-04-01T17:26:58+08:00

This study aims to uncover the phenomenon of the Munaba art tradition in the Waropen Papua Speech Community, namely (1) to describe the Munaba art tradition comprehensively for its speakers as part of the surrender process from generation to generation; (2) to reconstruct the thought process of the speakers of the Munaba art tradition to be continued from time to time; (3) to revitalize the tradition of Munaba arts for the benefit of national character education and become a basic capital in building the diversity of the nation through the principle of Indonesia Sentries, namely building Indonesia starting from the periphery. The phenomenon of the Munaba art tradition in this study refers to the tradition of lamenting the death of speech, which continues to be passed down through generations as a way of identifying as members of the community group. The Munaba art tradition of the Waropen Papua, from an anthropolinguistic perspective, emphasizes: (1) the importance of language as a medium for understanding culture and community, and (2) the cultural relevance of social phenomena for understanding language. This study focuses on the efforts to disclose "Munaba Art of Waropen Papua Speech Community: the tradition of death in anthropolinguistic perspective", by projecting the problem of the phenomenon of art traditions that refer to: (1) Demographics Supporters of the Munaba Art Tradition, (2) Implementation of the Munaba Arts Tradition, and (3) Transcription of Death themed Poetry.

The Gendered Semiotic Spectrum: A Linguistic and Symbolic Analysis of the Qur'anic Narrative on Sexual Deviation

2025-06-19T09:27:37+08:00

Semiotics, as an analytical framework, is predicated on its foundation on examining signs within the fabric of social existence. Employing an inductive, descriptive, and analytical methodology, this study undertook the task of delineating the semiotic nuances inherent in Qur'anic verses related to the phenomenon of homosexuality and its associated references in the narrative of Lot and his community. The following semiotic features structured the analysis of this work: warning hāʾa/ in these /Hā'uulā'/, exemption manifested in /ạim̊rāảtuka/ (your wife) in addition to the signified and functional meanings of each of the following signifiers: Unidentified subject for the verb rush – verb to do, evil deeds vs. lewdness, /B/ Transitivity in /Biha/, standardized definite article /EL/ = the, and reason and sagacity. Data were compiled from specific Surahs within the Qur'an: Hud (11:78–81), An-Naml (27:54), Al-Ankabut (29:28–29,33), and Saba (34:13). The analysis focused on a spectrum of linguistic features in these verses, incorporating an examination of pronouns, linguistic variations, and syntactic structures. The findings substantiate the influential role of women in the propagation of homosexuality, thereby refuting assertions of its genetic or hereditary etiology. Instead, it elucidates the harmful impact of homosexuality on cognitive function, precipitating adverse consequences on mental well-being and engendering socio-interpersonal discord within partnerships. Ultimately, recommendations are put forward as a foundation for future research endeavors.

Development of Hybrid English Learning Materials Integrated with the Values of Religious Moderation

2025-05-28T17:14:02+08:00

This study sought to design hybrid English learning materials that integrate religious moderation values. It used a research and development design (RnD) consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The data were collected both quantitatively via pre-and post-test and qualitatively via students and lecturers’ open-ended feedback and validators’ comments. The setting of the research was an Islamic state university in Lampung, Indonesia where 89 third-semester English Education students and two lecturers were involved. The needs analysis showed that the materials met 83.3% of the lecturers’ expectations and 80% of the students’ needs. The feasibility test results were obtained through a limited user trial of the product via a questionnaire, yielding an average value of 4.3. Validation results demonstrated high effectiveness, with the t-test revealing a significant difference between students’ pre-test and post-test scores (t = 19.137, p = 0.000). The test revealed that Ho is accepted because the value of sig2 tailed = 0.000 > a = 0.005. These findings indicate that the hybrid learning materials integrated with religious moderation values effectively support students’ English language learning and align with both pedagogical goals and cultural-religious contexts in religiously affiliated higher education. This study contributes to broader English language teaching practices by promoting inclusive and culturally responsive pedagogy in both local and global multicultural contexts.

Linguoconcentual Nature of Intellectual Parameters in Kazakh Legal Discourse

2025-05-13T13:58:46+08:00

The relevance of the scientific article is conditioned by the need for a comprehensive understanding of the cognitive nature of legal discourse in the conditions of transformation of the Kazakh legal system and strengthening the role of language in legal regulation. The study is aimed at identifying and systematising the linguoconceptual features of such intellectual parameters as ‘kukyk’, ‘korgau’, ‘qorlau’, “adildik”, ‘tendik’, etc., which play a key role in the formation of legal norms, concepts and legal reasoning. Theoretical significance of the study lies in the expansion of the conceptual apparatus of linguoconceptology of law and clarification of cognitive-discursive models used in Kazakh legal language. The practical value of the study is manifested in the possibility of applying the results obtained in legal translation, legal education, examination of normative texts and forensic linguistics. This study offers a focused analysis of the semantic and intellectual dimensions of Kazakh legal discourse—an area that remains underexplored in current legal linguistic research. By highlighting how native speakers interpret legal concepts, the research helps bridge the gap between national legal language practices and international legal communication standards. It contributes to existing scholarship by offering insights that can enhance legal translation, support the development of linguo-legal frameworks, and inform policy-making in the digital age. Ultimately, this work lays essential groundwork for future interdisciplinary studies at the crossroads of linguistics, law, and cognitive science, promoting both the preservation and modernization of Kazakh legal language.

Language and Identity in the Postcolonial Space: A Study of Bilingualism and “Self-Intersection”

2025-06-05T16:47:25+08:00

This study examines how Vietnamese-English bilinguals construct, perform, and negotiate their personal identity through language in both digital and everyday interactions. Adopting a qualitative methodology that integrates Critical Discourse Analysis with poststructuralist theory, linguistic ethnography, and the concept of symbolic competence, the research investigates bilingual practices such as code-switching, metalinguistic awareness, and cross-linguistic emotional expression. Findings indicate that bilingual speakers navigate multilayered forms of subjectivity, deploying language not only as a communicative resource but also as a tool for emotional modulation, performative identity work, and reflexive self-positioning. English, in particular, frequently serves as a psychological refuge, providing emotional distance, enabling nuanced affective articulation, and preserving discursive agency in contexts of vulnerability or ambivalence. These practices reveal the fluid and dynamic nature of bilingual identity, continually shaped by linguistic choice, cultural ideology, and shifting emotional registers. The study advances a view of bilingualism as an embodied, multidimensional process situated at the intersection of language, affect, and cultural meaning-making. Practical implications underscore the need for language education to adopt identity-responsive pedagogies—approaches that empower learners to engage with language not only as a technical skill but as a symbolic resource for self-expression, negotiation, and emotional resilience.

Cognitive Offload Instruction with Generative AI: A Quasi‑Experimental Study on Critical Thinking Gains in English Writing

2025-06-06T15:37:51+08:00

This study explores the impact of generative AI-enabled cognitive offload instruction on the development of critical thinking skills in English essay writing among first-year university students. A quasi-experimental design was employed, comparing traditional instruction with an AI-augmented pedagogy that delegated lower-order writing tasks to generative AI tools, allowing students to focus on analysis, evaluation, and reflection. Over 12 weeks, 240 participants engaged in structured writing cycles involving AI brainstorming, individual critique, peer-AI co-revision, and reflective journaling. Results revealed that the AI-enabled cognitive offload group demonstrated significantly greater improvements in standardized critical thinking assessments and produced higher-quality essays in terms of logical coherence, evidence use, and originality. Mediation analysis indicated that cognitive offloading behavior partially explained the relationship between AI use and critical thinking gains. The findings suggest that when generative AI is integrated into pedagogy through deliberate scaffolding, it can enhance rather than hinder higher-order thinking. This study highlights the importance of balancing technological efficiency with instructional strategies that promote active engagement, metacognitive reflection, and collaborative learning. It offers practical implications for educators seeking to incorporate AI tools without compromising the development of essential cognitive skills, proposing that structured cognitive offload instruction can serve as an effective approach to fostering critical thinking in second-language writing contexts.

Adapting Language Curriculum for Diverse Learners: Strategy for Inclusive Education

2025-05-08T17:30:50+08:00

In an era of globalization, classrooms are becoming increasingly diverse, necessitating the adaptation of language curricula to meet the varied needs of learners. This paper investigates effective strategies for designing inclusive language education that acknowledges and leverages students' diverse linguistic and cultural backgrounds. Through a comprehensive literature review, qualitative interviews with educators and quantitative surveys using ex-post-facto or causal comparative research design. The target population consisted of selected primary schools in Calabar Municipality. The estimated primary school population was 108,074 based on the school register. It is assumed that all these members of the population are in one way or another involved in both the diverse language learning process and also not involved vis-à-vis. The sample consisted of 506 individuals drawn from the study population. Stratified random sampling techniques were used in selecting the subjects Questionnaire items was deployed using the theoretical frameworks such as constructivism, culturally responsive teaching, universal design for learning UDL, Socio-cultural theory, differentiated instruction, critical pedagogy, and second language acquisition SLA were adapted as a paradigm to justify the results of the findings and it provided a comprehensive foundation for adapting language curricula for diverse learners. This study identifies key practices that enhance engagement and learning outcomes. Findings suggest that curricula that incorporate culturally relevant materials, differentiated instruction, and collaborative learning environments significantly benefit diverse learners. The findings underscore the necessity of flexible curricula that accommodate different learning styles and abilities, ultimately enhancing language acquisition and fostering an inclusive atmosphere. The paper concludes with actionable recommendations for educators and policymakers aimed at fostering inclusive language education.

Enhancing Speaking Skills through Project-based Learning incorporating Monologues

2025-06-13T13:35:39+08:00

Speaking skills are pivotal for authentic communication and the ultimate goal of language learning. However, studies on speaking skill in a Chinese local ethnic minority college is relatively scant. Project-based learning (PBL) has increasingly emerged as an efficient method to reinforce the speaking capacities of learners. This study therefore employs a mixed-methods design, combining quantitative study and semi-structured interviews, to evaluate students’ language complexity, accuracy, and fluency over four weeks. The employed instruments include speaking tests and semi-structured interviews. The participants (n=60), all of whom were college freshmen majoring in communication media, were divided into an experimental group and a control group, with each group consisting of 30 participants. Paired-sample t-tests revealed that PBL combined with monologue tasks significantly improved the students’ speaking abilities. Moreover, independent t-tests confirmed that PBL outperformed the Grammar Translation Method. The qualitative findings from the semi-structured interviews highlight improvements in the students’ willingness to communicate, critical thinking abilities, and capacity for teamwork. These findings suggest that the combination of PBL and monologue tasks is an effective teaching approach for improving learners’ speaking proficiency. Teaching practitioners can incorporate monologues tasks into their teaching practice.

The Reduction of the Arbëresh Lexicon and its Effects on Syntax

2024-10-31T15:16:54+08:00

The aim of this paper is to show how the loss of many lexical items in Arbëresh (a minority language genealogically and typologically related to Albanian and spoken in Southern Italy) has led to absence of the corresponding syntactic structures they project. This is the case, for example, of the conditional complementizer particles po, në, nëse, sikur, all corresponding to the English ‘if’. They are used in standard Albanian to introduce conditional subordinate sentences, some of which show the regular Subject-Verb-Object word order; others, instead, display V-second effects, caused by the movement of the verb to a position preceding the subject. These lexical items have completely ceased to be used in the Arbëresh dialects. Therefore, the syntactic structures typical of standard Albanian do not have their counterparts in the Arbëresh dialects, which employ only a structure similar to that of Italian, i.e. they have only a single conditional conjunction (corresponding to the Italian se ‘if’) projecting an unmarked embedded SVO sentence. Based on the distribution of topics in relation to these particles, I will argue that all these complementizers occupy an intermediate position in the left periphery of the clause. In particular, I will assume that they are associated with the CP domain, which is split into various positions in the sense of Rizzi.

Adapting the Productive Vocabulary Test for Applied University Learners: A Pilot Validation Study

2025-05-26T20:18:54+08:00

This study aims to adapt and validate Paul Nation’s Productive Vocabulary Knowledge Test (PVKT) to better suit low-proficiency learners in applied universities in China. While PVKT is a widely recognized and validated tool for assessing productive vocabulary knowledge across word frequency levels, its academic focus and cognitive demands pose challenges for learners with limited vocabulary knowledge. Guided by Kane’s (2013) Argument-Based Approach to validation and Bachman and Palmer’s (2022) Principles of Test Design, the adapted version retains PVKT’s three-tiered frequency structure (2000, 3000, and 5000 words) while incorporating simplified sentence structures and vocabulary drawn from applied university English textbooks. A pilot study involving 49 students was conducted to evaluate the adapted test's validity, reliability, and practicality. Data analyses included descriptive statistics, Pearson correlation analyses, Cronbach’s Alpha, and test-retest reliability. The findings reveal that the adapted PVKT demonstrated good internal consistency (Cronbach’s α = 0.88) and moderate construct validity (r = 0.561), and demonstrates practical usability based on student and teacher feedback. This study provides a reliable and accessible diagnostic tool for productive vocabulary assessment in applied university settings and contributes to more targeted vocabulary instruction for low-proficiency learners. It holds promise for large-scale classroom-based assessment. Future research could further examine its predictive validity in learning outcomes.

Linguistic Symbolism and Conceptual Metaphors in Javanese Islamic Myths: A Semiotic Perspective

2025-06-04T10:36:21+08:00

This study explores symbolic narratives embedded in the Javanese-Islamic tradition—Soko Tatal, Goa Kreo, and Lawang Bledeg—through a cultural linguistics lens. Combining semiotics (Barthes), conceptual metaphor theory (Lakoff & Johnson), and hermeneutics (Gadamer), it analyzes how language functions as a medium for encoding collective spiritual, ecological, and ethical meanings. Drawing on field interviews, visual artifacts, and ritual discourse, the research reveals that each symbol operates not merely as a cultural object but as a living linguistic construct. Soko Tatal represents creative unity from fragments; Goa Kreo reflects non-human agency and environmental stewardship; Lawang Bledeg symbolizes inner restraint and sacred transition. These are cognitively structured through metaphors such as limitation is strength, nature is a spiritual partner, and lightning is controlled desire. The study further highlights the shift in language registers across generations, from performative oral forms to descriptive digital expressions, without erasing conceptual integrity. Rather than documenting myths as static folklore, this research demonstrates that symbolic narratives act as cognitive and communicative systems that adapt, survive, and reproduce meaning. The findings offer a theoretical contribution to non-Western perspectives in cultural linguistics by situating local epistemologies within global discourse. Ultimately, the study proposes a replicable analytical framework for investigating how vernacular traditions construct meaning through symbolic language, connecting symbolic representations with culturally embodied cognition.

Experts' Views on Integrating Contextual Case-Based Learning Method into English Writing Textbook

2025-03-20T15:38:28+08:00

This study investigates experts’ perspectives on integrating contextual case-based learning (CCBL) methods into essay writing textbooks designed for English Language Teaching (ELT) program students. The primary objective is to evaluate the effectiveness and suitability of incorporating CCBL approaches to enhance writing skills within ELT curricula. To achieve this, a descriptive quantitative research design was employed. Data were collected through questionnaires comprising both closed- and open-ended items, distributed to three groups of experts: instructional design experts, content/material specialists, and media experts. The study sought to capture a comprehensive evaluation from different professional viewpoints on the textbook’s design and pedagogical approach. Analysis of the collected data revealed a total average score of 3.76 out of 5, indicating strong agreement among the experts that the integration of CCBL methods in essay writing textbooks is beneficial and appropriate. Experts highlighted the contextualized nature of case-based learning as an effective way to engage students, facilitate critical thinking, and improve practical writing skills by connecting theoretical knowledge with real-life scenarios. In conclusion, the study supports the adoption of contextual case-based learning methods in essay writing textbooks as an effective instructional strategy for ELT students. Such integration not only enhances students’ writing competence but also encourages deeper engagement with the learning material. The study recommends that textbook developers and educators consider CCBL approaches when designing writing curricula. Additionally, future research is encouraged to explore the application of contextual case-based learning methods in textbooks focused on other key language skills, including speaking, listening, and reading, to further enrich English language education.

The Complex Dynamic Behind Arabic Second-language Motivation in Foreign Muslims Studying in Saudi Arabia

2025-05-15T14:34:00+08:00

Muslims have second-language (L2) motivation to learn Arabic, as it is the liturgical language (LL) of their religion. Instruments quantifying Arabic L2 motivation arising from identity, the L2 learning environment, and desire for Saudi integration (“integrativeness”) have been developed for non-Saudi Muslims studying at Arabic Learning Institutes (ALIs) in the Kingdom of Saudi Arabia (KSA), considered the center of the Islamic world. This analysis aims to answer the research question: For non-Saudi Muslims studying at KSA’s ALIs, what is the evidence of validity and reliability of the Saudi integrative instrument, and how can this explain the competing L2 motivations revealed in previous research? A mixed methods study of non-Saudi Muslims at an ALI in KSA was conducted, where participants completed the Saudi integrative instrument and other instruments, and were interviewed about their L2 motivation. Participants expressed strong religious L2 motivation, perceiving KSA as a model Islamic society. They strongly desired interaction with Saudis, but were inhibited from conversing in the local vernacular, as the ALIs teach classical Arabic. These dynamics explain why that ALI learners were uncomfortable communicating in Arabic, while also feeling very strong Saudi integrativeness. ALI leaders are encouraged to revise their instructions to help learners develop their L2 fluency in the local vernacular outside of the ALI curriculum. Existing research about L2 Arabic learning has not considered integrativeness as a potential L2 motivation, as much L2 Arabic learning takes place in non-Arabic-speaking countries, making this research study unique.

Linguistic Lyricism and Postmodern Discourse in Contemporary Kazakh Prose: The Case of Roza Mukanova

2025-06-09T18:32:22+08:00

This article examines the interplay between lyricism and the postmodern artistic paradigm in contemporary Kazakh prose through the lens of Roza Mukanova’s short story The Prisoner. The research applies an integrated methodological framework combining poetic-stylistic, psychoanalytic, and interpretive approaches. Lyricism is analyzed as a literary device that reveals the protagonist’s inner world through poetic imagery and emotional expression, while postmodern elements – such as stream of consciousness, intertextuality, reminiscence, and symbolism – are shown to deepen the narrative's structural and semantic complexity. The analysis highlights internal monologues, imagined dialogues, and unconscious distress as key mechanisms that embody the lyrical mode of the text. Furthermore, the interplay between the authorial voice and the character’s speech, along with metaphorical imagery and symbolic constructs, collectively shapes the multilayered meaning of the narrative. Special attention is devoted to the linguistic features of lyrical prose as manifested in The Prisoner, including the use of emotionally charged metaphors, evaluative epithets, and rhetorical syntactic structures. These linguistic tools serve as markers of the protagonist’s inner fragmentation and spiritual longing, while stylistic devices such as repetition, anaphora, antithesis, and asyndeton intensify the text’s lyrical tone. Through the symbolic deployment of objects like “mirror,” “window,” and “threshold,” the story constructs an archetypal image of psychological captivity and the desire for transcendence. The findings establish The Prisoner as a distinctive example of artistic synthesis between lyricism and postmodernism. Mukanova’s story demonstrates the convergence of lyrical-existential depth and postmodern formal experimentation in Kazakh prose.

Role of ChatGPT in Enhancing English Language Learning: A Case Study of University Students

2025-04-15T11:08:18+08:00

Artificial intelligence (AI) enhances language education by offering personalized, inclusive, and accessible learning solutions, directly supporting UNO SDG 4 of ensuring quality education and promoting lifelong learning opportunities for all. This research explores the impact of ChatGPT on enhancing English language skills such as grammar, vocabulary, writing, and comprehensive reading among Virtual University, Pakistan (VU) students. Employing a mixed methods approach, the study collected data via interviews, surveys, and focus group discussions to investigate students’ perceptions, challenges, and engagement with ChatGPT as a language learning aid. A questionnaire survey was conducted among 100 students at Virtual University of Abbottabad. The data was analyzed by using SPSS software to analyze means, standard deviations, percentages, frequencies, and Cronbach’s alpha. The finding reveals that the emergence of AI technologies has transfigured learning patterns and language acquisition and gathers information while also conveniently helping learners in developing their reading, writing, speaking, and listening skills in a short time period. However, the challenges, such as occasional inaccuracies and the absence of human interaction remain. This research aims to complete the gap in the literature by providing empirical data and learning the incorporation of ChatGPT in VU courses, thus advancing the discussion on effective language education. This study’s major goals are to determine how VU students perceive ChatGPT’s influence on their general language proficiency and to look at how ChatGPT affects their vocabulary acquisition.

Exploring the Syntactic Agreement of Verbs with Coordinated Controller Subjects in Najdi Arabic: A Constraint-Based Approach

2025-06-11T11:48:35+08:00

Agreement and coordination are linguistic phenomena that exist in all languages. The former refers to the grammatical relationship holding between two or more words or phrases, whereas the latter concerns the process through which two or more expressions are joined together. Each one of these two represents an intriguing topic in linguistics. The current paper attempts to explore a topic that combines them. It investigates the agreement of verbs with coordinated controller subjects in Najdi Arabic (NA). The research problem here is how to identify the appropriate agreement pattern between the verb and the subject, which consists of two coordinated expressions, considering that agreement can also be influenced by different intervening factors. The paper aims to address two research questions. The first is, how do verbs in NA agree with coordinated controller subjects? The second is, how can we theoretically account for this special type of agreement within the constraint-based approach of Head-driven Phrase Structure Grammar (HPSG)? The topic will be studied with a satisfactory amount of naturally occurring data. Among the key findings is that the paper proposes that there are two possible agreement patterns between verbs and coordinated controller subjects in NA. It offers a solid descriptive and theoretical account of these two patterns. The paper delves into the details of this complex type of agreement providing practical insights into understanding agreement and coordination cross-linguistically. This will contribute to the relevant existing literature and provide guidance on how to investigate the interaction of two or more complex linguistic phenomena.

Enhancing Linguistic Competency in Indonesia through Strategic Collaboration

2025-04-25T16:05:08+08:00

This study investigates the role of strategic collaboration in advancing the capacity of linguistic and language education at the local government level in Indonesia. Utilizing a sequential mixed-methods design, the research integrates both quantitative and qualitative approaches to provide a comprehensive understanding of how collaborative strategies can enhance the quality and administration of language education. The first phase involved the distribution of structured questionnaires to 350 participants comprising school leaders and language educators from primary and secondary schools in Central Sulawesi Province to assess perceptions and practices related to strategic collaboration. Quantitative data were analyzed using descriptive statistics, including mean scores, standard deviations, ANOVA, and Bartlett’s Test, to identify significant trends and differences. The subsequent qualitative phase employed semi-structured interviews to capture in-depth insights into participants' experiences and views. The qualitative data were interpreted using the integrative components model, which facilitated the synthesis of emergent themes. The findings uncovered several systemic challenges faced by local governments in their efforts to improve language education capacity, including limitations in policy coherence, resource allocation, and inter-institutional coordination. Crucially, the study underscores the need for more effective policy implementation and sustained strategic partnerships to strengthen the infrastructure and delivery of language education. The research offers actionable recommendations for policymakers, education practitioners, and stakeholders aiming to reinforce language education systems through collaborative governance. By illuminating the multifaceted impact of strategic collaboration, this study contributes to the discourse on educational reform and capacity building in multilingual and decentralized contexts.

Validation of Adapted Scales Assessing Affective Filter Hypothesis Among Second Language Chinese Learners

2025-06-08T23:42:35+08:00

Affective factors, including anxiety, motivation, and self-confidence, significantly influence second language acquisition (SLA), yet existing measurement tools often lack cultural and linguistic specificity for non-English contexts. This study adapted and validated three scales, which are Foreign Language Speaking Anxiety Scale, Attitude and Motivation Test Battery (AMTB) Scale, and Foreign Language Self-Esteem Scale, under Krashen’s Affective Filter Hypothesis for international students learning Chinese speaking in China. Through a multi-stage process, including scale modification, back-translation, expert opinions, and pilot testing, the revised instruments demonstrated strong psychometric properties. Expert content validity assessments yielded CVIs above 0.7, and reliability analyses run in IBM SPSS Statistics 26 produced Cronbach’s α values above 0.8. Key modifications included removing redundant statements and localizing linguistic references to align with Chinese speaking contexts. The results validate the applicability of the Affective Filter Hypothesis to Chinese SLA, highlighting the necessity of culturally adapted tools to assess affective barriers and facilitators. The findings confirm that the adapted questionnaires effectively capture the key affective factors based on the Affective Filter Hypothesis in Chinese speaking settings. Researchers can employ these scales to further investigate affective influences on SLA, and educators can use the findings to tailor Chinese speaking instruction, foster higher motivation, bolster self-confidence, and reduce anxiety in the classroom.

Unlocking University Students' Perceptions: What Defines Effective EFL Writing Instructors in the Digital Age

2025-05-27T14:37:53+08:00

This study aimed to investigate university students' perceptions of the essential qualities of effective EFL writing instructors in the digital age. Data were collected from 134 students through a structured Likert-scale questionnaire. Descriptive statistical analysis, containing mean and standard deviation, was employed to analyze the data regarding five main qualities: pedagogical competence, linguistic competence, interpersonal skills, motivational strategies, and adaptability to technology. The results showed that students highly appreciate clear and constructive feedback, diverse instructional approaches, and incorporation of digital resources. Linguistic competence, including explicit grammar instruction and effective modeling of writing techniques, is also considered essential. Additionally, strong interpersonal skills contribute to a supportive learning environment, while motivational strategies, including acknowledging students' progress and achievement, help maintain engagement. Adaptability to technology is crucial, as students value instructors who integrate digital tools and enhance feedback through technology. The most significant quality that students identified was linguistic competence dealing with theinstructors' ability to articulate grammar, coherence, and rhetorical structures with precision. Interpersonal skills were also highly rated, emphasizing the importance of a positive classroom environment and personalized assistance. Effective feedback delivery and instructional variation were facilitated by pedagogical competence, while motivational strategies were essential for maintaining engagement through the progress recognition. Finally, the significance of incorporating digital tools into writing instruction was underscored by the necessity of technological advancements adaptation. The results of the present study highlight the need for training programs that blend digital and interpersonal skills. Future studies should examine how these qualities directly impact student writing outcomes.

The Exploration of Malaysian TESL Undergraduate Students Taught Using POA in English Presentation

2025-06-04T10:20:44+08:00

This study explores the implementation of the Production-Oriented Approach (POA) in developing English presentation skills among Malaysian TESL undergraduates. The qualitative analysis of the students’ feedback, classroom observations and teachers’ interview reveal that POA effectively enhances students’ confidence through reduced anxiety, motivational strategies, and communicative scenarios. The approach also facilitates significant skills improvement, particularly in fluency, idea organisation, and audience engagement. However, several implementation barriers emerged, i.e., preparation time requirements, challenges in coordinating group work, and constraints due to limited resources. Findings highlight the strong practical application of POA, with its real-life communication focus and integrated skill development aligning well with the Malaysian ESL learning needs. The study suggests practical adaptations such as scaffolded tasks, extended feedback sessions, and enhanced teaching aids to optimise the effectiveness of POA in a Malaysian context. While demonstrating pedagogical promise, the research indicates that a successful implementation of POA requires institutional support and methodological adjustments to address contextual constraints. This investigation contributes to the growing literature on English language teaching by providing empirical evidence of POA’s potential and limitations in Malaysian higher education. The outcomes offer valuable insights for educators considering communicative approaches in TESL programs, while identifying directions for future research on localised POA adaptations. Future studies should explore the lasting impact of POA on language proficiency and retention, along with the creation of adapted POA methods designed for larger classroom environments.

Urban Toponymy as Flood Memory: Analyzing Water-Related Place Names in Jakarta, Indonesia

2025-06-06T17:08:37+08:00

Jakarta, Indonesia’s flood-prone capital, bears a hydrological legacy embedded in its place names (toponyms). This study examines how urban village toponyms reflect historical water-related landscapes and their implications for contemporary flood risk. This study examines the relationship between Jakarta's toponyms and its flooding patterns through qualitative descriptive analysis of 104 urban village names identified in flood-prone zones by Jakarta's Bureau of Regional Disaster Management (BPBD Jakarta). We identified 14 toponyms explicitly referencing rivers, 27 tied to water-associated vegetation, and 7 denoting wetlands, revealing a strong correlation between toponyms and ancestral ecological knowledge. Toponymic data collected from the Indonesia Statistics Agency (BPS) and the Dutch East-Indies Topographic Maps reveals diverse linguistic origins including Malay-Betawi, Javanese, Sundanese, Chinese, Portuguese, and Dutch. From 1940 to 2019, landscape transformation analysis demonstrates that today's flood-vulnerable neighborhoods are primarily built on former wetlands, lakes, and agricultural fields, often erasing original toponyms. Historically, toponyms like Danau Sunter or Rawabadak served as implicit flood hazard indicators, yet modern development has disregarded these warnings. We argue that toponym conservation, supported by historical maps and legal frameworks, can preserve indigenous knowledge for disaster mitigation. Water-related names underscore how toponyms encode landscape vulnerabilities now obscured by urbanization. This study highlights the urgency of integrating toponymic wisdom into spatial planning to reinforce flood resilience in rapidly transforming cities, where cultural memory and environmental risk intersect.

The Social Role of the Java “Deli Community in Shaping the Language and Cultural Identity of Java Descendants Born in Sumatra

2025-06-06T15:43:51+08:00

This research discusses the social role of the Jawa Deli community in shaping the linguistic and cultural identity of Javanese descendants born in Sumatra. Using a qualitative approach with ethnographic methods, this study involved in-depth interviews, participant observation, and document studies with 40 participants from 4 districts (Deli Serdang, Serdang Bedagai, Batu Bara, and Langkat). Data were collected through daily interactions, also considering the use of everyday language, including phonetic, phonological, syntactic, and semantic aspects, to understand the linguistic adaptations that occurred. The research results indicate that 40% of participants still actively use the Javanese language, 35% understand but do not actively use it, and 25% do not master Javanese. Regarding cultural identity, 45% have a strong attachment to Javanese culture, 30% have a moderate attachment, and 25% have integrated other cultures into their identity. The main factors influencing this identity are the social environment, education, and media exposure. The Jawa Deli family and community serve as central points in the transmission of cultural values and language through oral traditions, social activities, and customary practices. However, the influence of modernization and interaction with multicultural society has led to processes of acculturation and assimilation that impact the identity changes of the younger generation. This research emphasizes that cultural and linguistic identity are not static but continuously evolve in accordance with social dynamics. These findings provide insight into the preservation of Javanese culture in North Sumatra and strategic efforts to maintain cultural heritage amidst the currents of globalization.

A Choice between Faithfulness and Stress: A Metathesis Process in Qassimi Arabic

2025-06-23T16:31:36+08:00

This paper deals with an instance of phonological optionality that arises in the speech of older Qassimi Arabic (QA) speakers where a vowel can optionally surface in two positions: underlying position (e.g. [(ˈjat).bə.ʕuh] ‘he follows him’) and unfaithful metathesized position (e.g. [ja.(ˈtəb).ʕuh] ‘he follows him’). It primarily aims to answer the following questions: 1- How is this phonological optionality accounted for? 2- Which phonological models of variation can capture and correctly produce all and only the attested forms? Basing the analysis on a metrical account of the QA stress system, the paper shows that the unfaithful vowel site is motivated by assigning primary stress closer to the right edge of the word, which is a tendency in QA. This is empowered by the markedness constraint Align (ˈσμμ R, wd, R) which aligns heavy stressed syllables with the right edge of the word. The other vowel site is motivated by the faithful anti-metathesis constraint linearity, which requires outputs to have the same segment order as the input. The paper shows that only Partial Order Grammar and Noisy Harmonic Grammar can accurately produce the QA optionality. The present paper connects phonological optionality to larger grammatical parameters and tendencies. It also tests the cross-linguistic viability and applicability of widely used variation models by running data from an understudied/underdocumented variety of Arabic against them.

The System of Mythical Symbols in The Cognitive Layer of a Literary Text

2025-06-12T11:53:23+08:00

This article explores the role of mythical symbols in shaping the cognitive layer of a literary text, using D. Ramazan’s short story “The Elder and the White Serpent” as a case study. Mythical symbols such as “serpent,” “water,” “elder,” and “dream” are examined not merely as artistic devices but as elements that reflect cultural memory, traditional worldviews, and cognitive frameworks. These symbols, deeply rooted in Kazakh mythology, serve as semiotic signs that encode collective knowledge and influence the reader’s interpretive process. By engaging with symbolic structures, the narrative activates culturally shared schemas, enhancing its conceptual depth. The study employs a combination of semiotic, cognitive, and intertextual analysis to reveal how these mythological elements contribute to the semantic richness of the text. The serpent is interpreted as a sacred figure associated with wisdom and protection; water is viewed as a life-giving and purifying force; the elder symbolizes ancestral knowledge; and dreams function as cognitive messages or blessings. Each symbol creates connections with cultural prototypes and intertextual sources, thereby enriching the cognitive experience of the reader. The article emphasizes that the cognitive layer of literature is constructed through symbolic encodings, which stimulate associative thinking and emotional engagement. Mythological symbols act as dynamic units that transform abstract concepts into tangible meanings. By investigating the symbolic systems embedded in the literary text, this study demonstrates how cultural and cognitive layers are intertwined, shaping both authorial intention and reader perception. Ultimately, the research highlights the relevance of cognitive literary studies in understanding the interplay between myth, language, and thought.

Self-Motivation and Personalized Strategies for Enhancing English Language Proficiency in Professional Contexts

2025-03-06T09:09:34+08:00

English proficiency is fundamental in the modern-day globalized workplace for professionals. This study examines the impact self-motivation and personalized learning strategies on professional English language skills. Twenty-five professionals were purposively selected for interviews to discuss their perceptions and experiences with the use of the English language in professional contexts. The primary data were narrative accounts from one-on-one interviews. The findings revealed that participants were primarily motivated to improve their English proficiency due to its perceived value in enhancing professional advancement, building confidence, and improving workplace efficiency. Career development emerged as a significant factor, as participants associated strong English skills with increased promotional opportunities and enhanced professional visibility. Many individuals overcame psychological barriers, such as shyness and low confidence, through purposeful self-improvement. Participants also viewed English proficiency as crucial for building confidence, contributing more meaningfully in collaborative environments, and feeling empowered in professional settings. The drive to be effective at work was further motivated by the fact that language competence enhanced task management, team communication, and overall job satisfaction. Personalized learning strategies included engaging in informal language exchanges with colleagues, adopting a growth mindset to embrace mistakes, and utilizing interactive tools such as apps and audiovisual content. These strategies enabled them to integrate English into real-life contexts, making language development both practical and sustainable. This matters because it highlights how intrinsic motivation and personalized, context-driven strategies can significantly support adult language learners in professional environments, suggesting that autonomy and relevance are key components in effective language acquisition.

A Note on Sazi: The Anti-Indefiniteness Wh-Phrase in the Sichuan Dialect of Mandarin Chinese

2025-06-09T17:24:48+08:00

This paper focuses on one of the wh-phrases in Sichuan Dialect of Mandarin Chinese, namely sazi ‘what’ which corresponds to shenme in Standard Mandarin. In contrast to all its congeners, which are often argued to be inherent indefinites, bare sazi can only be interpreted as wh-construal. To generalize this eccentric property, I will propose two distinct approaches under the theoretically well-constructed Symmetrized Syntax. In each approach, I will explore the possibilities of forming Q-Equilibrium which is argued to be able to define a Transfer Output in association with the notions like Successive Feature Inheritance and Free Internal Merge. Additionally, sazi can have indefinite readings under specific conditions, namely, the appearance of some nominal affixes and existential you. Nonetheless, those conditions do not exclude the possibility of interrogative interpretation and I will provide an analysis to address this some arbitrary phenomenon. If the analysis of the present work is on the right track, one of the significant implications for the study on Sichuan dialect is that despite this dialect’s syntactic nature is often overlooked due to the fact it is just a dialect of Mandarin Chinese, there are some distinct linguistic traits to it that may call for attention. Eventually, it would be desirable if this study prompts the syntactic examination on Sichuan dialect.

Bibliometric Analysis of the Deep Learning Approach in Teaching the English Language

2025-06-13T10:07:10+08:00

This bibliometric analysis examines the evolving and swiftly growing domain of research on the implementation of deep learning methodologies in English language instruction. The ongoing transformation of the educational landscape by artificial intelligence (AI) has sparked significant interest in incorporating deep learning techniques among researchers and educators seeking to enhance language learning outcomes. This study utilises a selected dataset of 196 peer-reviewed articles published from 2019 to 2023, showcasing the most recent advancements in this interdisciplinary field. This global viewpoint highlights the increasing acknowledgement of deep learning's capacity to customise education, automate evaluation, and enhance communicative proficiency among English language learners. Unlike conventional machine learning techniques, deep learning provides superior skills in natural language processing, speech pattern recognition, and adaptive feedback generation, which are widely utilised in language teaching settings. This review situates itself at the intersection of applied linguistics, computer science, and educational technology, aiming to provide an in-depth understanding of how deep learning is transforming English teaching approaches. The study enhances understanding of the field's evolution by identifying research patterns, prominent authors, significant publication locations, and funding trends. Moreover, it highlights domains that are yet inadequately examined, encouraging further investigation and creativity in the integration of intelligent systems into English language instruction.

Multilingual Identity Construction in an English Medium Instruction (EMI) Program: An Exploration of a Chinese Student in Thailand

2025-06-06T15:22:41+08:00

English Medium Instruction (EMI) programs have been implemented in Thai higher education for decades, where English is used within a multilingual context, attracting numerous international students. However, limited research has investigated multilingual identity through an intercultural lens. This study employed a multilingual identity approach to explore intercultural stance and examine how multilingual identities are constructed within the EMI context in Thailand. Utilizing a narrative inquiry design, data were collected from a Chinese student, Anny, who aimed to enhance her English skills by enrolling in an EMI program at a university in eastern Thailand. Using the theme-weaving technique and the coding method for data analysis, the findings revealed that Anny constructed her multilingual identity by actively engaging with both English and Thai during her time in the EMI program. The study highlighted the importance of intercultural understanding for international students in forging their multilingual identities. It was argued that succeeding in an EMI program requires more than just advancing English proficiency; developing a multilingual identity is crucial for successfully navigating the EMI program. This study implied the practical implication for educators and administrators for EMI program in Thai context, and suggested that the intercultural curriculum should be considering in EMI programs for adaptation; Additionally, reassess the relationship between English proficiency and professional knowledge within the EMI classroom, prioritizing intelligibility as a fundamental objective in EMI teaching is essential.

Integrating Digital Media in Early Childhood Literacy: An Educational Communication Approach from Bandung, Indonesia

2025-05-22T14:25:43+08:00

Early childhood literacy development in the digital era presents opportunities and challenges, particularly in aligning media content with children's cognitive, linguistic, and social development. This study explores integrating digital media and communication-based pedagogical methods to enhance literacy learning among early childhood learners in Bandung, Indonesia. Employing a qualitative intrinsic case study approach, the research involved interviews and observations with ten kindergarten teachers across five institutions. The study identifies a variety of digital and traditional media—such as educational videos, interactive storybooks, word cards, and digital applications—used to support foundational literacy skills. It also examines the application of instructional methods, including the School Literacy Movement, reading corners, discovery learning, and cooperative learning strategies. The findings underscore the significance of educational communication strategies in designing contextually appropriate, developmentally sensitive, and sustainable literacy practices. This research contributes to the discourse on early childhood education by highlighting how communication-centered approaches and digital integration can foster multi-dimensional literacy development, including reading, writing, social, scientific, and digital literacies. These insights offer practical implications for educators and policymakers seeking to innovate literacy instruction in early education settings through media-informed pedagogy. Furthermore, the study highlights that digital media function not only as instructional aids but as communicative ecosystems that shape how children engage with language, symbols, and meaning. Through carefully curated media, teachers act as mediators who foster multimodal literacy and critical thinking.

A Study on Language Anxiety and Learning Self-Awareness of Vocational College Students Under Digital Information Overload

2025-06-12T18:05:05+08:00

The recent rapid integration of digital technology into China's vocational teaching system has presented a range of cognitive and affective barriers that hinder language learning. This research covers the complex association between language anxiety, learning self-awareness, and digital information overload (DIO). A mixed-methods design was used, using the Foreign Language Anxiety Model by Horwitz and Metacognition Theory by Flavell. The three validated scales used to collect quantitative data were the Foreign Language Classroom Anxiety Scale (FLCAS), the Metacognitive Awareness Inventory (MAI), and a self-constructed Digital Information Overload Scale (DIOS), administered to 312 students. The semi-structured interviews and focus group sessions provided complementary qualitative data. Some empirical data found that there is a strong correlation between increased exposure to digital information overload and increased language anxiety, with metacognitive self-awareness being a moderating variable able to reduce such anxiety levels. Regression analyses also show that metacognitive awareness is a meaningful mediator in the DIO-anxiety relationship. These findings support the necessity to incorporate metacognitive learning, digital literacy, and emotional scaffolding into vocational programs. In this way, the study contributes to the current knowledge of SLA in digital environments and provides corresponding implications for the preparation of teachers and the design of learning-management systems. Notably, it fills a gap of interest in the research community by shedding light on the protective effect of metacognition against digital-induced anxiety in under-resourced learning environments

Features of the Science of Poetical Linguistics

2025-05-28T18:34:26+08:00

“Poetic linguistics” is a branch of science that studies the poetic manifestations and aesthetic aspects of language. This branch of linguistics studies how and for what purpose words and expressions in language are used in poetic works. Poetic linguistics, unlike the natural and functional use of language, emphasizes the methods of artistic use of language materials.In this process, it also studies how the structure of language is changed for creative purposes. The science of “poetic linguistics” reveals the poetic power of language, its forms of manifestation and structure, and clarifies the relationship between literary figures and the reader or listener. This branch of science studies all poetic elements of language. Poetic linguistics holds special importance in revealing the poetic functions of language, its aesthetic value, and the expressive possibilities of language. The features that form the basis of the language of poetry are studied through the science of poetic linguistics. While traditional linguistics approaches language from a functional and communicative perspective, poetic linguistics studies language facts in relation to their aesthetic, emotional, and philosophical meanings. In this process, the poephonetic, poelexical, poegrammatical aspects of language, its affective pathways, and its internal semantics are clarified. The article examines the purpose, functions, relationships, and scope of poetic linguistics as a scientific discipline.

Evaluation and Strategies for Addressing Learner Differences in Knowledge Construction in Building Information Modeling Courses: Enhancing Education Quality

2025-05-23T14:35:07+08:00

This study investigates how different teaching strategies and learning methods impact learners’ knowledge construction processes in a Building Information Modeling (BIM) course, with a focus on enhancing education quality outcomes. An investigation based on qualitative data from 10 individual undergraduate and postgraduate students from China was carried out. Semi-structured interviews were conducted to obtain the data. The study employed simple random sampling for participant selection and data were analysed through NVivo. The research identifies key factors influencing learners’ engagement with BIM, including their prior experience, preferred learning styles, and the teaching methods employed. The findings reveal that students with prior experience in BIM or related fields tend to benefit more from hands-on, project-based learning, whereas students with less technical background face challenges in understanding software and applying theoretical knowledge. Collaborative learning strategies, such as group discussions and team projects, also significantly enhance knowledge construction, promoting deeper understanding and problem-solving. The study underscores the importance of personalized teaching approaches to accommodate the diverse learning needs of students and suggests incorporating emerging technologies like artificial intelligence and virtual reality to further support personalized learning and immersive experiences. One limitation is the relatively small sample size. Additionally, the study focused primarily on qualitative data, which limits the ability to generalize findings to a wider audience. Another limitation is the scope of the research, which concentrated on a specific set of BIM courses within a particular Chinese educational context.

Voice Onset Time in the Production of English Stops: A Comparative Study of Native and Arabic-Speaking EFL Learners

2025-04-18T16:49:09+08:00

This study examines the production of Voice Onset Time (VOT) in English stop consonants by native speakers of American English and Arabic-speaking English as a Foreign Language (EFL) learners at two proficiency levels. VOT, an acoustic parameter, is an essential feature in distinguishing between voiced and voiceless stops. Drawing on Flege’s Speech Learning Model (SLM), the research investigates whether learners differentiate between voiceless and voiced stops (/p/ vs. /b/) and apply appropriate aspiration in /sp/ clusters, and whether proficiency influences VOT patterns. Data were collected from 29 native English speakers and 58 Arabic-speaking learners, who produced minimal pairs and /sp/ cluster words embedded in carrier sentences. All tokens were annotated manually in Praat and analyzed using linear mixed effects models. Results showed that native speakers maintained robust VOT distinctions, while Novice-High learners exhibited overlapping distributions between /p/ and /b/ and inappropriate aspiration in clusters. Intermediate-High learners produced more target-like patterns, suggesting early stages of L2 category formation. Findings support the SLM’s predictions and underscore the need for explicit instruction on VOT contrasts and improvements in AI-assisted pronunciation feedback tools. The study concludes with some pedagogical implications for pronunciation instruction. For example, teachers working with Arabic-speaking learners should highlight the role of aspiration in English voicing contrasts and explicitly address its absence in /sp/ clusters.

Who Censors What and How? A Linguistic Inquiry into Censorship in Arab Audiovisual Media

2025-05-30T16:55:07+08:00

Censorship is undoubtedly a complex topic to study and research. Its multifaceted and layered nature has evolved in response to shifting socio-cultural, political, and technological dimensions of human life. Current research and real-world events demonstrate that censorship persists, although it often takes less direct and more subtle forms. Despite the significant role that censorship plays in shaping the production, distribution, and circulation of various forms of expression—including those in the Arab world—it remains under-researched in this region. This paper reviews censorship and censorial practices imposed on different domains of art, literature, and entertainment, namely books and publishing, televised shows, and theatrical drama. Drawing on examples from various contexts and historical periods, particularly in the Arab world, the paper highlights both continuity in censorship responses and the evolving mechanisms of how censorship is implemented—and how people react to it—over time. The analysis demonstrates how writers, publishers, playwrights, directors, translators, and television producers navigate and adapt to evolving censorship norms, thereby ensuring their content reaches the intended audiences. Notably, the paper highlights the dynamic interplay between political, religious, economic, and cultural forces that drive censorial practices. By illuminating these interactions, the study contributes to a deeper understanding of how censorship operates as a complex, adaptive mechanism across different media and socio-political environments.

Design of Intelligent Educational Mobile Apps with an Original Dataset for Chinese-Portuguese Translators

2025-05-26T11:22:01+08:00

Translation remains a vital process in many culturally diverse countries. Despite significant advances in artificial intelligence (AI) technology, machine translation currently lacks the ability to fully replace human expertise, requiring continued human intervention and review in translation workflows. This article introduces an innovative mobile education application (app) designed to train translators, with a particular focus on Chinese-Portuguese translation. This app uses a set of practice data, Chinese-Portuguese translation exercise corpus (CPTEC), developed by our corpus team to autonomously assess and identify translation quality defects, thereby promoting skill improvement. We also propose a novel hybrid grade system based on different translation quality assessment (TQA) dimensions to automatically evaluate translations by imitating humans. In addition, it demonstrates the design of challenging exercises within a mobile app to reinforce translation proficiency. To optimize the functionality of the mobile app, we use a large language model (LLM) to validate the solution, ensure that it learns the training material provided and track its performance. Subsequent experimental results show that the fine-tuned LLM improves on multiple dimensions (including accuracy, fidelity, fluency, readability, acceptability, and usability) compared to the initial state, confirming the effectiveness of the developed practice data in improving translation performance. To promote access to research, the practice data (CPTEC) will be distributed within the relevant AI community, to inspire people to create innovative software applications to support translators.

Translating Power: Female Voice Beyond Gender Norms in the Novel Zinah

2025-05-25T19:07:16+08:00

This paper explores the language use of female characters in Nawal El Saadawi’s Zinah, specifically examining how their speech reflects male linguistic patterns. Using Coates' theoretical framework, the study finds that 55.43% of the utterances made by female characters exhibit traits traditionally associated with male language, indicating a deliberate negotiation of gendered social roles within a patriarchal society. Additionally, through a translation analysis based on Molina and Albir’s techniques, the study highlights the roles of discursive creation, generalization, and literal translation in reshaping representations of linguistic authority. A novel linguistic feature, "aggressive language," is introduced, which not only captures bold expressions but also encompasses verbal confrontations and challenges to the authority of interlocutors. This research contributes to the broader understanding of the intersection of language, gender, and power in Arabic sociolinguistics and calls for more gender-aware translation practices, emphasizing the translator’s role in ensuring balanced gender representation in cross-cultural discourse. The significance of this study lies in its contribution to the ongoing discourse on gendered language use, particularly in Arabic literature, by introducing new insights into how language shapes and reflects gender power dynamics. Furthermore, it emphasizes the need for more nuanced translation practices that consider the implications of gendered language features, which can influence the social and cultural impact of translated works.

Symbolic Rhetoric and Linguistic Hegemony: The Cultural Resonance of Serat Wedhatama in Suharto's Political Discourse

2025-05-27T14:43:33+08:00

In the postcolonial context, political language is often a tool for negotiating tradition and modernity, especially in Indonesia during the New Order era (1966–1998). The purpose of this research is to explore Serat Wedhatama, a 19th-century Javanese literary manuscript by Mangkunegara IV, which was adapted and represented in President Suharto's political rhetoric to strengthen the legitimacy of power. This research uses an interdisciplinary approach that combines Charles Sanders Peirce's semiotics, Antonio Gramsci's theory of cultural hegemony, and Norman Fairclough's critical discourse analysis (CDA). The focus of the research is also on the intertextuality between the Pangkur, Sinom, and Pucung pupuh in the three key speeches of Serat Wedhatama and Suharto. The results of the study show that Javanese idioms and metaphors, such as mikul dhuhur mendhem jero and legawa, are mobilized as symbolic representations to disguise political dominance and create the illusion of stability in the midst of a reform crisis. The rhetoric of harmony that emerged was not just the preservation of tradition, but a hegemonic strategy that leveraged cultural values for social consensus. These findings broaden the understanding of political language in postcolonial societies, confirming the strategic role of tradition in the reproduction of power. The implications of this study are practical for modern political communication in multicultural contexts, where cultural narratives can be used to reduce social polarization if supported by substantive actions.

Bilingualism and Multilingualism in Kazakhstan: Sociolinguistic and Educational Perspectives

2025-06-09T09:29:12+08:00

This study investigates the sociolinguistic and educational dimensions of bilingualism and multilingualism in Kazakhstan, a multiethnic society undergoing rapid globalization and social transformation. The research problem centers on understanding how language policies and educational frameworks influence language proficiency, identity formation, and social integration in a complex linguistic environment. Employing a mixed-method approach—including descriptive, comparative, and content analysis, as well as empirical data collected from trilingual education programs—the study examines the interaction and functional roles of Kazakh, Russian, and English within Kazakhstani society. The research findings indicate that Kazakhstan’s trilingual education initiatives significantly improve linguistic competence, intercultural communication skills, and labor market competitiveness among youth. The study highlights the stable coexistence of Kazakh and Russian languages, highlighting Kazakh’s expanding official status alongside Russian’s continued dominance in daily communication and informal settings. Additionally, English is positioned as a strategic language for global engagement and economic advancement. The scientific contribution of this research lies in its comprehensive analysis of Kazakhstan’s three-language policy and its educational outcomes, providing an empirically grounded framework that can serve as a replicable model for other multicultural and multilingual countries. Furthermore, the study offers practical recommendations for educators aimed at improving the effectiveness of trilingual education programs and promoting social cohesion through enhanced linguistic and cultural integration. Ultimately, this research contributes to a deeper understanding of how trilingual education can support national development in a globalized world.

Parental Support in Developing the Love and the Use for the Filipino Language

2025-02-05T15:25:29+08:00

This research explores the significant role of parental support in nurturing a love for and consistent use of the Filipino language among children. Employing a qualitative exploratory design, the study analyzed data collected through semi-structured interviews with 25 Filipino parents intentionally chosen for their active promotion of the Filipino language at home. The findings reveal a diverse range of strategies that parents employ to create a Filipino-speaking environment, including establishing “Filipino-only” days, incorporating the language into daily routines, and integrating Filipino media and cultural activities into family life. The study further emphasized the importance of emotional support and positive reinforcement in fostering a positive and nurturing environment for children to learn and practice Filipino. By praising efforts, using terms of endearment, and engaging children in interactive activities like cooking and celebrating cultural traditions, parents help children develop a strong sense of pride and ownership over the language. However, the research also acknowledges the challenges posed by globalization and the widespread use of English. The study concludes by emphasizing the significant contributions of parents in shaping children’s linguistic preferences and habits, ultimately promoting the preservation of the Filipino language as an essential component of their cultural identity.

Goethe and Arabic Literature: Reception, Interaction, and Aesthetic Transformation

2025-05-26T11:27:08+08:00

This study investigates the dynamic intellectual and aesthetic engagement between the German poet Johann Wolfgang von Goethe and the Arab-Islamic literary tradition by analyzing West-östlicher Divan as a paradigm of East–West cultural dialogue. It focuses on three principal dimensions: Goethe’s reception of Arabic and Islamic texts, their integration into his poetic framework, and their reciprocal influence on modern Arabic literature and thought. Adopting a comparative analytical methodology, the study juxtaposes Goethe’s Divan with selected works of classical Arabic poetry, especially those of Ibn ʿArabi, Ibn al-Fāriḍ, al-Mutanabbī, and Hafez al-Shīrāzī. The analysis draws upon frameworks of cultural intertextuality and postcolonial theory to explore Goethe’s literary construction of the “self” and the “other”. The findings reveal that Goethe’s engagement with Arabic literature was both profound and artistically transformative. Rather than a superficial appropriation, his Divan constitutes a creative synthesis of Eastern Sufi poetics and German Romanticism. This synthesis influenced prominent Arab intellectuals such as Ṭāhā Ḥusayn, Adonis, and ʿAbd al-Raḥmān Badawī, reshaping Arab perceptions of the West and offering a model for transcultural literary dialogue. The West-Eastern Divan emerges as a seminal contribution to world literature and comparative aesthetics. It demonstrates that dialogue with the cultural “other” is not confined to translation or admiration but represents a collaborative aesthetic vision. Such interaction underscores literature’s potential to bridge civilizational boundaries while preserving the integrity of cultural identities.

Hedging in Medical and Pharmaceutical Academic Writing

2025-06-10T18:43:00+08:00

The use of the English language as the global and universal language of science and technology has led English to be the main language in scientific articles. This study, in particular, aims to analyze how frequently different categories of hedging are used in 50 medical and pharmaceutical articles, with 25 articles written by female writers and 25 articles written by male writers. The data is analyzed qualitatively. The results show that there are no significant differences between male and female writers in the use of hedging devices in writing medical and pharmaceutical articles. The findings reveal that the modal verbs are considered the most used hedging devices with 1539 occurrences, while the lexical verbs are considered the least used hedging devices with 29 occurrences. In support of previous literature, it concludes that hedging devices are employed as communicative tactics to qualify writers' commitment, lessen the impact of the researchers' claims, convey probability, preserve the writers' reputation, influence readers, and prevent any potential rejection of their claims. Moreover, the findings indicated that the use of hedging devices was an inevitable strategy that could allow writers and authors of scientific genres to present their findings more effectively and precisely, therefore saving their face from any criticism in the future.

Using the Video-ISL Collective: Integrated English Grammar Worksheet's Effectiveness

2025-03-12T15:20:34+08:00

This study investigates the development and effectiveness of integrated English grammar worksheets utilizing Video-ISL Collective, a platform that combines video content with interactive learning tasks. The research was driven by the growing demand for engaging, student-centered materials that move beyond traditional, textbook-based grammar instruction. Conventional methods often fail to capture students’ interest or meet the diverse learning needs of today’s learners. In response, the study designed and implemented video-based grammar worksheets intended to create a more dynamic and interactive learning environment. The findings revealed a remarkable improvement in students' grammar proficiency, with an average pre-test score of 55 increasing to a post-test score of 90—indicating significant learning gains. Additionally, 93% of the students demonstrated mastery in grammar usage through the evaluations conducted. Feedback gathered from participants further underscored the approach’s success, with 100% of the students reporting high levels of satisfaction and appreciation for the video-based worksheets. Students found the materials more enjoyable, accessible, and effective in helping them understand complex grammar concepts. The study concludes that incorporating video-based learning tools like ISL Collective significantly enhances student engagement and grammar acquisition. It offers a more flexible, visually rich, and interactive approach to language learning. The positive outcomes suggest that such resources should be integrated more broadly into English language curricula. Future research is encouraged to explore the long-term impact of video-integrated materials and their application across other areas of language instruction.

Challenges in Translating English Phrasal Verbs: A gender case of EFL undergraduate students at Saudi Electronic University

2025-05-27T14:20:35+08:00

A review of existing literature reveals that phrasal verbs are inherently polysemous, possessing multiple interrelated meanings. Despite this well-documented characteristic, few studies have systematically explored how such polysemy influences second language learners’ comprehension and translation of phrasal verbs. Also, the current paper tackled the influence of gender, addressing a previously unexplored area. To bridge this research gap, the present study seeks to analyze the specific difficulties EFL learners encounter when translating polysemous phrasal verbs and determine whether gender significantly correlates with performance differences in semantic translation accuracy. This study used a quantitative research method and data were statistically analyzed. A total of 66 EFL student participants were given a test containing ten phrasal verbs that needed to be translated into the Arabic language. The results showed that 73.7% of EFL students do not struggle with translating English phrasal verbs and a small number of them (28.5%) experience semantic problems. In addition, the study concluded that there is a significant difference between EFL students’ scores of correct answers of semantic translation test and their gender. Such significance goes in favor of female participants. Future research involving other aspects of translation, such as pragmatic understanding, could provide deeper insights into translation difficulties pertaining to English phrasal verbs.

Syntactic Innovations in Ukrainian and English Journalism (Based on the Material of the Newspapers “Ukraina Moloda” and “The Washington Post”)

2025-04-01T15:26:38+08:00

This study aimed to determine the pragmatical and stylistic functions of syntactic innovations in the newspaper discourse of the Ukrainian and English-language press, based on an analysis of the texts from “Ukraina Moloda” and “The Washington Post”. To achieve this goal, methods including corpus analysis, a standardised survey (Language Perception in Media Discourse Questionnaire), a unified evaluation scale, content analysis, and statistical analysis (correlation analysis, chi-square test, and Mann-Whitney U test) were employed. The results of the study indicate that simple one-member sentences have the highest levels of cognitive accessibility (4.5), stylistic expressiveness (4.7), and communicative effectiveness (4.6). This allows us to classify them as optimally structured. Elliptical sentences received an average score of 3.9, indicating moderate effectiveness but with potential difficulties in comprehension. The interrogative sentences exhibit a high level of stylistic expressiveness (4.5) and communicative effectiveness (4.4), confirming their significant role in engaging readers. Parcellated constructions turned out to be the least accessible for perception (3.7), although their stylistic expressiveness remains high (4.2). Conjunctive constructions exhibit balanced indicators of cognitive accessibility (4.0), stylistic expressiveness (3.9), and communicative effectiveness (4.1), rendering them a universal means of textual cohesion. The Mann-Whitney U-test revealed statistically significant differences in the perception of different syntactic constructions between the reader groups (p < 0.05). The results obtained can be applied in journalistic practice to improve the textual structure and increase the effectiveness of communication with the reader.

Transferring Buckwalter Transcription to a Batch Mode: A method to Making it More Accessible

2025-06-10T09:31:02+08:00

This study addresses the challenges associated with the manual application of the Buckwalter Arabic Transcription System, a pivotal tool in computational linguistics for representing Arabic script using ASCII characters. Although the system ensures high fidelity and reversibility, its usability is hindered by its non-phonetic nature, steep learning curve, and reliance on manual referencing. To enhance accessibility and usability, this research introduces a web-based batch-mode interface that automates the Buckwalter transcription process. The tool allows users to input Arabic text and instantly receive standardized Buckwalter transliterations alongside International Phonetic Alphabet (IPA) representations. This dual-output approach supports a wide range of applications in linguistics, education, and natural language processing. The study explores the theoretical and linguistic foundations of the Buckwalter system, outlines its strengths and weaknesses, and analyzes its morphological implications. It further presents practical examples using real-world data, including excerpts from the Universal Declaration of Human Rights. The batch-mode website (ipabwat.com) streamlines the transcription of large Arabic texts, offering downloadable results in CSV format and an intuitive interface suited for both novice and expert users. By integrating automation with linguistic precision, the tool eliminates the need for manual chart referencing and reduces transcription errors, thus broadening the scope of Arabic text processing. Ultimately, this work aims to democratize access to Arabic computational tools, making the Buckwalter system more functional for researchers, developers, and learners across disciplines. It represents a critical step forward in enhancing the usability and reach of Arabic linguistic technologies.

The Role of Language in Juristic Preference (Tarjīḥ) through the Interpretation of 'Anwar Al-Tanzil' and 'Asrar Al-Ta'wil'

2025-04-10T16:30:44+08:00

This study explores the term al-manbūdh (the abandoned child who has lost familial care) as one of the significant linguistic and jurisprudential terms 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, where it is associated with meanings such as casting away, abandonment, and exclusion. It then examines the term’s usage in the Qur’an and Sunnah, identifying the contexts in which it appears and the meanings it conveys. The research further analyzes the jurisprudential concept of al-manbūdh across the four major Islamic schools of law, highlighting differences among jurists—particularly between those who equate al-manbūdh with a foundling (laqīṭ) or the illegitimate child, and the Ḥanafī scholars who define him 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 and freedom. 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.

Exploring the Impact of AI Technologies on EFL Writing Proficiency

2025-05-28T17:24:47+08:00

With the emergence of Artificial Intelligence (AI) tools like ChatGPT in the classroom, the role and nature of writing instruction should be of utmost priority among educators. Exploring teachers' perspectives on the merits and challenges of using ChatGPT in writing classes is essential for promoting effective implementation and overcoming challenges. The present study investigates how Saudi EFL teachers perceive the role of ChatGPT in writing instruction and the obstacles they encounter while applying it. Using a descriptive survey design, the researchers developed a questionnaire that served as the principal instrument for data collection. Participants were chosen through convenience sampling and comprised Saudi EFL teachers at King Saud University in Riyadh, Saudi Arabia. In total, 54 teachers agreed to participate and fill in the questionnaire. Some favorable aspects of ChatGPT in writing classes mentioned in the findings are personalized learning experiences, increased teacher comfort in applying AI in the curriculum, student collaborative writing, creativity in student writing, and feedback. By contrast, considerable challenges expressed by the teachers include misinformation or hallucinations generated by ChatGPT, the failure to fit into writing curriculum aims, struggles to judge student outputs affected by AI use, students developing undue reliance on ChatGPT, and a lack of facilitation of student writers varying needs. These insights suggest educators should set standards for independent writing and academic integrity, engage in professional development focused on effective AI use in learning, and structure assignments around critical thinking. The added solutions were recipes for better learning outcomes: monitoring student engagement and fostering collaboration via group exercises.

Mandarin-Chinese Dialects Code-Switching in Speech Communication

2025-04-14T15:44:16+08:00

Chinese dialects are diverse and have a long history, while the promotion of Mandarin has, to some extent, impacted the usage of dialects, creating a reciprocal relationship between the two. As a result, code-switching (CS) between Mandarin and dialects frequently occurs in daily conversations. According to Giles' (1991) Accommodation Theory, CS is not random but is influenced by convergence and divergence strategies. The TV program Tian Tian Xiang Shang serves as a linguistic program, in which both the hosts, who come from different dialect regions, and guests from various areas frequently engage in CS during their interactions. This study, focusing on episodes of Tian Tian Xiang Shang from 2013 episodes, identified CS between Mandarin and Wu, Cantonese, Min, Xiang, and Northern dialects. Among these, CS between Mandarin and Northern dialects occurred most frequently. The hosts tended to adopt convergence strategies to reduce the psychological distance with the guests, whereas the guests were more inclined to use their native dialects to highlight regional characteristics. CS between Mandarin and dialects serves multiple functions, including signaling the speaker's identity, mitigating negative effects of communication content, adding humor to conversations, and reducing the psychological distance between communicators. This research not only sheds light on the sociolinguistic dynamics of CS in Chinese media discourse but also contributes to a deeper understanding of how dialectal diversity is preserved and negotiated in a modern, Mandarin-dominant communicative setting.

Representation of Hybrid Identity in the “Kazakhstani Text” of the Novella “The Smelting Boat” by E. Zejfert

2025-06-06T13:40:02+08:00

The authors of the article attempt to explore hybrid identity within the framework of the “Kazakhstan text”, which represents a sociocultural and artistic phenomenon in the work of an émigré author. The article may be considered a case study of identifying the “Kazakhstan text” in the novella “The Smelting Boat” («Plavil`naya lodochka») by E. Zejfert through a system of cultural codes, chronotope, intertextual references, and mythologemes. The novelty of the research lies in the fact that the “Kazakhstan text” in the works of E. Zejfert as a product of the hybrid identity of the author’s consciousness has not previously been the subject of literary analysis. The authors also justify the use of the term “Kazakhstan text” in the context of analyzing a specific literary work. This research into the presence of the “Kazakhstan text” in literary works created outside of Kazakhstan contributes to a deeper understanding of how geographical displacement influences the cultural consciousness of individuals. It offers insight into the nature of hybrid identity. The article substantiates the existence of the “Kazakhstan text” as a manifestation of hybrid identity in the work of E. Zejfert, a Kazakhstani writer who emigrated to Russia. It examines key elements of the “Kazakhstan text”, including the Kazakh cultural code, a “hybrid” chronotope, intertextuality, and mythologemes.

The Role of Gender and Year of Study on Learning Engagement in a Blended Learning Context

2025-05-12T14:07:51+08:00

With the development of science and technology, blended learning (BL) has replaced traditional face-to-face teaching to become the mainstream learning mode in colleges and universities. This shift has led to the emergence of various teaching and learning challenges, particularly concerning students' learning engagement (LE) within the BL environment. Previous research indicates that students' learning engagement is greater in face-to-face teaching environments compared to online teaching modes. Conversely, some scholars hold a differing viewpoint. The purpose of this study was to investigate the factors that influence student engagement in blended learning environments, with a particular focus on the effects of gender and years of study. This research employed a quantitative approach utilizing a questionnaire, with a sample of 936 participants selected through random sampling. The findings revealed that there was no significant difference in LE between male and female students, but there was a significant difference in engagement between different years of study, with third-year students being significantly more engaged than students from other years of study in a blended learning context. Conversely, second-year students are significantly less engaged in learning than students in other grades. The research findings may provide theoretical support and practical guidance for educational reform in higher education institutions, promoting flexibility and personalization in teaching. The implications of the study were discussed.

The Interaction between Learning Engagement and Academic Achievement in Second Language Acquisition: A Multivariate Analysis

2025-06-04T14:15:43+08:00

This study investigates the complex interplay between behavioral, emotional, and cognitive engagement and their collective impact on academic achievement in Second language Acquisition SLA. Utilizing a quantitative research design with Structural Equation Modeling (SEM), data were collected from 540 university ESL learners to explore how different engagement dimensions influence language learning outcomes. Results reveal that cognitive engagement—characterized by strategic learning, self-regulation, and deep processing has the strongest direct effect on academic achievement (β = 0.51, p < 0.001). Behavioral engagement significantly predicts cognitive engagement (β = 0.58, p < 0.001) and shows a modest direct effect on achievement (β = 0.15, p < 0.05), while emotional engagement affects achievement both directly (β = 0.26, p < 0.01) and indirectly through cognitive engagement. The model explains 43% of the variance in academic performance, highlighting the critical mediating role of cognitive engagement in Tran SLA participation and affect into success. Subgroup analyses further reveal higher emotional engagement among females and greater cognitive engagement in advanced learners. These findings support multidimensional engagement frameworks and have practical implications for SLA instruction, suggesting that fostering strategic cognitive investment alongside supportive emotional and behavioral environments enhances language proficiency. The study contributes to SLA theory by demonstrating the dynamic and interdependent nature of engagement dimensions in predicting learner achievement.

Causes and Effects of Non-Rhoticity in Received Pronunciation: Implications for Saudi EFL Learners

2025-05-27T14:41:48+08:00

This study examines the phonological challenges posed by non-rhoticity in Received Pronunciation (RP) for Saudi learners of English as a Foreign Language (EFL), with a particular focus on how mother tongue interference and instructional limitations impact the perception and production of non-rhotic features such as linking /r/ and intrusive /r/. Drawing on a six-month qualitative investigation involving 100 Saudi secondary school students, the study employed longitudinal naturalistic observation to document recurring pronunciation patterns in real classroom contexts. The data were thematically analyzed using principles from applied phonology and second language acquisition research, revealing consistent misarticulations of RP-linked features, including difficulties with consonants such as /ð/, /θ/, /z/, and /k/. These pronunciation errors were primarily attributed to first language transfer from Arabic, insufficient exposure to authentic RP input, and a lack of explicit phonological instruction. The findings highlight a significant gap between learners’ exposure to English and their ability to reproduce RP features intelligibly. While RP continues to be valorized in academic and professional domains, it remains largely unfamiliar to learners without targeted phonetic training. The study argues for instructional reforms that integrate RP-based pronunciation into EFL curricula through focused pedagogical strategies, teacher training, and increased access to multimodal input. The research contributes to ongoing debates on English as an International Language (EIL), offering empirical insights into how socio-phonetic variation intersects with learner intelligibility in non-native contexts.

Motivational Mechanisms and Semantic Structures of Polysemous Nominal Nouns in the Kazakh Language

2025-06-12T11:58:12+08:00

This study explores the polysemous nature of nominal nouns in the Kazakh language through an in-depth examination of their semantic structure and motivational mechanisms. By focusing on both primary and secondary meanings of lexemes, the research classifies polysemy into several distinct types — namely, derived, figurative, dialectal, and terminological — based on linguistic, ethnolinguistic, and cultural factors. While polysemy is a cross-linguistic phenomenon, its nationally specific characteristics and culturally embedded motivations in Kazakh offer a unique perspective for cognitive-semantic interpretation. The paper applies a combination of componential, etymological, and ethnolinguistic analyses to examine how lexical meanings evolve from core referents to metaphorical and context-dependent interpretations. Findings reveal that Kazakh polysemous nouns are shaped by formal, functional, material, spatial, and associative motivations. Furthermore, motivational chains exhibit varying levels of complexity: simple, parallel, sequential, and parallel-sequential models are observed across examples. The study provides a typology of semantic shifts, highlighting intricate relationships among lexical meanings from both diachronic and synchronic perspectives. Ultimately, the research demonstrates that polysemy in Kazakh is not merely a linguistic phenomenon but also a cognitive and cultural one, deeply embedded in the worldview and lived experience of its speakers. These findings contribute to a more nuanced understanding of semantic derivation and nomination theory within Turkic linguistics.

Intrasectional Variations of Phrase-Frames in Experimental Aerospace Engineering Research Articles

2025-03-12T10:36:55+08:00

Despite the growing interest in phrase-frames (p-frames) in research articles (RAs), no study has compared p-frames across sections in RAs. This gap motivated us to explore intrasectional variations of p-frames in aerospace engineering (AE) RAs using a corpus-driven approach. A corpus of 40 AE RAs was compiled and divided into four sections. Five-word p-frames meeting predefined criteria were extracted and manually filtered. Each of the four subcorpora was then searched for the instances of the identified p-frames, which were analyzed in terms of their structure and function. The results revealed notable variations in the structures and functions of p-frames across sections. Structurally, the Introduction, Methods, and Conclusion sections were dominated by other-content-word p-frames (types and tokens), while the Results and Discussion section preferred verb-based p-frames (tokens). Functionally, the Introduction, Methods, and Conclusion sections predominantly featured research-oriented p-frames (types and tokens), while the Results and Discussion section was dominated by text-oriented p-frames (tokens). For functional subcategories, resultative p-frames were preferred by the Introduction, Results and Discussion, and Conclusion sections, while procedure and quantification p-frames were more frequent in the Methods section, regardless of types and tokens. The results also showed a strong connection between p-frame structures, their functions, and the communicative purposes of the sections. We hope this study will contribute to EAP writing pedagogy in the AE discipline.

Opening Sequences in Technologically Mediated Conversation: A Comparative Study of Mobile and Landline Calls among Saudi Speakers

2025-05-14T15:06:50+08:00

This study investigates how mobile and landline communication influence the structure of conversational openings among Saudi Arabic speakers, employing Conversation Analysis (CA) as the guiding theoretical framework. Drawing on naturalistic recordings of informal conversations, the analysis engages with canonical CA models while accounting for technological affordances and cultural norms. The findings reveal systematic differences in mobile openings: caller identification is frequently omitted due to caller ID, greeting sequences are compressed or bypassed, and locational inquiries (e.g., “Where are you?”) increasingly serve as pragmatic substitutes for greetings. Topic initiation tends to occur earlier in mobile calls, often within the initial turn. While the principle of caller hegemony remains evident, instances of callee-led negotiation suggest greater interactional fluidity. Moreover, mobile calls exhibit quicker response times and a more accelerated conversational rhythm than landline calls. These results underscore the need to revise classical CA frameworks to accommodate mobile-specific practices, highlight location talk as an emergent structuring device, and illustrate how technological and cultural factors co-construct conversational norms in contemporary Saudi contexts. The study suggests that scholars stay alert to the ways in which local culture and emerging technologies are transforming the subtle dynamics of human interaction as mobile communication becomes increasingly integrated into daily life in Saudi Arabia and around the world. This study contributes to a more nuanced, context-sensitive understanding of mediated communication in an evolving technological landscape.

Code-Switching in Multilingual Societies: Significance, Patterns, Functions, and Sociolinguistic Implications

2025-06-13T10:10:48+08:00

This study examines the phenomenon of code-switching within multilingual societies, emphasizing its patterns, communicative functions, and sociolinguistic implications. This study utilizes data gathered from various multilingual communities, specifically in India, Nigeria, and the United States. It employs both qualitative and quantitative methodologies to investigate the factors and motivations behind language switching among speakers. The results indicate that code-switching functions as both a linguistic mechanism and a social practice, intricately connected to aspects of identity, power relations, and cultural representation. Additionally, Multilingual communities serve as rich environments for linguistic innovation, characterized by the dynamic and intricate interactions of languages rather than their segregation into distinct categories. In these contexts, code-switching transcends its function as a simple linguistic mechanism; it serves as a significant process for the construction of identity, the negotiation of social dynamics, and the creation of meaning. In the contemporary context characterized by globalization, the prevalence of multilingualism has transitioned from a peripheral occurrence to a significant aspect of societal dynamics. The prevailing perspective has shifted significantly, moving away from simplistic interpretations towards more nuanced understandings that acknowledge code-switching as a complex and regulated linguistic phenomenon. The findings indicate notable patterns in both inter-sentential and intra-sentential switching, while also proposing potential implications for educational policies, digital communication, and sociolinguistic theory.

Enhancing Vocabulary Acquisition in Pakistani ESL Learners Through Video Games: An Experimental Study

2025-03-28T16:26:18+08:00

This study explores video games' effectiveness for vocabulary acquisition among Pakistani ESL learners versus traditional methods, aligning with UN SDG 4: Quality Education to promote innovative, inclusive learning. A quasi-experimental design was utilized, involving second-semester undergraduate students who were divided into control and experimental groups. A pre-test was administered to assess participants' baseline vocabulary knowledge, followed by a post-test after a two-week intervention. During this period, the control group was taught vocabulary using traditional methods, while the experimental group engaged with the immersive video game Atlantis Odyssey: Adventure. The experimental group showed significant improvement in the vocabulary scores, with a large effect size, suggesting that video games can effectively enhance vocabulary retention and student engagement. Additionally, qualitative data gathered through semi-structured interviews highlighted themes such as immersive engagement, contextual learning, and the potential benefits of combining gaming with traditional instructional methods. The participants reported that the acquisition of natural language was enhanced, and their confidence in using new vocabulary was stronger because of the enjoyable nature of video games. These judgments suggest that gamified learning strategies may offer an effective and engaging alternative to traditional vocabulary instruction in ESL education. The long-term effects of learning through video games should be examined as future research, and if so, whether the language skills learned this way can be generalized to other language domains.

Writer's Diary as an Invariant Genre: Definition, Typology, Specifics

2025-06-11T09:37:08+08:00

The research subject in this article is the writer's diary as a genre in literature. The purpose of the article is to identify the specific features of works written in the form of a literary diary. The main thesis of the article is that the writer's diary is an invariant artistic and journalistic genre, the "internal measure" of which is the author's consciousness, expressed in the text using journalistic and artistic techniques. The study's hypothesis is supported as follows: the definition of key terms, the analysis of the typology and genre-forming features of a literary diary, and the study of literary texts as examples of the existence of a given genre in literature. The research material is "Autobiographical sketches" of the writer and publicist Gerold Belger. The methodology of the work is based on the comparative-typological, structural-semantic, textological, historical-biographical, cultural-historical, and stylistic analysis of literary texts. The article's authors proceed from the objective fact that documentary literature has evolved in the second half of the 20th century, increasingly penetrating the world of fiction and crowding out traditional genres. As a result, transitional invariant genre forms are formed that combine the features of artistic and journalistic styles. The authors believe that one of these genres is the writer's diary, which has various invariants: memoirs, autobiographies, notes, and sketches.

The Efficacy of English Academic Writing Improvement of Doctoral Students of Humanities and Social Sciences in China

2025-06-12T18:01:53+08:00

Over the past 30 years, the expansion of doctoral student enrollment in China has led to a substantial increase in the number of doctoral students specializing in the humanities and social sciences. Nevertheless, the majority of these students predominantly publish in Chinese-language journals, which often results in a deficiency in their ability to write English academic writing. Consequently, identifying efficacious strategies to enhance their English academic writing proficiency is imperative. The emergence of AI tools has introduced both challenges and opportunities for students and educators in writing training. This paper aims to investigate the differentiation in writing feedback provided by AI systems versus human instructors for the group’s English academic writing. The findings indicate that the group demonstrates a greater engagement with AI-generated feedback compared to that provided by human instructors. Analysis revealed that human instructors delivered feedback characterized by greater Accuracy and Essential Feedback (p = 0.023 < 0.05; p = 0.013 < 0.05), whereas AI feedback excelled in offering clearer Direction for Improvement and a more Supportive Tone (p = 0.000 < 0.05; p = 0.009 < 0.05). No statistically significant disparity was identified between AI and human instructors concerning Criterion-Based Comments (p = 0.323 > 0.05). Based on these empirical findings, this paper proposes recommendations for integrating AI and human instructor feedback mechanisms, aiming to enhance the English academic writing skills of doctoral students, a substantial demographic within China that exhibits an urgent need for such training.

Military Acronyms: Notion, Categorization and Classification

2025-05-13T09:33:44+08:00

The article presents an overview of acronyms classification in English military terminology. Legal documents, official website of State Border Guard Service of Ukraine, journals and dictionaries related to military terminology were investigated in the research. Mostly used acronyms in English military terminology were classified and 718 definitions were singled out. Such methods as theoretical analysis, comparison, substantiation, and generalization, systematization of theoretical and practical material were used for the analysis of the scientific sources concerning military acronyms, comparing the military terminology acronyms according to their common usage, the selection of acronyms groups and their categorization correspondingly. As a result, the acronyms were divided according to their common usage into the following groups and subgroups: management acronyms (personnel, positions and organization acronyms), service acronyms (NATO and everyday activity acronyms), military operations acronyms (operational and communication acronyms), armament and military equipment acronyms (military equipment, weapons and ammunition acronyms), military medicine acronyms (medical training and medical terms acronyms), military law acronyms (documents, personnel and legal bodies’ acronyms), vehicles acronyms (marine vessels, land vehicles and military aircraft acronyms), nuclear area acronyms (missile, nuclear legislation and nuclear bodies acronyms), Armed forces organization acronyms (Army Command, Air Force, Navy and military intelligence acronyms). At the final stage of the study military terminology acronyms classification was developed and graphically presented using the MindManager program to categorize military acronyms according to their common usage.

Nurturing Literacy Ecosystem for Young Learners through the Gerakan Literasi Anak in Kendari to Support the Sustainable Development Goals

2025-05-13T10:01:49+08:00

Building a literacy culture among children requires more than providing reading materials; it demands collaboration and consistent engagement. This study explores the Children’s Literacy Movement (Gerakan Literasi Anak or GLA) in Kendari, Indonesia, as a joint initiative between government institutions and local literacy communities. Employing a library research method, this study draws on documented programs, academic reports, and public policy materials related to literacy development in Kendari. The data were validated through focus group discussions (FGDs) with literacy practitioners and education stakeholders. Findings indicate that GLA promotes early literacy through both substantive and motivational strategies: diverse and engaging reading materials stimulate children’s interest, while practices such as literacy greetings and public recognition of progress contribute to a positive and supportive environment. The synergy between the Kendari Language Office (KBST) and literacy communities has created meaningful spaces for students to express themselves, as seen in the publication of their writings in local magazines and newspapers. Despite challenges like limited vocabulary and low confidence in writing, students showed notable progress. The study concludes that GLA represents a replicable model for literacy promotion, contributing to the achievement of Sustainable Development Goals—especially SDG 4 (quality education) and SDG 17 (partnerships)—as well as fostering 21st-century skills and character development.

LinBGN-Net: A Unified Linguistic Framework for Multi-Task Text Classification in Telugu Using BERT, GCN, and Naive Bayes

2025-05-09T14:29:44+08:00

Despite the growing interest in Natural Language Processing (NLP), linguistically grounded multi-task modeling for low-resource languages like Telugu remains underexplored, particularly across semantically complex tasks such as sentiment, emotion, hate speech, sarcasm, and clickbait detection. This study aims to address this gap by conducting a comprehensive linguistic analysis of Telugu texts through the lens of computational modeling. To that end, we propose LinBGN-Net, an innovative ensemble deep learning framework that integrates BERT for contextual embedding, Graph Convolutional Networks (GCN) for structural understanding, and Naive Bayes (NB) for statistical grounding. The model is trained on five well-balanced Telugu datasets (totalling over 250,000 sentences) from Hugging Face, covering diverse label spaces (2 to 5 classes), thus facilitating an in-depth linguistic study across varied text genres and expressions. LinBGN-Net achieves macro-F1 scores of 0.86 (Sentiment), 0.84 (Emotion), 0.93 (Hate Speech), 0.92 (Sarcasm), and 0.95 (Clickbait), outperforming standard baselines such as Naive Bayes, SVM, LSTM, and even standalone BERT by margins of 2–8% across tasks. The results not only demonstrate the effectiveness of LinBGN-Net as a high-performing multi-task model, but also offer valuable linguistic insights into how Telugu expressions of sentiment, emotion, intent, and persuasion can be computationally modeled and understood—contributing significantly to both linguistic research and real-world NLP applications.

Communicative Language Attitude and Language Choices of Bruneian Youths

2025-05-27T14:24:49+08:00

In multilingual societies, individuals may choose to adjust their language to benefit themselves or the situation they are in. Notable methods of adjusting language in such communities include the use or disuse of a certain language. In recent years, there have been growing concerns for Brunei’s diminishing utilization and falling standards of Malay (Azhari, 2023) and with it, the growing inclination of youths’ preference for using English has also been the subject of much contention. As such, this research endeavoured to investigate the influence of language attitudes and demographic factors that constitutes the language choice of Bruneian youths. This study aims to provide an updated overview of youth language choice patterns that could further the understanding of the linguistic choices of local youths. Through this, the study sought to facilitate the development of better and effective strategies for language teaching and language learning, and to enhance efforts of language maintenance. The study made use of a survey questionnaire participated by 115 youths of Brunei. The findings posit a general inclination for Bruneian youths to use English over Malay. Participants were also found having more positive attitudes towards English compared to Malay, associating the former with ideas of success, achievement and modernisation. Despite this, the research noted that Malay still plays an important role in the lives of Bruneian youths, as a language that is tied to their emotions, their sense of self and their dentities.

Characteristics of the Kazakh Language in the Bayan-Ölgii region of Mongolia

2025-05-09T16:47:07+08:00

This article investigates the regional variation of the Kazakh language spoken in the Bayan-Ölgii region of Mongolia, focusing on its lexical, phraseological, and word-formation characteristics. Drawing on data collected during a 2022 linguistic expedition, the study explores how historical, political, and educational conditions influenced the preservation and development of the Kazakh language outside Kazakhstan. The findings reveal that, despite several generations of separation, Mongolian Kazakhs have retained a high degree of linguistic identity. Their spoken and written Kazakh demonstrates distinctive features, including archaic vocabulary, synthetically derived word formations, and motivated phraseology. The study highlights the frequent use of lexical items and grammatical constructions that have either fallen out of use in Kazakhstan or evolved differently, as well as the presence of Mongolian loanwords. Special attention is paid to words created through synthetic processes, offering insight into regional creativity in lexical innovation. The research also documents sociolinguistic practices and communicative norms in the diaspora, noting more deliberate and respectful speech patterns compared to Kazakh speakers in Kazakhstan. These findings confirm the linguistic resilience of the Kazakh diaspora in Mongolia and underscore their contribution to maintaining and enriching the broader Kazakh linguistic heritage. This study concludes by emphasizing the need for continued monitoring and support to preserve the regional linguistic identity of Mongolian Kazakhs.

The Three-Dimensional Debordering of Language Policies by AI Translation: Theoretical Modeling and Multicultural Cases from Complex Adaptive Systems

2025-06-13T16:32:06+08:00

This study employs Complex Adaptive Systems (CAS) theory to construct a Technology-Mediated Language Ecology (TMLE) framework, decoding how AI translation technologies restructure language policies through adaptive agent interactions and nonlinear emergence—two core principles of CAS. The TMLE model proposes a three-dimensional analytical framework (geospatial, socio-functional, and semiotic debordering), reimagining language policies as dynamic ecosystems where technological mediation and societal practices co-evolve. Taking the EU’s multilingual governanceand Egypt’s 2023 educational reform on dialectal Arabic as paradigmatic cases, the research demonstrates how adaptive agent coalitions—comprising governments, translation platforms (e.g., DeepL), and grassroots communities—collaboratively dismantle traditional policy boundaries. For instance, in the EU, neural machine translation (NMT) enabled a tripartite interaction among the European Commission, tech developers, and regional language activists, facilitating the rise of non-English languages in official domains. In Egypt, WhatsApp’s auto-transliteration tools, used by students and educators, compelling policymakers to recognize Egyptian Arabic (Masri) in digital literacy curricula, illustrating how bottom-up tech practices and institutional responses form a CAS-driven feedback loop. Through these cases, the study reveals that the traditional "territory-function" paradigm fails due to its static, linear logic, whereas the TMLE model—rooted in CAS’s principles of emergence and adaptive coordination—provides a robust framework for understanding tech-mediated language policy dynamics. The findings call for a shift from state-centric regulatory control to ecosystemic stewardship, where policies act as facilitators of adaptive linguistic networks rather than enforcers of rigid boundaries.

The Impact of Language Exposure, Phonological Memory, and Cross-Linguistic Similarities in ESL Vocabulary Acquisition: A Multi‑Group Analysis Using PLS‑SEM

2025-05-30T16:27:20+08:00

Vocabulary acquisition is essential for second language (L2) learning and is influenced by various linguistic, cognitive, and contextual factors. This research investigates the combined and individual effects of language exposure, phonological memory, and cross-linguistic similarities on English vocabulary acquisition among international learners of English as a Second Language (ESL). A quantitative, cross-sectional research design was employed, involving 184 international ESL learners enrolled at a language center in Kuala Lumpur. Data were collected using a structured questionnaire, vocabulary tests, and were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS (Version 4.0). Additionally, multi-group analysis (MGA) was conducted to assess potential variations across demographic groups. Results demonstrated that language exposure, phonological memory, and cross-linguistic influences significantly enhance vocabulary size and depth. Among these variables, language exposure emerged as the most influential predictor, followed by phonological memory. Cross-linguistic similarities also played a facilitative role by reducing cognitive load and enhancing word recall. Together, these factors explained a substantial proportion of the variance in vocabulary acquisition outcomes, suggesting an interdependent relationship among them. This study underscores the importance of tailoring ESL instruction to address learners' linguistic backgrounds, cognitive capacities, and exposure contexts. By integrating these elements into curriculum design, educators and policymakers can implement more personalized and effective vocabulary acquisition strategies. The findings contribute to theoretical advancements in second language acquisition (SLA), particularly in understanding how individual differences and linguistic transfer mechanisms influence learning, while also offering practical guidance for improving ESL pedagogy in diverse learning environments.

Reconstructing the Identity of Chinese Shu Embroidery in Contemporary Product Design: A Psycholinguistic Approach to Cultural Semiotics and Consumer Perception

2025-06-03T15:11:04+08:00

This study explores the evolving identity of Chinese Shu embroidery in contemporary product design through the Sapir–Whorf Hypothesis, also known as linguistic relativity. Shu embroidery, a traditional Chinese art form renowned for its rich symbolic meanings and cultural expressions, is increasingly incorporated into modern consumer products. However, these adaptations often lead to shifts in the interpretation and perceived identity of Shu embroidery, particularly among international audiences. By applying the linguistic relativity framework, this research investigates how different consumer groups interpret the cultural meanings embedded in Shu embroidery, expressed through symbolic motifs, patterns, and design narratives. The study combines qualitative visual analysis, semi-structured interviews, and consumer perception surveys to examine how language, cultural framing, and symbolism influence consumer understanding and emotional connection to these designs. The findings reveal that consumers from varying linguistic and cultural backgrounds perceive the same symbolic cues differently. Native Chinese speakers often decode motifs through culturally inherited semantic structures, while global consumers interpret them through more generalized or aesthetic lenses. This divergence highlights the need for a more culturally sensitive design strategy to accurately reconstruct Shu embroidery's identity for a global market. This study proposes a semiotic-informed, culturally adaptive framework for heritage product design that respects linguistic diversity, preserves cultural integrity, and enhances cross-cultural communication, offering valuable insights for designers and heritage product developers.

Bibliometric Analysis of Research on L2 Speaking Skills for the Period of 2020 – 2024

2025-06-13T10:20:03+08:00

This study presents a comprehensive bibliometric analysis of the scholarly literature on second language (L2) speaking skills published between 2020 and 2024. A total of 233 relevant documents were retrieved from the Scopus database, ensuring a focused, high-quality, and representative dataset. To systematically analyze the data, we employed Microsoft Excel for initial data cleaning and sorting, VOSviewer for visualizing co-authorship and keyword networks, and RStudio (with Bibliometrix) for advanced bibliometric mapping and quantitative analysis. The study explores multiple dimensions of the field, including the annual growth of publications, institutional and author productivity, citation impact, and keyword frequency across the selected years. Special attention is given to the keywords used by leading authors, which help to uncover foundational research themes, conceptual trends, and emerging areas of inquiry. By analyzing citation patterns and keyword co-occurrences, the study identifies influential authors, prominent research clusters, and dominant themes within the literature on L2 speaking skills. The findings reveal a gradual transition from traditional teaching methods to more innovative and technology-supported approaches, including the integration of AI, mobile-assisted learning, virtual tools, and sociocultural perspectives. Furthermore, the analysis highlights underexplored areas, offering strategic guidance for future research agendas and contributing to the ongoing evolution of L2 speaking pedagogy.

Bibliometric Analysis of English for Specific Purposes Between 1991-2023 with Particular Focus on the Importance of Vocabulary

2025-06-16T11:05:32+08:00

ESP (English for Specific Purposes) primarily serves for EFL-English as a foreign language speakers in academic and professional contexts, where vocabulary plays a significant role in learning, teaching, and researching specialized forms of the English language. This paper presents a comprehensive review to understand research trends in this area. The aim is to analyze scientific output and published articles on ESP vocabulary from 1991 to 2023. To achieve this, we collected, reviewed, and analyzed 279 publications. Annual number of articles, document type, top articles, top journals, funding sponsors, subject categories and journals, distribution, and institutional affiliation by country categorized these publications. This study maps the knowledge area objectively and aims to identify the status, major research themes, evolution, and emerging trends in this field. This classification helps assess their relevance and the co-occurrence of co-authors and keywords. The current research status through publication distribution and co-country network shows that the research is undergoing a steady increase in international authorship. The bibliometric analysis in the article brings out intellectual interactions, thematic strengths, and the evolving interests of various focus groups using scientific methods. In addition, the paper suggests emphasizing international research on ESP vocabulary to enhance scientific exchange and promote long-term, sustainable development in this sphere. As the ESP field continues to experience exponential growth and development, it indicates an ongoing expansion and advancement of research in this area. This research provides references for researchers to understand the status, hidden structure, evolution, and emerging future direction of research trends in ESP.

Language Education Theories And Methods In The Context Of Turkey: a Theoretical And Field-Based Analysis

2025-06-18T16:27:11+08:00

Language education is an interdisciplinary field aimed at developing individuals’ skills in learning and using a foreign or second language. Encompassing the social, cultural, and cognitive dimensions of language, this process has become a fundamental component of contemporary educational curricula. Language acquisition theories offer diverse perspectives on how language learning occurs. Key approaches such as behaviorism, cognitive theory, interactionist theory, and sociocultural theory emphasize the importance of cognitive processes, social interactions, and environmental factors in language learning. These theories directly guide the development of methods and techniques used in language education. Language teaching methods vary widely, ranging from the classical grammar-translation method to communicative approaches, total physical response, and task-based learning. Each method differs in its objectives, implementation, and effectiveness. Current approaches prioritize learner-centered, interaction-based, and technology-supported instructional models. Comparisons of language teaching methods help educators understand which approach is most effective under specific conditions. However, in practice, challenges arise due to classroom settings, student profiles, resources, and teacher competencies. Therefore, adopting flexible and multidimensional approaches in language education is critical for successful learning experiences. In addition, recent developments in digital learning environments, mobile applications, and artificial intelligence-based tools have significantly transformed the landscape of language education. These innovations not only facilitate personalized and autonomous learning but also enhance learners’ motivation and engagement. Consequently, integrating technology into language education has become increasingly indispensable, especially in addressing the diverse needs of modern learners across formal and informal contexts.

Storytelling and Play‐Based Activities in English Language Teaching: An Effective Approach to Language Acquisition

2025-06-20T14:17:48+08:00

This study examines how storytelling and play-based activities―effective methods for foreign language instruction in early childhood―can be employed in English teaching through theoretical foundations and practical data. Storytelling, with its capacity to engage children’s imagination and internalize linguistic patterns, and play, which offers social interaction, repetition, and reinforcement, together create a holistic language acquisition process. Supported by qualitative research methods, this investigation demonstrates that storytelling and play‐based instruction have a positive impact on learners’ vocabulary, grammatical structures, and, in particular, their oral proficiency. Additionally, these methods significantly enhance learners’ motivation. The findings suggest that language teaching should move beyond traditional methods by adopting creative and interactive techniques that are suited to children’s developmental characteristics. In this context, storytelling and play‐based English instruction emerge not only as a vehicle for academic success but also as a practical approach for fostering longlasting and meaningful language acquisition. In addition, recent developments in digital learning environments, mobile applications, and artificial intelligence-based tools have significantly transformed the landscape of language education. These innovations not only facilitate personalized and autonomous learning but also enhance learners’ motivation and engagement. Consequently, integrating technology into language education has become increasingly indispensable, especially in addressing the diverse needs of modern learners across formal and informal contexts.