Forum for Linguistic Studies

Deconstructing Islamophobic Discourse: An Impoliteness Theory Approach to Ayad Akhtar's Disgraced

2025-07-02T11:27:37+08:00

This study investigates the exercise of impoliteness strategies in Islamophobic discourse in the play Disgraced. Impoliteness is a multifarious matter that is perhaps apparently, closely related to politeness. It is very much the parasite of politeness. Islamophobia refers to irrational fear, hostility, or prejudice directed against Islam and Muslims, representing a significant barrier to achieving a fair society. The purpose behind this study is to pinpoint the distinctive types of impoliteness strategies used by different characters in the aforesaid play. It further highlights the functions of impolite strategies in an Islamophobic context. Islamophobia is one of the frequently discussed issues in current social scenarios as Muslims constitute a noticeable part of the world and are judged with the lens of prejudice and hatred on the basis of religiosity. It is a qualitative research accomplished by using the latest version of impoliteness model to classify and analyse the facts. The results can be summarized as follows: Among the five strategies of impoliteness—bald on-record impoliteness, positive impoliteness, negative impoliteness, sarcasm, or mock impoliteness—the negative impoliteness strategy emerges as the most frequently employed in this play. The characters in Disgraced frequently employed the affective function.

Investigating the Multilingual Linguistic Landscape on Local Food Packaging in China: A Three-Dimensional Analytical Model

2025-09-11T17:45:12+08:00

As the process of globalization continues to deepen, multilingualism has increasingly permeated various aspects of Chinese society, with local food packaging emerging as a particularly prominent site of linguistic display. The multilingual linguistic landscape on food packaging serves both informational and symbolic functions. However, in practice, its presentation often reveals discrepancies with current language policy in China. This study employs Trumper-Hecht's three-dimensional analytical model to examine the multilingual linguistic landscape on local food packaging in China. It aims to uncover discrepancies between the linguistic landscape and official language policy, as well as consumers' perceptions and attitudes toward these discrepancies. Drawing on the field investigation method, the study collected 944 food packaging samples and conducted a questionnaire with 114 valid responses. Quantitative analysis of the packaging samples revealed that approximately 22% featured foreign-language text(s) in a larger font than Chinese, while a similar proportion lacked corresponding Chinese translations for the foreign-language content. Descriptive analysis of the questionnaire data suggests that consumers' perceptions and attitudes toward these discrepancies are neither clear nor consistent. While most respondents acknowledge the existence of such issues, the overall level of concern is relatively low, and explicit expressions of opposition are limited—particularly in cases where foreign-language text(s) appear in a larger font than Chinese. This subdued public response may, to some extent, contribute to the persistence and growing visibility of such linguistic deviations over time. The findings suggest that relevant authorities need to strengthen supervision of food manufacturers, establish and enforce clearer regulatory systems, and enhance public awareness through targeted campaigns.

Advancing Thai Sentence Embedding: Benchmark Development

2025-09-23T15:09:05+08:00

Sentence embedding is the task of capturing textual information in contextualized vectors, which has attracted considerable attention in recent years due to its effectiveness in a wide range of downstream NLP applications, such as classification, retrieval, and semantic search. Despite substantial progress, particularly for English, the study of sentence embeddings in resource-constrained languages like Thai remains underexplored. Existing Thai benchmarks are limited in scope, as they primarily evaluate models on text classification, leaving other important tasks insufficiently examined. To address this gap, we introduce the Thai Sentence Embedding Benchmark, a comprehensive evaluation suite covering diverse tasks including semantic textual similarity (STS), text classification, pairwise classification, and retrieval. We systematically collect and reformat high-quality Thai texts into embedding-based tasks, ensuring robust and standardized evaluation. Furthermore, we propose a new dataset, Thai STS, specifically designed to fill a crucial gap in evaluating semantic similarity in Thai. Beyond benchmarking, we present new Thai sentence embeddings trained under four different sentence embedding frameworks designed for low-resource settings, with three model sizes spanning monolingual and multilingual encoder-based architectures. This variety enables meaningful insights into the trade-offs between scale, architecture, and resource constraints. Through extensive experiments, we evaluate a broad spectrum of embedding models, including newly developed large language models (LLMs), smaller language models (SLMs), and off-the-shelf API-based systems. Our findings highlight both strengths and persistent challenges across tasks, providing guidance for future work. All datasets, models, and code are released under the Apache-2.0 License to support open, reproducible, and community-driven progress in Thai NLP community.

Keigo Perspective for Indonesian Migrants: A Study of Communication Challenges and Social Adaptation of Indonesian Migrants in Japan

2025-08-22T15:28:20+08:00

This study examines the barriers to communication and social adaptation, especially in the work environment that requires the use of respectful language (keigo), experienced by Indonesian migrants in Japan. These barriers greatly affect the quality of life of migrants in Japan, which needs attention from the Indonesian government, along with the increasing demand for productive age workers from Indonesia due to the demographic impact of the Japanese population. Exiting conditions show that Indonesian migrants are not only required to have technical skills, but must be able to implement keigo in the work environment. The purpose of this study is to analyses the perspectives of Indonesian migrants on keigo and the challenges they face in communication and social adaptation of Indonesian migrants' lives in Japan. In this study, qualitative methods are used to explore the experiences, perceptions, and challenges faced by Indonesian migrants in communicating and adapting to the work environment. This qualitative approach will reveal the phenomena of language, social, culture, and behaviours of migrants deeply and holistically. This phenomenological research design will focus on the subjective experiences of Indonesian migrants in using keigo and how migrants interpret the challenges and can adapt. Indonesian migrants often struggle with understanding and correctly using keigo due to its complexity and the cultural nuances involved. The ability to use keigo effectively is closely tied to social adaptation for Indonesian migrants in Japan. This study will recommend that institutions sending workers to Japan conduct simulated keigo training to create a professional workforce.

READIBUDDY: A Culturally Relevant Literacy Tool for Empowering Malaysian Girls

2025-09-01T14:41:38+08:00

Literacy development remains a critical challenge among young learners in rural Malaysia, particularly for girls who face sociocultural barriers, limited exposure, and a lack of relatable reading materials. Existing English language tools are often generic and fail to align with the linguistic needs and cultural realities of underserved communities. As a result, girls in Orang Asli and remote regions experience lower reading motivation and higher dropout rates. This study examined whether a culturally grounded, scaffolded digital literacy platform could improve English reading proficiency, motivation, and identity affirmation among rural Malaysian girls. To address this aim, the ReadiBuddy platform was developed and piloted over six weeks of classroom and home-based learning. ReadiBuddy features localized stories across three genres (Fantasy, Science, History), scaffolded by CEFR levels (A1–B2), bilingual toggling, pronunciation playback, comprehension quizzes, and a gamified interface. Teachers supported the implementation using a real-time dashboard and differentiated instruction tools. Findings revealed significant improvements in reading proficiency, learner engagement, and cultural connection. Students responded positively to the use of Malaysian female heroes and culturally familiar narratives, while teachers viewed the platform as a practical supplement for under-resourced classrooms. The results also reflect key principles in second language acquisition, including scaffolded comprehensible input, code-switching strategies, and the role of learner identity in literacy development. ReadiBuddy contributes to SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequality). It exemplifies a socially responsive and pedagogically sound innovation that bridges literacy gaps through engaging, inclusive, and contextually relevant digital learning, thus empowering a generation of confident, literate girls.

EFL Teaching Strategies in Multilingual Classrooms: A Case Study of Universitas Muhammadiyah Surakarta (UMS)

2025-09-24T16:09:57+08:00

This research investigates the teaching strategies employed by English as a Foreign Language (EFL) lecturers, using Universitas Muhammadiyah Surakarta (UMS) as a case study. The qualitative case study examines how EFL lecturers manage multilingual classroom realities. These classrooms include native speakers of Javanese, Bahasa Indonesia, and various international first languages. Data were gathered through six classroom observations, three semi-structured interviews, and two focus group discussions with students (N = 12). Reflexive thematic analysis revealed four themes: (1) gaps in participation due to differences in proficiency and fear of making mistakes; (2) strategic use of L1 for clarification, vocabulary support, and reducing anxiety; (3) multimodal scaffolding involving images, peer tutoring, and task-oriented work; and (4) policy negotiation, with phased L1 decrease in high-stakes testing. The study draws primarily on sociocultural theory and translanguaging, with interlanguage providing supplementary insights into the development of learner language. This study extends translanguaging and sociocultural theories by introducing negotiated translanguaging—showing how multilingual practices adapt strategically under EMI policy constraints in higher education contexts. The significance of this research lies in addressing the growing challenge of dealing with multilingual classrooms in Indonesian higher education. Linguistically diverse backgrounds frequently restrict learner participation and understanding. The findings support an adaptable language policy. They also stress training and evaluation in multilingual pedagogy aligned with classroom contexts. This study gives practical recommendations to lecturers, managers, and policymakers working in linguistically diverse higher education institutions.

Digital Literacy Meets English Pedagogy: An Ethnographic Inquiry into Engagement Practices among Indonesian High School EFL Students

2025-07-29T13:52:52+08:00

This study examines the engagement practices of Indonesian high school students in digitally mediated EFL classrooms. Drawing on an ethnographic research design, the study examines how digital literacy-based instruction influences student engagement across behavioural, emotional, and cognitive domains. Conducted over one semester at a high school in Ternate, Indonesia, the research involved ten students and five EFL teachers, who were selected through purposive sampling. Data were collected via participant observation, interviews, document analysis, and field notes, and analysed using Spradley's ethnographic framework. Findings reveal that students exhibited high levels of behavioural engagement through adherence to classroom norms, timely participation, and collaborative digital tasks. Emotional engagement was fostered through culturally relevant digital content, including music, YouTube, and gamified platforms. In contrast, cognitive engagement emerged through the use of autonomous learning strategies, including the application of AI tools and flexible problem-solving approaches. Three cultural themes—digital discipline, emotional connectedness, and learner agency—underscore how digital literacy is socially and contextually constructed. The study concludes that student engagement in digital EFL classrooms is not solely dependent on access to technology, but is shaped by cultural practices, emotional relevance, and adaptive learning behaviours. These findings offer critical implications for digital pedagogy, teacher development, and equitable educational policy.

Implementation of a Digital Multimodal Workbook in EFL Academic Writing: Enhancing Students Engagement, Digital and Multimodal Literacies

2025-09-23T09:45:35+08:00

Integrating digital technology into English as a Foreign Language (EFL) writing courses is essential for students' adaptation to the demands of contemporary communication. This study examines the implementation of digital multimodal workbooks (DMW) in academic writing courses for EFL students at a university in Indonesia. This study focuses on the implementation phase by employing a research and development methodology that uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Sixteen students completed five worksheets that were designed to guide them in creating multimodal academic writing projects. Data were collected through student reflections and interviews and subsequently analyzed thematically. The findings indicate that the structured implementation of DMW can engage students in the writing process, resulting in enhanced conceptual understanding and improved academic writing literacy. Students develop writing, critical thinking, confidence, communication, research, creativity, and collaboration skills while creating multimodal text using digital tools. Despite these positive outcomes, limitations were identified, including challenges in summarizing information and issues related to team collaboration. These findings demonstrate the value of structured support for addressing these challenges. This study aligns with contemporary language learning theories and better equips students with meeting the demands of digital communication. To maximize the benefits of DMW, educators should focus on providing targeted support for synthesizing information and collaborative work. Further research could explore adapting DMW to various educational contexts to refine its effectiveness and address these challenges.

Improving Communicative Competence and Speaking Skills in EFL/ESL Classrooms: Strategies, Techniques, and Pedagogical Approaches

2025-09-28T09:34:54+08:00

Communicative competence (CC) has proved to be the most pressing yet elusive objective in EFL/ESL learning. Learners often do not develop good speaking skills, with which they are dissatisfied, mainly due to inadequate opportunities for practice, high anxiety, and various institutional constraints. This study uses a qualitative design through document analysis and a systematic literature review of 35 peer-reviewed sources from different contexts in the Global South. The analysis covers the years 2018 to 2025 and thematically examines pedagogical strategies, technological tools, classroom practices, and cultural factors. Triangulation does enhance validity with critical attention to systemic barriers on the improvement of communicative competence and speaking skills in EFL/ESL classrooms. Findings also highlighted that the task-based language teaching (TBLT) approach significantly fosters fluency through engagement via real-world tasks, resisted by a teacher-dominant or exam-centric system. Automatic speech recognition (ASR) and technology tools substantially enhance pronunciation accuracy. However, they further accentuate inequity gaps in Asia and Africa due to inadequacies in enabling digital infrastructure. Listening attentively while shadowing boosts interactive communication; the method needs adaptation because of cultural norms like gender-segregated activities found in conservative societies. Major systemic barriers were found in the insufficient teacher training, rigid curricula, and misaligned assessment systems. Global and local approaches include the hybrid TBLT-grammar tasks and low-tech responses. They should be transformed into an institutional priority for teacher training, exam revision to test pragmatic skills, and more systematic partnerships with NGOs for the resource gap. Pedagogical innovation, cultural sensitivity, and equity-based policies that can encourage students to speak fluently in real-life communication.

Illocutionary and Perlocutionary Leadership Acts in Bolanle Austen Peters’ Funmilayo Ransome-Kuti

2025-04-02T13:57:53+08:00

This study is a pragmatic analysis of the illocutionary and perlocutionary acts in the leadership communication of Funmilayo portrayed in the biographical film Funmilayo Ransome-Kuti by Bolanle Austen Peters. With a qualitative design, the study employed a case study approach to explore language use within the specific context of the film. Data collection involved primary data from the film, transcribing relevant speeches and conversations of the central character, Funmilayo. Secondary data were gathered from literature on pragmatics, speech act theory, and leadership that provided context and supported the findings. Engaging John Searle's (1976) taxonomy of speech acts, utterances from selected scenes in the film were transcribed, systematically categorised, and analysed. The objectives identified the prevalent illocutionary acts employed in the language use of a leader, analysed illocutionary acts performed in the movie while identifying the most recurrent speech acts and the intended meaning and effects, and evaluated the perlocutionary impact on listeners. Findings revealed that directives emerged as the dominant illocutionary act used to coordinate grassroots mobilisation for social change through rhetorical questions and instructions. Funmilayo's utterances achieved their aims of motivating, inspiring, and organising women in the market, as evidenced by their responsive cheers. This research provides new insights into Funmilayo's strategic language as an influential leader in Nigeria's history, underscoring the integral role of pragmatic analysis in understanding leadership communication. There are implications for advancing knowledge on effective oration within African contexts, contributing to Sustainable Development Goal (SDG) 16, which emphasises peace, justice, and strong institutions.

Effectiveness of Gamified Learning Modules in Arabic-English Interpreter Training

2025-08-07T15:27:49+08:00

This research explores the impact of gamified learning modules on promoting engagement, vocabulary retention, and interpreting performance among undergraduate Arabic-English interpreting students at Applied Science Private University. Implemented over a semester with 20 students enrolled in a capstone interpreting course, the research used a pre- and post-test design to assess student progress before and after the introduction of gamified interventions. Interventions included vocabulary games, timed drills, role-play simulations, and leaderboard activities, all designed to simulate real-time interpreting conditions and maintain active learner engagement. Results showed marked improvement in student motivation, confidence, and classroom participation, with learners expressing more enthusiasm and less anxiety towards interpreting assignments. Posttest findings also confirmed significant gains in the retention and use of specialized terminology, especially in legal and medical fields, along with measurable improvement in fluency, reformulation ability, and time management. The learner-centered structure of the gamified modules reduced cognitive overload, encouraged collaboration, and fostered a dynamic classroom atmosphere that was appropriately balanced between challenge and support. Notably, the modules bridged the gap between theoretical instruction and practical application, offering authentic, interactive, and practice-based training that exposed students to the real-world demands of interpreting. Overall, the research concludes that gamification is an innovative pedagogical framework in interpreter training, providing authentic learning experiences, enhancing performance, and fostering continued learner engagement. The findings indicate that introducing gamified modules can revolutionize interpreter education by developing core competencies, stimulating motivation, and inducing a positive climate for long-term professional growth.

Indonesian EFL Teachers' Beliefs and Practices in the Implementation of Authentic Assessment for Speaking Skills

2025-09-30T10:39:51+08:00

Authentic assessment in speaking bridges the gap between classroom learning and real-world communication, offering a more accurate and relevant measure of learners’ speaking ability. Clarifying the views of Indonesian EFL teachers on the use of authentic assessment for speaking abilities was the aim of this study. It employed a qualitative method and a descriptive research design. Data were gathered through the use of interviews. The study included three EFL teachers from a junior high school in Semarang, Central Java, Indonesia. They were analyzed qualitatively following a number of processes, including data reduction, data display, conclusion drafting, and data verification. According to the findings, EFL teachers are in favor of using authentic assessment for speaking skills because they have seen a number of advantages, such as a rise in student enthusiasm for speaking exercises, simplicity in evaluating and reviewing the teachers' approaches, and support in determining their students’ speaking strengths and shortcomings. However, the EFL teachers thought that geographical elements such as school conditions and circumstances, student characteristics, and students' low English comprehension and ability level were the main barriers to adopting authentic evaluation for speaking skills. This study reveals that EFL teachers need to improve their pedagogical understanding of authentic assessment in order to implement authentic evaluation for speaking abilities.

Lexical and Semantic Dimensions of PL-SKT Loanwords: Their Values in King Ramkhamhaeng's Inscription No.1

2025-10-09T11:20:22+08:00

The objectives of this research were: (1) to examine the word formation of Pali–Sanskrit (PL-SKT) loanwords in King Ramkhamhaeng's Inscription No.1; (2) to investigate the semantic changes of these loanwords; and (3) to explore their values across different dimensions in King Ramkhamhaeng's Inscription No.1. The study focused on a population of 89 PL-SKT loanwords identified in King Ramkhamhaeng’s Inscription No.1, which were systematically selected based on the established word-counting criteria. A qualitative method was employed for analysis in the study. The findings revealed that the 89 PL-SKT loanwords were most commonly formed through primary derivative (Kitaka), followed by compound words (Samāsa), prefixation, (Upasagga) and secondary derivative (Taddhita). Regarding meaning and semantic change, 4 types were identified: narrowing (most frequent), widening, transferring of meaning, and retention of original meaning with the latter being the most prevalent overall. As for their values, the PL-SKT loanwords in the inscription reflect 5 major dimensions: art, language, Buddhism, tradition, and politics. Among these, Buddhism was found to be the most prominent, followed by language, history, politics, and tradition. Therefore, it can be concluded that PL-SKT loanwords are highly valuable and beneficial for illustrating a holistic view of the Sukhothai dynasty, both in its historical context and its lasting influence up to the present.

Learning, Rural Areas and GenAI Tools

2025-04-22T13:45:56+08:00

Artificial intelligence, AI, specifically the 'intelligent' chatbots exemplified by chapGPT accessing the raw power of Large Language Models, the underlying GenAI technology, such as OpenAI, offers a variety of ways to support teachers. This raw power can however be problematic. Large Language Models can 'hallucinate' , providing plausible but fictitious information, furthermore, they require considerable skill in drafting queries that give the precise answer required, the so-called engineering of 'prompts' , and lastly, they could provide responses that are dangerous, hurtful or harmful. These are all consequences of the underlying technology, which indiscriminately harvests and recycles the world's digital resources, good or bad, right or wrong, nice or nasty. The educational use of GenAI in rural areas offers possibilities and poses problems, some of which are already implicit in existing rural digital educational provision, objective factors like sparsity, infrastructure and distance, and to cultural factors like the dominance of urban mindsets and understandings. Others are a direct consequence of the nature of GenAI itself. Tools that manage this power and deliver convenient and safe services to educational users can mitigate or eliminate these problems. Teachermatic is one such tool and is critiqued in terms of its rural educational relevance. This introductory and exploratory paper outlines the underlying technical, pedagogic, cultural and ethical challenges of educational AI in rural contexts and reports briefly on trials and workshops with teachers. There is no quick fix or easy answer. The problems of education in rural areas are not obviously or simply ones that GenAI can fix, in fact without supportive policy and resources to focus the direction and deployment of GenAI, it might merely reinforce existing barriers and inequalities.

Assessing Literary Comprehension through Barrett's Taxonomy: A Study of Philology Students' Critical Reading Skills

2025-08-29T13:39:12+08:00

Students need to be able to read critically, interpret deeply, and interact with literature at higher cognitive levels in today's technologically sophisticated and information-rich world. Barrett's Taxonomy serves as the analytical framework for this study, which examines the critical reading skills of philology students at the Tashkent Institute of Irrigation and Agricultural Mechanisation Engineers (TIIAME). Due to its philosophical and thematic depth, Ray Bradbury's short story The Last Night of the World was selected as the stimulus text. Written responses to evaluative and appreciative prompts, as well as multiple-choice questions designed to assess literal and inferential comprehension, were used to gather data. Each level's performance was evaluated using a scoring rubric. According to the findings, students' ability to identify explicit details at the literal level was moderately successful, but their inferential, evaluative, and appreciative skills declined significantly. Pupils found it challenging to engage with the text's literary and emotional aspects, decipher implied meanings, and examine deeper themes. These findings were supported by qualitative interviews, in which participants expressed confidence in simple tasks but struggled with higher-order comprehension because they had limited experience with critical reading. The combined findings of the quantitative and qualitative data point to a lack of development of advanced comprehension skills in the current curriculum. These results demonstrate the urgent need for curriculum reforms that prioritize critical reading and methodical practice in higher-order thinking to better prepare philology students for the demands of academic scholarship and modern literacy.

Contrastive Analysis of Metadiscourse Markers in English and Turkish Death Notices

2025-09-25T11:16:28+08:00

The aim of this study is to compare the discourse structures of death notices written in various cultural contexts, using interpersonal metadiscourse model as a theoretical framework. The distribution of interactive and interactional metadiscourse markers in death notices published in English and Turkish newspapers was examined to determine how these markers contribute to discourse organization. To achieve this goal, the document analysis method—one of the qualitative research approaches—was employed. The corpus of the study comprises 557 death notice texts (33,618 words; 449 in English and 108 in Turkish), systematically coded and analyzed for interactive and interactional markers under this model. The study found that while the frequency of interactive markers was similar in both cultures, significant cross-cultural differences emerged in the distribution and normalized frequency values (calculated per 1000 words) of interactional markers, which show how the writer influences the reader, were different. Turkish, for instance, did not employ any hedges. Attitude markers were the most commonly used interactional metadiscourse markers in both languages, and the use of euphemistic language use was often preferred to express the event of death. This cross-cultural variation underlines how cultural norms shape linguistic choices in sensitive events like death, thereby demonstrating the sociological embeddedness of discourse. By addressing an understudied genre within a cross-cultural framework, the study contributes to the fields of discourse analysis, genre studies, and intercultural pragmatics.

Digital Skills for Teaching English to Special Education Students

2025-10-17T10:33:14+08:00

This study investigates the integration of digital tools in English as a Foreign Language (EFL) instruction for students with special educational needs (SEN) in Saudi Arabia. Drawing on a quantitative survey of 204 special education teachers across various regions, it explores the frequency and types of technology use, the relationship between teachers' digital competencies and their pedagogical practices, and the extent of institutional and administrative support provided. The findings reveal that digital tools, such as language learning applications, interactive platforms, and assistive technologies, have become increasingly embedded in daily instructional practices, irrespective of teachers' academic qualifications, years of experience, or school type. Nonetheless, the study uncovers notable disparities in access to technological resources, training opportunities, and institutional support across different educational settings. Although many educators demonstrate solid technical proficiency, persistent challenges remain in adapting digital tools to meet diverse learner profiles and in receiving specialized professional development tailored to inclusive EFL instruction. The research highlights the urgent need for systematic, ongoing training, equitable distribution of digital infrastructure, and curriculum reforms that integrate assistive technologies meaningfully. By addressing these gaps, the study provides valuable implications for policymakers and educators seeking to foster genuine digital inclusion and enhance learning outcomes in special education EFL contexts.

Perceived Effectiveness of KPT-PACE Instructional Materials in Fostering Communication Competence

2025-05-24T22:38:08+08:00

This study investigates university students' perceptions of the KPT-PACE instructional materials for developing their communication skills. Using a quantitative approach, data were collected from 112 students across different academic disciplines who had experienced the KPT-PACE program. The research specifically examined the materials' effectiveness in three key communication domains: speaking, listening, and vocabulary. Descriptive and inferential statistical analyses were applied to interpret the students' feedback. The findings indicate that students viewed the instructional materials positively, with speaking skills receiving the highest mean score (M = 3.33), followed by listening (M = 3.15) and vocabulary (M = 3.14). Each domain demonstrated statistically significant results above the neutral value of 3 (p < 0.001), suggesting that students perceived notable improvement in their communication abilities through the use of these materials. Among the three areas, speaking emerged as the most impacted, reflecting the strength of the materials in promoting oral proficiency. Overall, the results support the view that the KPT-PACE instructional materials are effective tools for enhancing communication skills among university learners. These insights may guide future improvements in curriculum design and material development, contributing to more targeted and impactful communication instruction in higher education settings.

Restoring the Aboriginal Voice: Language and Identity in The Chant of Jimmie Blacksmith

2025-09-09T10:00:56+08:00

This paper examines how Thomas Keneally's The Chant of Jimmie Blacksmith engages with the restoration of Aboriginal voice and identity within the context of Australian colonial discourse. Specifically, the novel addresses the historical silencing of Aboriginal people and highlights the tension between imposed European language and enduring Aboriginal oral traditions. The central objective of this study is to explore how linguistic hybridity—particularly Aboriginal English and ceremonial chanting—functions as a tool of identity assertion and resistance against colonial authority. Employing close textual analysis informed by postcolonial theory, the paper draws on Said's concept of colonial discourse, Bhabha's notion of hybridity, and Ashcroft's idea of linguistic resistance. This analysis demonstrates how Aboriginal English, with its hybridised grammar and vocabulary, alongside chants rooted in kinship and cultural memory, operate subversively within the English novel form. Furthermore, the study situates Keneally's novel alongside Indigenous-authored works such as Alexis Wright's Carpentaria and Kim Scott's Benang: From the Heart. This comparative perspective underscores both the contributions and the limits of settler-authored attempts to “restore” Aboriginal voice, contrasting them with Indigenous narrative sovereignty that reconstitutes English from within Aboriginal epistemologies. The findings conclude that while Keneally's novel functions as a counter-narrative that unsettles colonial silencing, its mediation through settler authorship leaves it marked by ambivalence. Ultimately, the enduring reclamation of Aboriginal voice and identity in literature is most powerfully enacted in Indigenous-authored narratives, which reshape language, memory, and representation on their own terms.

Highlights:

Aboriginal voice restoration (it examines how The Chant of Jimmie Blacksmith restores Aboriginal voice and identity within Australian colonial discourse).

Linguistic hybridity (it demonstrates how linguistic hybridity functions as a means of survival, identity assertion).

Counter-narrative discourse (it argues that the novel operates as a counter-narrative, asserting Aboriginal agency and reframing dominant historical accounts).

Harnessing AI Tools to Enhance English Writing Skills in Undergraduate Education

2025-09-24T10:00:01+08:00

AI tools, especially ChatGPT, play a vital role in enhancing English writing skills. The objective centers on probing how it assists undergraduate learners in improving their writing skills, from making useful notes to drafting formal letters in their daily life. The study explores the efficiency of AI tool ChatGPT upon improving writing skills among undergraduate learners through a quasi-experiment in a few selected topics: letter writing, email writing, paragraph writing, and report writing. The research gap is that the undergraduates lack adequate skills in drafting the above topics in English language. Insights are also drawn from the real-life instances of the drafted letters by the undergraduate learners to the higher authorities, i.e., the Principal and the HoDs requesting them to issue various certificates, such as study, bonafide, transfer, and late fee payment permission letters. With the help of Quasi-experiment method of pre-test and post-test, students were subjected to formal letter drafting, email writing, paragraph writing, and report writing. The post-tests gave better results that the students have improved on grammar, sentence structure, vocabulary, accuracy coherence. Hence, the study suggests that AI-driven tools can enhance writing skills of undergraduates in English Language. To sum up, the study highlights the need of harnessing AI tool ChatGPT to write better writing skills in English Language.

Exploring EFL Lecturers' Needs for AI-Assisted Teaching Strategies: A Qualitative Basis for Module Development in Henan, China

2025-10-31T09:27:50+08:00

Artificial intelligence (AI) offers strong potential to enhance English language teaching, yet its pedagogical integration in Chinese universities remains uneven. Current training and practice often emphasize the technical use of individual tools rather than their purposeful application in communicative and interactive instruction. To address this gap, the present study examined the challenges and needs of university English as a Foreign Language (EFL) lecturers as a basis for developing a training module on AI-assisted teaching strategies in Henan, China. A qualitative design was employed, combining document analysis with semi-structured interviews involving 12 lecturers. Thematic analysis indicated that although lecturers had begun to explore AI and acknowledged its potential, their use was fragmented and largely confined to peripheral tasks. They faced barriers such as insufficient discipline-specific training, limited institutional support, and difficulties in aligning AI with teaching objectives and student proficiency levels. At the same time, they expressed strong expectations for practical and hands-on guidance, including clear objectives, classroom-based examples, step-by-step resources, and theoretically informed direction. These findings highlight a gap between current practices and desired outcomes and provide a foundation for designing a contextually relevant training module that supports the effective and responsible integration of AI in EFL teaching.

Highlights:

Reveals a clear gap between lecturers’ fragmented exploratory use of AI tools and their strong demand for systematic, pedagogically grounded integration.

Demonstrates that the lack of discipline-specific and practice-oriented training is the key barrier shaping lecturers' AI adoption in English language teaching.

Provides empirical support for applying McKillip's Discrepancy Model and the Dick and Carey instructional design model to technology integration in EFL contexts.

Underscores the critical role of Technological Pedagogical Knowledge (TPK) within the TPACK framework, as lecturers struggle to embed AI into pedagogy despite basic technological awareness.

Offers practical implications by calling for hands-on, contextualized, and theoretically informed training modules, supported by institutional and policy-level initiatives.

The Use of Persuasive Discourse on X Platform and Its Effects on University Undergraduates Motivations and Attitudes to Learn Chinese

2025-10-10T13:41:23+08:00

In early 2020, the Saudi Ministry of Education introduced Chinese as a foreign language (CHL) in selected high schools and universities across major cities such as Jeddah and Riyadh. Implemented in ten schools and three universities, this initiative marked the first stage of a national strategy to expand Chinese instruction across the Kingdom by 2030. The policy highlights Saudi Arabia's growing diplomatic and economic partnership with China, particularly after Crown Prince Mohammed bin Salman's 2019 visit to Beijing, where language learning was emphasized as a tool for strategic cooperation. This study examines the motivations—instrumental, integrative, or personal—driving Saudi undergraduates to learn Chinese, their attitudes toward the language, and the influence of persuasive discourse on the X platform. Specifically, it explores how mechanisms such as repetition, lexical choice, and reasoning affect learners' motivation and perceptions.Using a triangulation mixed-methods approach, data will be collected from 100 randomly selected first-year female students majoring in Chinese at Princess Noura University. The study aims to determine whether cultural, personal, or social media factors shape motivation. Preliminary findings suggest students view Chinese mainly as beneficial for business and national development, indicating an instrumental orientation reinforced by persuasive discourse. Some limitations were encountered, including participant numbers and academic obligations, which constrained availability for interviews.

Corpus-based Uncertainty Analysis of Multilingual Media under Language Policy

2025-09-10T09:55:15+08:00

This paper presents a mathematical framework for quantifying graded language mixing in media texts surrounding a policy reform. We model each document as generated by probabilistic n-gram models for two languages, interpret the resulting posterior probabilities as soft-membership degrees, and apply Shannon entropy to measure per-document mixing. A fuzzification exponent controls assignment sharpness, and aggregate entropy across documents yields a corpus-level metric tracked over pre- and post-reform intervals. In a case study of 20 headlines, mean entropy rose from 0.52 to 0.68 nats (∆ = 0.16), indicating increased code-mixing after the policy change. Statistical validation via a paired t-test (t = 3.27, p < 0.01) and a permutation test (p = 0.005) confirms the significance of this shift. Analysis of soft-membership distributions reveals a drop in average English membership from 0.77 to 0.52, further illustrating editorial adaptation. The modular implementation enables scalable analysis of large corpora, and an open-source toolkit is provided to promote reproducibility and extension to other bilingual or multilingual settings. We discuss limitations related to parameter sensitivity, model assumptions, and sample size, and outline future extensions involving imprecise-probability bounds, contextual embeddings, dynamic time-series modeling, and topic-augmented uncertainty. Our results demonstrate the power of information-theoretic tools for detecting subtle shifts in media discourse in response to regulatory changes.

Subtitling Arabic Swear Words into English: A Tensity Model

2025-10-11T09:38:52+08:00

This study explores the subtitling of Jordanian Arabic swear words into English on two major streaming platforms, Netflix and Shahid, with a particular focus on how translators handle taboo and offensive language. A corpus of 125 Jordanian Arabic swear words was analyzed using Hughes' (1998) thematic categorization framework alongside the British Board of Film Classification (BBFC) tensity model, which classifies swear words as strong, moderate, or mild based on their emotional and social impact. The analysis reveals that sexual swear words are the most frequent in both Arabic and English subtitles (29% and 37%, respectively), suggesting a shared global tendency toward sexual taboos in swearing. However, Jordanian Arabic displays a stronger inclination toward excrement-related (16% vs. 8%) and animal-based insults (20% vs. 6%), whereas English features a higher proportion of swearing associated with mental illness (29% vs. 17%). In terms of translation strategies, subtitlers generally preserve or intensify the intensity of the original Arabic swear words. Approximately 50% of cases maintain the same level of offensiveness, 10% heighten it, and 60% overall either match or exceed the source intensity. Only minimal use of omission or neutralization strategies (3% each) was observed. Furthermore, 21% of English swear words appear without Arabic equivalents, indicating adaptive creativity. These findings suggest that subtitlers tend to align their choices with more liberal Anglo-American norms while subtly challenging the traditional linguistic conventions of Arab culture. Ultimately, the study underscores how subtitling operates as a cultural negotiation between authenticity, audience sensitivity, and global streaming standards.

A Pragma-Stylistic Assessment of English Interpretations of Arab Leaders' Speeches at the UN General Assembly

2025-07-23T15:22:24+08:00

The current study provides a pragma-stylistic assessment of the English interpretation of Arab leaders' speeches delivered at the United Nations General Assembly. The main problem of the study is that the English interpretation of Arab leaders' speeches contains some differences in the pragma-stylistic fundamentals usually found in the Arabic texts of these speeches. It investigates the impact of the variances in pragmatic and stylistic elements produced in the English interpretation of their Arabic counterparts, aiming to understand the speech acts' intentions, and to propose improvements for each element with inappropriate renderings in English. To realize the preceding aims, the study hypothesizes that (1) The explicit pragma-stylistic elements of Arabic are frequently lost in the interpretation. (2) The interpreters fail to express the Arabic implicit pragma-stylistic criteria. The study is implemented by using a comparative textual analysis of original Arabic speeches and their simultaneous English renditions at successive United Nations General Assembly debate sessions. Elizabeth Black's model of assessment, which covers five criteria selected for the analysis and discussion of the texts, recognises some aspects of pragmatic alteration and stylistic weaknesses that change the speakers' proposed oratorical force, political position, and cultural significance. The study concludes with practical recommendations to improve the capability of interpreters to grasp and comprehend the deep meaning of such speeches, which are realised through extensive courses of interpreter training and procedures for guaranteeing greater loyalty and effect in the English versions of Arab leaders' speeches at the United Nations General Assembly.

Beliefs about English as a Lingua Franca (ELF) or International Language (EIL) in Intercultural Contexts: Voices from Brazil and Chile

2025-09-18T13:58:35+08:00

The following study examines how university teacher educators in Brazil and Chile perceive the integration of interculturality in the teaching and learning of English as a Lingua Franca (ELF) and English as an International Language (EIL). While both countries included English in the curricula as a foreign language, they have recently rethought the status of English in the education system—Brazil officializing it as ELF and Chile proposing it as EIL— the extent to which this policy changes translate into pedagogical practice remains unclear. Drawing on semi-structured interviews with ten English teacher educators from both countries, this research investigates their beliefs about the challenges and opportunities of implementing ELF or EIL with an intercultural orientation. The findings reveal a disjunction between awareness of policy mandates and uncertainty about their classroom application, reflecting limited guidance and persistent reliance on native-speaker norms. By situating these insights within broader ELF/EIL and interculturality scholarship, the study highlights the need for clearer policy practice alignment and for teacher education programmes to provide explicit support in developing intercultural competence. In doing so, it contributes empirical evidence from Latin America, a region underrepresented in ELF/EIL research, expanding understanding of how global language paradigms are interpreted in local educational contexts.

The Cognitive Origin of Taboos and Common Roots

2025-09-28T10:27:56+08:00

The article discusses the linguocognitive value and meaning of taboo, which in linguistics refers to ethnographic lexis, and analyzes its semantic structure. Lexical units in the vocabulary of a language are abstracted in the mind through deep linguistic structures, logical, psychological, philosophical, social, etc., foundations formed in the linguistic consciousness, and are reflected in the language through a cognitive model. As we know, taboo is a forbidden word and action. Language is a product of centuries-old human knowledge and human consciousness. Taboo words and their interpretation help to understand the meaning of folk customs. The main goal of the work is to examine cognitive phenomena in the language in close connection with the formation of the spiritual world of people speaking that language - their thinking, language consciousness, and the national consciousness that develops on its basis. The article considered the meaning of prohibitions and their common roots. The linguocognitive, linguocultural, and educational significance of taboos is explained on the basis of the continuity of taboos in cognition and tradition. Research methods: ethnolinguistic, comparative-descriptive, lexicographical selection. According to the results of the study, words that are prohibited from being mentioned are considered separately from euphemisms, which indicates their special cultural and cognitive significance. Despite the grammatical differences, we conclude that there are some common features between Kazakh and English. The research highlighted the ethnolinguistic nature of words and compared their existence in different languages.

Actual Problems of Determining the Phenomenon of Cognitive Synonymy in Linguistics

2025-08-12T10:34:41+08:00

The article identifies changes in the development of the synonym system, the criteria that make up the synonym series. Since synonyms are the main factor in the development of vocabulary and the richness of language, they should be studied in close connection with human thinking, association and stereotyping. Therefore, methods of cognitive research of synonyms have been proposed. Absolute synonyms are conditional, because meaning is constantly replenished and changes with the development of society. Hence, this article aims to prove conclusion that words whose meaning are fundamentally similar cannot be eternal. While antonyms are clearly binary oppositions, synonyms do not have such strict binary relations. The article was written to clarify the statement that creating synonymic series requires at least two-digit words. Currently, synonyms are also formed in the language system through authentic use of equivalent borrowings from other languages. Synonyms-epithets and synonyms-metaphors are also formed in cognitive-pragmatic interest. By studying synonyms in modern language within the «nucleus-periphery» framework, it becomes possible to determine relations between genotype-phenotype, hyponym - hypernym. Moreover, according to the «associative chain», the order of words in a synonymic series is defined by their semantic proximity to the preceding reference word. The methods of distinguishing synonymic series by semantic, stylistic and usage shades were proposed. The difference between associated and non-associated synonyms-epithets was demonstrated. Problems in translating synonyms into another language, along with their possible solutions, were discussed.

A Comparative Study on the Positive Politeness Strategies Employed by Jordanian and Omani Students in Their Requests

2025-09-04T10:20:25+08:00

This study explores the use of positive politeness strategies in requests made by Jordanian and Omani students within an academic context. By examining the positive politeness strategies employed in their interactions, the research aims to identify the preferred strategies utilized by these students when communicating with their classmates. Data is collected through memos and semi-structured interviews from a sample of Jordanian and Omani students. The study anticipates uncovering both differences and similarities in the positive politeness strategies employed by the two groups, while also investigating the influence of culture on their request patterns. To analyze the data, the positive politeness strategies will be identified and then classified. The theorists of the politesse model claimed that the politeness strategies are universal and are employed by people in different forms based on various social variables. The study reveals that Jordanian students prefer to utilize the four positive politeness strategies of giving reasons, concern for the hearer's wants, promises, and in-group identity. On the other hand, Omani students prioritize the four positive strategies of giving reasons, assuming reciprocity and giving sympathy, hedging, and seeking agreement. Both Jordanian and Omani participants use the giving reasons strategy; otherwise, they use different strategies altogether. Future research could compare the persuasion strategies that could be employed by Jordanian and Omani students in their communication.

Signs, Myths, and Tourism Identity: A Semiotic Study of the Jordan Tourism Board's Social Media Narratives

2025-10-09T13:05:55+08:00

Tourism communication has become the strategic construction of symbolic narratives that influence destination reputation and global perceptions. Yet, in Jordan, there is a gap in research on how the Jordan Tourism Board (JTB) implements semiosis to shape the country's destination image online. This study, therefore, analyzes how JTB employs semiotic strategies to build Jordan's tourism image across Facebook and X (formerly Twitter) platforms. Using Roland Barthes' three-level model of denotation, connotation, and myth, twenty-three posts were examined through a qualitative semiotic framework. The findings show that JTB integrates the following five axes—historical, adventure, therapeutic, religious, and cultural—into a unified narrative of “Jordan: The Kingdom of Transformative Experiences.” Petra and Jerash posts also frame Jordan as the “Living Time Gate,” and desert landscapes project myths of “Enchanted Wilderness,” while wellness content emphasizes the “Healing Oasis”. In addition, there are religious visuals that portray the nation as the Land of Sacred Harmony, and the themes that are promoted in the cultural posts include the Taste of Generosity and the Bohemian Quarter. These myths and symbolic hashtags are supported with the use of visual strategies such as monumental framing, monochromatic photography, and symbolic hashtags and cemented to construct an identity of Jordan as authentic, transformative, and spiritually harmonious. Combining the semiotic analysis with the impression management theory, the study proves the purposefulness of JTB discourse as self-promotion, exemplification, and ingratiation strategies. In theory, it is progressive in the sense that it correlates symbolic construction and strategy purpose, and, in terms of empirical research, this study is among the first semiotic analyses of Arab tourism boards' communication.

The Degree of Maintaining the Linguistic Variations of the Arabic Term 'Riba' (Usury) in the English Translations of the Quran

2025-08-04T11:22:49+08:00

Interpreting legal terms in Islamic jurisprudence has largely derived from the Quran or the Prophet's traditions. These terms consequently acquire a specific juridical significance in Islamic law. This study aims to examine the linguistic variations and semantic nuances of the Arabic term Riba (usury) as it appears in six selected Quranic verses, with a particular focus on its translation across different interpretive contexts. This term was chosen as a case study based on its English translations in nine different Translations of the Quran. A content analysis of the term and its contextual rendering was employed as the primary methodological approach. The analysis revealed that the term "Usury" is the most frequently used translation of riba, appearing 24 times. This is followed by riba and interest, each occurring 14 times. In addition, the term riba is further clarified in several instances: as interest (4 times), usury (5 times) and unlawful gain (3 times). The term increase also appears 6 times. These variations underscore the diversity in interpreting and translating riba across different contexts. Statistical analysis indicated a significant main effect across translation choices. Based on these findings, the study draws more attention to the linguistic nuances of translating religious texts.

Breaking the Syntax Barrier: Syntactic Simplification as Avoidance Strategy in L3 Indonesian

2025-09-01T15:03:27+08:00

Syntactic avoidance is a recurring yet underexplored phenomenon in third language (L3) acquisition. This study investigates how learners of Indonesian as an additional language simplify or circumvent complex structures in order to sustain communication. Data were collected through semi-structured interviews, oral tasks, and written samples from eight multilingual participants representing six different first language (L1) backgrounds. Thematic analysis identified consistent avoidance patterns, including the omission of subordinate clauses, avoidance of passive voice marked with the di- prefix, simplification of conjunctions, and substitution of relative clauses and modifiers with simpler alternatives. These strategies were found to be shaped by cognitive processing limitations, structural divergence between Indonesian and learners' prior languages, and sociocultural concerns such as politeness and risk of negative evaluation. The study also revealed modality differences, with avoidance more frequent in oral than in written production, suggesting that planning opportunities reduce syntactic simplification. These findings confirm that avoidance is not merely a sign of deficiency but an adaptive interlanguage strategy consistent with cognitive and sociocultural models of multilingual development. Pedagogically, the results highlight the importance of scaffolding complex syntax through sequenced tasks, cross-linguistic awareness, and supportive classroom practices that encourage experimentation. Beyond the classroom, the study underscores the value of understanding avoidance as a dynamic adaptation that reflects multilingual learners' agency in managing communication. The study concludes by recommending future longitudinal and cross-linguistic research to further explore the interplay of cognitive, pragmatic, and sociocultural factors in L3 Indonesian acquisition.

Festival Emoji Semiotics: Age-Based Variations in WeChat Moments

2025-10-21T13:38:23+08:00

Emojis in contemporary digital communication extend beyond affective cues to index intergenerational identities and social behaviors. Focusing on WeChat Moments, this study investigates generational differences in emoji use during festive interactions. We adopt a mixed-methods design: quantitative analysis of 1500 posts and in-depth interviews with 15 users aged 20–50. The analysis is grounded in Systemic Functional Linguistics and Multimodal Discourse Analysis, framed by the Digital Natives/Digital Immigrants perspective and informed by Communication Accommodation Theory, Diffusion of Innovations, and Cultural Dimensions Theory. We identify three semantic dimensions—usage patterns, interpretative cognition, and symbolic life cycle. Results show statistically significant age-based differences in frequency, category preferences, and combinatory styles. Interviews reveal systematic cognitive gaps: younger users frequently deploy ironic and playful stances through emojis, whereas older users interpret forms more literally and prefer conventional combinations. We further validate a three-phase Symbol Lifecycle Model using structural equation modeling, delineating an emotion-driven stage (20–30 years), a norm-sensitive stage (31–40 years), and a culture-identified stage (41–50 years) of emoji adoption. The study demonstrates how an integrated, multimodal approach can capture subtle sociolinguistic dynamics shaped by platform affordances and cohered socialization. Practically, the findings inform age-inclusive emoji design, platform communication guidelines, and initiatives that mitigate intergenerational misinterpretation. The proposed framework provides a scalable basis for future cross-cultural and cross-generational research on digital semiotics.

Psychological Barriers and Growth Mindset in Foreign Language Learning

2025-10-10T13:55:55+08:00

Language learning is not merely a cognitive process; it is an emotional and psychological journey shaped by confidence, vulnerability, and mindset. This study explores key psychological barriers—including anxiety, fear of judgment, perfectionism, and cognitive fatigue—that hinder learners' progress and presents strategies to foster a growth-oriented approach. Drawing on qualitative data from language learners, the findings revealed that high-stakes environments, excessive teacher correction, and an overemphasis on accuracy often suppress fluency and self-expression. In contrast, adopting mistake-tolerant practices—such as gamified risk-taking and reframing errors as valuable achievements—can foster a more supportive and growth-oriented learning environment. These strategies not only normalize error-making but also enhance metalinguistic awareness, promote intrinsic motivation, and support long-term retention. Additionally, the study identifies specific emotional and social stressors—such as internalized negative self-talk, method paralysis, and unrealistic goal-setting—that contribute to mental blocks and disengagement. To address these barriers, this research advocates for a paradigm shift in TESOL education—one that integrates psychological support, emotional safety, and growth mindset principles into instructional design. A model TESOL syllabus and ten strategies for promoting mistake tolerance are proposed, incorporating reflective practices, low-pressure speaking tasks, and self-directed error analysis. By reframing mistakes as necessary steps in learning and building environments that empower students to take linguistic risks, educators can cultivate both communicative confidence and emotional resilience.

A Study of Semiotics in Nyale Falo Laor Tradition by Tobelo Ethnic: Peirce Perspective

2025-09-09T09:50:57+08:00

The nyale falo laor tradition (tradition of nyale laor) is a ceremony of catching sea worms (laor) that is traditionally preserved by the Tobelo ethnic community on Kakara Island, North Maluku. This research aims to analyze the sign system in the tradition Charles Sanders Peirce semiotic approach, which includes three main categories: icon, index, and symbol. The research method used is qualitative with an ethnolinguistic approach. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. The results of the analysis show that this tradition contains a diversity of signs that represent the cultural values, spirituality, and ecological wisdom of the local community. Iconically, the koworo tool (triangular net) reflects the function of catching laor through its distinctive shape. Meanwhile, indexical signs can be seen in natural phenomena such as lightning and heavy rain mark the temporal appearance of laor. The symbolic aspect is manifested in the use of mantras (gumatere) and traditional poetry (dolabololo), which are full of messages of unity, gratitude, and respect for ancestors and God. Through semiotic analysis, the nyale falo laor tradition is revealed not merely as a practical ritual, but as a communication system that reinforces the cultural identity, religious values, and ecological ethics of the Tobelo people. Thus, Peirce semiotic approach proves effective in unraveling the complexity of meaning in local cultural practices, as well as emphasizing the importance of preserving cultural heritage through understanding the signs that live and develop in it.

African Cultural Narratives and Dramatisation in Enhancing Linguistic Identity: Language Acquisition through Modern Technology

2025-09-09T10:57:50+08:00

African culture may be richly interwoven with narratives traditionally expressed through dramatic arts, serving both educational and entertainment purposes. The study seeks to understand the integration of African cultural narratives and dramatic arts with modern technology to enhance linguistic identity and language acquisition among Grade 10 learners. Employing a qualitative case study design, the research utilised a purposive sample of 20 Grade 10 learners and three teachers specialising in dramatic arts, which made a total of 23 participants. Guided by the African Oral Traditional Storytelling (AOTS) Framework, data were collected through structured interviews and analysed thematically to identify recurring patterns and themes. The findings revealed that modern technologies, such as digital storytelling platforms, positively impact linguistic identity development and help bridge the educational disparities between urban and rural schools. Additionally, the study findings include that integration of dramatisation and cultural narratives was found to enhance learner motivation, cultural preservation, and overall educational outcomes. The study concluded that digital tools could play a vital role in preserving the vibrancy of African oral traditions while equipping learners with essential linguistic competencies. The study recommends that by making cultural narratives more accessible and interactive, technology could foster a deeper appreciation for African traditions while promoting effective language acquisition. Recommendations include the implementation of integrated curricula, the provision of teacher training for effective technology use, and further research on emerging technologies such as AI to deepen their impact on language acquisition and cultural preservation. The innovative approach to education demonstrates the potential to create engaging and culturally relevant learning environments that promote sustainable educational practices.

Linguistic Identity of Russians in the Latvian Lands in the Second Half of the 19th−Early 20th Centuries

2025-09-25T15:13:41+08:00

The purpose of this article is to present empirical material reflecting the processes of formation and reproduction of linguistic identity based on the Russian language and Russian culture among the Russian population of the Latvian lands that were part of the Russian Empire. The historical period chosen for scientific analysis in this article — the second half of the 19th and early 20th centuries — is extremely important for the processes of bourgeois modernization in Eastern Europe, accompanied by processes of nation-building. At the same time, the article critically addresses narratives prevalent in contemporary public consciousness and even academic research that claim that the processes of modernization of the social life of the Russian population in this region of Russia were reduced exclusively to problems of nation-building and the actualization of ethnic identity. The author of the article demonstrates that the appeal of Russians to the values of linguistic identity was linked to the need to consolidate Russian communal life in the Baltics. To a lesser extent, representatives of Russian society saw the dissemination of their linguistic identity as a means of distancing themselves from other ethnic groups. The article uses an analysis of academic literature and an extensive array of materials published in Russian newspapers and magazines in Riga, the largest city in the Baltic provinces of the Russian Empire during the period under review.

The Corruption of a Spiritual Leader: An Analysis of Pastor Pfumela's Betrayal in Xitsonga Narrative Text.

2025-10-15T13:13:42+08:00

Xitsonga literature is rich with many sensitive literary themes that highlight the Vatsonga experience about life and their understanding of social dimensions. Among these themes is corruption within the house of the Lord. This article examines the theme of corruption in Xitsonga literature through a literary analysis of the character of Pastor Pfumela from the drama Byi n' wi khele matluka by M. Malungana. Using a qualitative research approach, this article employs a literary analysis methodology to explore the ways in which corruption manifests in the text. The study draws on the theoretical framework of Rational Choice Theory to examine the power dynamics and moral implications of Pastor Pfumela's choices on corruption. The findings of this study reveal that Pastor Pfumela's corruption is driven by his desire for money and wants, such as cars and phones, and that his actions have far-reaching consequences for the community he serves. This study contributes to a deeper understanding of the theme of corruption in the Xitsonga drama book Byi n'wi khele matluka and highlights the importance of moral leadership in African communities. It is recommended that religious leaders be held to ethical standards and that moral education be reinforced within communities. Further research is encouraged to examine how literature can be used as a tool for anti-corruption awareness and education in African communities and worldwide.

Pragmatic Adaptation in Digital Translation: The Influence of Technology on Translating Negative Politeness

2025-09-10T16:40:21+08:00

This research investigates the adaptation of negative politeness strategies in the requests of Jordanian and Omani students in digital communication. The study employs Brown and Levinson's politeness theory to examine how students from these two cultures use politeness strategies (indirectness, asking questions, apologizing, and minimizing imposition) in writing emails, text messages, and social media interactions. Data were collected from 60 students (30 Jordanian and 30 Omani) through semistructured interviews, surveys, and observational inputs. The study finds variations across cultural expressions. For example, Omani students mostly put their questions in pairs, but they find single questions acceptable, while Jordanian students generally ask for things in single questions. Furthermore, the roles of digital translation tools, such as Google Translate and DeepL, are being studied concerning how they translate politeness strategies, particularly indirectness and hedging. The research found that such machine tools have not done very well in reflecting these pragmatic characteristics but instead, in many cases, lose markers of culture and politeness. Pragmatic adoption of digital translation will expressly enhance future research along with culturally aware translation tools. Future studies should investigate better ways to utilize digital devices in capturing the heterogeneous aspects of politeness across cultures. Moreover, Future researchers can investigate the reasons for misunderstanding the negative politeness strategies by native speakers when they interact with nonnative speakers like Jordanians and Omanis.

AI is Ineludible in Alleviating English Language Learning at Government Secondary Schools: An Action Research

2025-09-24T09:48:01+08:00

The study, "AI is Ineludible in Alleviating English Language Learning at Zill Parishad Secondary Schools: An Action Research," was implemented at the high school level in Kovvuru Mandal, East Godavari District, Andhra Pradesh. The study collaboratively integrated AI (Artificial Intelligence) tools to enhance students' language acquisition levels to meet the learning outcomes of NEP 2020. The study conducted a quantitative and qualitative analysis of the data to see the effect of AI on language improvement. The quantitative analysis showed a significant improvement in the students' academic achievements in English. The qualitative analysis conducted included both Likert Scale analysis of the questionnaire and an unstructured interview. The study considered teachers’ opinions on the integration of AI to generate lesson plans, to present the digital content in an interesting, joyful way, and to prepare question papers to assess students' learning improvements. It also obtained the teachers' views on how far they are succeeding in integrating AI to make English learning an easy way. The study also confronts the challenges of technology interventions in rural students, especially where there is no free internet and power failures. The paper proposes suggestions to the system to achieve the required aims of equity, quality, and inclusiveness outlined in NEP 2020.

The Impact of Collaborative Writing on Grammatical Accuracy and Lexical Variety in Texts by EFL Learners

2025-10-27T13:43:18+08:00

This study has examined the impact of collaborative writing on the linguistic, cognitive, affective, and motivational growth of EFL learners. Quantitative and qualitative data were gathered to assess students' perceptions, along with empirical analysis of their written assignments. Two research instruments were employed: One, outputs for a written task assigned to two groups (control and experimental), and a questionnaire administered to students at Qassim University, Saudi Arabia. The experimental group was instructed in collaborative writing while the control group followed the prevalent methodology. Results showed that students perceive collaboration on writing as helpful for improving their grammar, learning new words, and being able to correct their own mistakes. Further, the process promoted metacognitive development by prompting learners to collaboratively elucidate and structure their ideas, thus producing more substantial and coherent content. The social context of collaboration also made the environment comfortable (threat-free in terms of performance and peer pressure) for them to work together, which lowered anxiety, boosted motivation, and ensured learner engagement. Comparative error analyses showed that students who worked together on writing made fewer grammatical, lexical, and structural mistakes than students who wrote individually. These results support the incorporation of collaborative writing into EFL curricula as an effective pedagogy, also highlighting enhanced peer interaction, cognitive involvement, and emotional support. The study concluded by recommending future research to focus on longitudinal outcomes and the refinement of collaborative writing scaffolding strategies for richer learning outcomes.

Soft Skills for Learning Biology in a Foreign Language in Digital Environments

2025-08-27T13:58:57+08:00

In a technological society, the adaptability of students and the need for interaction demand collaborative work, self-esteem, time management, and problem-solving skills. Considering the above, the inclusion of digital skills is essential because students often face difficulties in virtual modalities and sometimes fail to reach the expected conceptual-linguistic performance. This study aims to identify the impact of soft skills on learning biology in a foreign language in virtual environments. For this, a quantitative, correlational, and cross-sectional approach was followed, obtaining the following results: the management of emotions, interpersonal communication, critical thinking, autonomy and knowledge of the use of technology are elements that positively affect the conceptual learning of biology in English as a foreign language (EFL) since they allowed to analyze, evaluate and synthesize the information in virtual classrooms thanks to the emotional competence. Indeed, it reduces stress, avoids anxiety or frustration, and develops interpersonal communication skills for empathic, responsible, self-regulated, and autonomous interactions. All these elements contributed to the adaptation of such environments with motivational dyes based on collaborative work. The correlation between soft skills and learning biology in EFL was positive and strong. It helps to corroborate the hypothesis, pointing out that the more students apply soft skills in their learning process, the better their academic performance will be. In conclusion, socio-affective skills are a fundamental complement to cognitive skills. Above all, the contribution focuses on the functionality and influence of soft skills in online learning processes to foster high-quality praxis and their inclusion in educational programs.

The Roles of Theta absorption, Argument Fusion and Argument Structure Theory in Translating Arabic Religious Verbs

2025-10-14T10:53:53+08:00

The objective: this article explores the new version translation of Arabic religious verbs, namely, ?ic tamara ‘travelled’, hajja ‘travelled’, sabbaha ‘sanctified’, ?asra ‘ordered’, salla ‘granted, asked’, saama ‘fasted’, zakka ‘gave’, ?itaqa ‘feared’ and ?aamana ‘believed’. It was difficult for translators of the Holy Quran and others in the recent relevant literature to give satisfactory meanings for the verbs to convince the reader. As these verbs have remote argument religious contents which were not covered in the literature, they were given the correct English equivalents to uncover the religious contents. Methodology: the researchers used qualitative and theoretical approaches to discuss data gathered from Holy Quran and written books in modern Arabic syntax. Therefore, the researchers referred to Theta Absorption Mechanism, Argument Fusion and Argument Structure Theory to analyze the data. Conclusions, the researchers proved that there are intransitives verbs that have several fused syntactic constituents, which are overt at D-structure but must be translated at the logical form. They carry specific theta roles that constitute the syntactic structure and meaning of the verbs which lead to correct religious translation at the logical form (LF). However, there are certain religious transitive verbs that posit their essential arguments at D-structure, but they can absorb them as the arguments carry semantic connotations in translation at LF; Also, there is another category of transitive verbs that cannot absorb the internal arguments, and all of them must be translated; thus, whether the verb is intransitive or transitive, fused theta roles constitute the religious contexts.

Exploring Vocabulary Learning Strategies among Saudi EFL Learners through SMPs: A Mixed-Methods Study

2025-07-29T14:16:38+08:00

This study investigates Saudi English as a foreign Language (EFL) adult learners' perceptions of vocabulary learning through social media platforms (SMPs) and explores which platforms and strategies they use. A sequential explanatory design was adopted, with data collected via questionnaires and interviews. Quantitative data were analyzed using SPSS, while interview data were examined through thematic analysis. The findings revealed a positive perception of the use of SMPs for vocabulary learning, with an average mean score of (M = 3.95, SD = 0.86). Popular SMPs included Instagram (76%) and WhatsApp (75%), followed by Snapchat (70%), YouTube (68%), Twitter (62%), Facebook (21%), and Google Plus (12%). Learners acquired vocabulary incidentally through SMPs, using them as research tools and employing strategies such as translation, interaction, and repetition, all of which feature in Schmitt’s taxonomy of vocabulary learning strategies. Additionally, students practiced new vocabulary through interaction with their environment, applying cognitive and metacognitive strategies, allowing them to learn at their own pace. Based on the results of this study, utilizing SMPs to enhance lifelong vocabulary learning and language acquisition among EFL learners is recommended. However, the generalizability of the results may be limited to the Saudi EFL adult learners living and studying in Saudi Arabia. Therefore, further research should be conducted to explore other contexts both inside and outside Saudi Arabia.

Problems of Linguistic Ecology in Media and Online Information Spaces

2025-09-10T11:41:26+08:00

This study focuses on the analysis of invective means increasingly used in the language of contemporary newspapers and magazines within the media space. The transformations taking place in the language of mass media are closely linked to the broader changes in the world and culture under the influence of digital culture and globalization. These transformations primarily concern communicative processes in the media sphere, which have evolved from mere acts of transmitting and receiving information into mechanisms that determine the nature of social interaction, ranging from manipulative to benevolent. An examination of media discourse reveals a growing prevalence of negative linguistic phenomena associated with verbal aggression directed at the audience. The aim of the study is therefore to identify and describe the essence of invective linguistic means, to classify them into distinct groups, to distinguish them from non-normative vocabulary, and to consider the role of juridical linguistics and media ecology in preventing linguistic violence in interpersonal and virtual communication. The research employs empirical methods (associative and sociolinguistic experiments) and theoretical methods (lexico-stylistic, lexico-semantic, communicative-pragmatic, and corrective analyses). The study produced several key results: the notion of invective linguistic means is defined; their classification is outlined; distinguishing features separating invective from non-normative vocabulary are identified; the legal foundations of uncontrolled use of invective means are analyzed; and attention is drawn to the necessity, from a media-ecolinguistic perspective, of protecting the communicative space of mass media from the use of invective expressions that cause harm to the addressee.

A Study on the Psychological Network of Wellbeing in Japanese Language Learners Based on the PERMA Model: A Psycholinguistic Perspective

2025-10-09T13:11:05+08:00

This study examines the study of the Japanese language in China. It employed a psycholinguistic approach, utilising the theoretical framework of PERMA. The study participants (N = 226) were all Japanese majors aged 18 to 22 years from three universities in Central China. The learners also completed a modified PERMA Profiler and a Negative Emotion subscale, which consider both positive and negative aspects of a person's state concerning psychological functions. The descriptive results indicated that the overall well-being of the students was in the upper-middle range. Among the five PERMA dimensions, Meaning scored the highest among the PERMA dimensions, suggesting students' well-being is drawn more significantly from the perceived purpose and value of their study, rather than from immediate affective experiences or task-based achievements.followed by Relationships and Positive Emotion. In contrast, Engagement and Accomplishment were weaker, suggesting challenges in sustaining focus and achieving learning goals. Scores for Negative Emotion were relatively high overall and displayed high variance, indicating individual differences in emotional regulation. Network analysis revealed that Positive Emotion functioned as the central node, linking strongly with Meaning, Engagement, and Accomplishment. Engagement and Accomplishment formed a tightly coupled pair, while Meaning acted as a bridge supported by Relationships. Negative Emotion remained peripheral, with weak or negative connections, particularly to Positive Emotion. Comparisons between high- and low-progress groups revealed broadly stable global structures; however, low-progress learners exhibited stronger negative links, indicating greater emotional vulnerability. These results extend the application of Positive Psychology to second language acquisition and provide useful information for enhancing Japanese language instruction. Building resilience and achievement, and offering students in emotional distress specific attention, may help improve the overall well-being of learners.

A Pragmatic Study of Speech Acts in the Twitter Posts of Four Prominent Music Judges

2025-09-10T11:31:49+08:00

This study investigates the use of speech acts in social media status updates by four renowned music judges—Simon Cowell, Howie Mandel, Luke Bryan, and Lionel Richie through the lens of Searle’s speech act theory. Status updates, a key feature of social media platforms such as Twitter, serve as tools for self-expression, interaction, and the dissemination of information, including events, promotions, and personal reflections. Adopting a descriptive qualitative design, this research analyzes words, phrases, sentences, expressions, and moods contained in the Twitter posts of the selected public figures, with the primary aim of identifying the types and realizations of speech acts employed. Findings reveal that representative acts constitute a dominant category across the four judges, functioning mainly as reports. Directive acts are also frequently employed, particularly in the form of invitations. Expressive acts are common, with Lionel Richie showing the highest usage, though Howie Mandel, Luke Bryan, and Simon Cowell also rely heavily on them, often in the form of compliments. Commissive acts appear less frequently; Luke Bryan and Simon Cowell each employed one instance, while Lionel Richie used two, typically as promises. Declarative acts, the rarest type, were identified in posts by Richie, Bryan, and Cowell, with Cowell using them most frequently to announce awards and graduations. Notably, Howie Mandel did not employ commissive or declarative acts. Overall, the findings highlight both similarities and distinctions in the communicative styles of these judges. All four demonstrate active engagement through expressive and directive acts, underscoring the role of speech acts in shaping their online presence and interaction with audiences.

Impact of Aging on Conversational Discourse Cohesion in Tamil-Speaking Neurotypical Adults

2025-09-19T15:20:12+08:00

Aging affects discourse cohesion, leading to challenges such as repetition, vagueness, and word-finding difficulties. While research has focused on Western populations, there is a lack of studies on Tamil-speaking elderly, emphasizing the need for exploration in this demographic. The study aimed to investigate age-related differences in conversational discourse cohesion among neurotypical Tamil-speaking individuals. This study included 80 Tamil-speaking participants, comprising 40 middle-aged adults (aged 44–59) and 40 older adults (aged 60–80), with an equal number of males and females. Participants engaged in conversational discourse tasks that were video recorded. Discourse cohesion was analysed using the Complementary Procedure for Conversational Discourse Analysis (CPCDA) tool. Results showed that older adults had significant impairments in discourse cohesion (p ≤ 0.05), including pronoun use, vague expressions, repeated information, and word-finding difficulties, compared to middle-aged adults, with no significant differences in other cohesion domains. Results suggests that age plays a more significant role in discourse cohesion impairments in later adulthood. Assessing discourse cohesion in aging individuals is crucial for the early detection of linguistic decline. These findings support the integration of discourse analysis into routine clinical evaluations by speech-language pathologists, enabling timely and targeted interventions that help preserve communicative effectiveness and improve the communication quality of life in aging populations.

Verbal Inchoative Meaning in Linguistic Categories (Based on the English and Kyrgyz Languages)

2025-10-09T11:57:36+08:00

The contribution deals with studying the functional and cognitive aspects gaps connected with the content and formal constituent parts of the verbal semantic aspectual category, phasal meanings, and means that form inchoative semantics in English and Kyrgyz languages. The aspectual space in language, represented by a universal conceptual aspectual category and corresponding semantic categories in certain languages, is a controversial and little-studied concern in linguistics today. The purpose of this study is to analyze verbal inchoative meaning in correlation with conceptual and linguistic semantic categories and means of its expression in different-systemic languages — English and Kyrgyz. The research involves the linguistic method with the interpretive approach to the study of aspectual phenomena, distributive method, the method of quantitative analysis, the empiric method, the comparative analyses method, and the functional-semantic method. The scientific novelty of research consists in recognizing that the aspectual space of English and Kyrgyz languages is built on the relations of non-oppositional difference. The core zone structures of the functional-semantic fields (FSFs) of the inchoative meaning in the two languages differ: in English, this field is monocentric, whereas in Kyrgyz, it is polycentric. The findings expand further understanding language functioning as the main tool of human psychological activity and communication, and contribute to modern typological and cognitive investigations in cross-linguistic aspectual studies. The results can be applied in teaching English and Kyrgyz languages, as well as in developing innovative methodology with mental maps application containing possible content and means of expressing verbal inchoative semantics.

Cues to Subject-Object Grammatical Function Assignment in Arabic as a Second Language

2025-09-03T11:30:19+08:00

This study presents cross-sectional data on the cues learners use to identify subject/object grammatical functions in Arabic as a second language. The roles of agreement, case, and plausibility were investigated, with predictions drawn from three theoretical models: the first noun principle, the unmarked alignment hypothesis, and the shallow structure hypothesis. Twenty-two learners from diverse first-language backgrounds participated in a sentence-picture matching task. Participants were recruited via email and provided with study vocabulary sentences for clarification. The primary task involved viewing 200 sentences, presented aurally and in writing alongside two images. Participants selected the image that correctly depicted the sentence's action, with each noun phrase serving as a human referent. Sentences were modified to target specific cues and presented randomly with correct responses to prevent order effects. Results revealed that beginning learners tended to interpret noun-verb-noun sequences as SVO, even in the presence of disambiguating cues. As learners advanced in proficiency, they became more sensitive to morphosyntactic information, correctly interpreting SVO and OVS structures. The findings supported the predictions of processability theory—particularly the unmarked alignment hypothesis—and the first noun principle, while contradicting the shallow structure hypothesis, as plausibility had no observable effect on performance. These results offer insight into the developmental sequence of cue integration in Arabic as a second language and contribute to ongoing debates in second language processing and syntactic development. Future research must expand to diverse structures and L1 backgrounds and use online methods to investigate real-time processing.

The Difficulties Faced by EFL Learners When Using English as the Medium of Instruction in the Classroom

2025-10-21T13:35:08+08:00

This study aims to analyse the difficulties faced by English as foreign language (EFL) learners when using English as the medium of instruction in the classroom and to indicate the significance of understanding English vocabulary to assist in classrooms where English is the primary medium of instruction. Adopting a descriptive-analytical cross-sectional design, the research aims to identify the linguistic, psychological, pedagogical and contextual difficulties that hinder effective use of English for academic purposes and the medium of instruction in the classroom. To collect the quantitative data, a structured questionnaire instrument was administered to 100 EFL teachers in the Gezira State of Sudan. The questionnaire was validated by experts in the field and tested for reliability. It measured three main variables: linguistic challenges in English-Medium Instruction (EMI) classes, psychological/social aspects that impact engagement, and the potential to establish supportive teaching strategies. The study found the following: the linguistic barriers that EFL learners face in English as a Medium of Instruction settings, including vocabulary comprehension affects directly in the level of student engagement, aa well as the cultural differences affecting student engagement on classroom., as well as there are many effective teaching strategies that enhance EFL learners' engagement and understanding in EMI classrooms. The research concludes that challenges in Sudanese EMI classrooms can be addressed with a complex intervention. It suggests that EMI classrooms in Sudan require a holistic, student-centered approach that integrates language support, culturally responsive pedagogy, and institutional teacher training to foster an inclusive and effective learning environment.

Impact of Emotional Intelligence (EI) on Learning English among EFL Students

2025-04-21T11:27:55+08:00

This research study investigated the interconnectedness and interdependence of emotions and English learning among EFL students. It also examined how specific components of emotional intelligence—namely self-awareness, self-regulation, motivation, empathy, and social skills—affect learning outcomes, the strategies involved, and the implications and recommendations for educational practices to enhance English learning. The research was based on Daniel Goleman's Five Components Model of Emotional Intelligence (1998). A quantitative research method was employed, and an 80-student sample of English as a foreign language students was taken from diploma courses in business administration, banking, cybersecurity, disaster management, and health services to explore the strategic EI elements relevant to their academic and professional development. Hence, a five-point Likert scale questionnaire was administered to collect data for a quantitative descriptive study. The SPSS statistical analyses revealed that higher levels of self-awareness and self-regulation significantly associated with improved language proficiency and greater student engagement. The results also indicated that students with strong motivational EI skills were more inclined to participate in extracurricular activities related to English, further enhancing their language acquisition. The practical implications of this study provided valuable insights for educators, policymakers, and curriculum developers to integrate EI-enhancing strategies into their teaching techniques, strategies, and pedagogies, empowering EFL learners to engage in the classroom and navigate the complexities of language learning with greater emotional resilience and achieve higher levels of linguistic competence. Further research is recommended to explore the longitudinal effects of EI training and its integration into professional development programs for teachers.

Reactions of Social Media Users to Trendsetters' Code-Switching: An Exploration of Linguistic Choices in Digital Spaces in South Africa

2025-08-19T11:51:44+08:00

This study examines the perceptual features of code-switching employed by social media trendsetters and their impact on followers’ engagement, trust, and communication effectiveness. Using the Communication Accommodation Theory (CAT), the researcher investigates whether switching between languages enhances relatability and credibility, particularly within South Africa's multilingual digital landscape. A quantitative survey method was employed, collecting responses from 163 participants through structured questionnaires that measured perceptions of trendsetters' code-switching practices. The data were analysed using descriptive statistics and independent sample t-tests to assess gender- based differences in perceptions. Results show that followers view code-switching as a strategic communication tool that boosts trendsetter confidence, facilitates the expression of complex ideas, and strengthens audience trust and engagement. TikTok, Facebook, X/Twitter and YouTube were identified as the primary platforms where code-switching takes place. The study also found no statistically significant gender differences in perception, indicating a shared appreciation of code-switching among both male and female followers. These findings support the convergence principle of CAT, where linguistic adaptation diminishes social distance and fosters relational closeness in online settings. While contributing to our understanding of multilingual digital discourse, the study acknowledges certain methodological limitations, such as convenience sampling and the absence of longitudinal data. Additionally, the potential exclusion of monolingual audiences and cultural differences in the acceptance of code-switching suggest caution when generalising the results. The research offers practical recommendations for trendsetters, advocating for a culturally sensitive and audience-specific approach to linguistic flexibility. Overall, the study emphasises the nuanced role of code-switching in digital communication and highlights its importance as a tool for inclusivity and strategic audience engagement.

Fictional Discourse Analysis of Ramifications of the British Cultural Fragmentation in Kazuo Ishiguro’s The Remains of the Day

2025-09-22T11:07:51+08:00

This study attempts to explore the theme of cultural fragmentation through pursuing its postmodern traits in Kazuo Ishiguro’s The Remains of the Day. It illuminates the authorial description of socio-cultural changes in British society at the prime of world postmodernism through the novel’s fictional discourse. The study’s objective is to explore the theme of cultural fragmentation as a tangible clue to postmodern transition in British society. The novel is a literary manifestation of the British disengagement with the past as well as entering a new postmodern era characterized by various social ramifications limited to rejection of meta-narratives, incorporation plurality of identities, globalization, and the inevitability of change. The study’s methodology will be an interpretation of cultural fragmentation through applying Mikhail Bakhtin’s concept of dialogic discourse. Therefore, three literary elements will be analyzed to explore the novel’s portrayal of these ramifications, namely, setting, the characters’ discourse and interpersonal social affairs, and the plot’s fictional discourse. The interpretation of the novel’s discourse depends on the narrative structure of the characters’ speech, reflecting the author’s implied voice in the text. The characters’ language is the explicit expression of cultural fragmentation, which exemplifies Ishiguro’s implicit voice about postmodern reality. The duality of the author’s and characters’ voices will be accentuated as a way of perceiving cultural fragmentation through the lens of discourse analysis. In so doing, the study highlights the contemporary postmodern cultural changes that affect people’s lives and language as they communicate with each other on the grounds of social interactions.

Exploring the Impact of Mastery Goals on Foreign Language Reading Enjoyment via Control and Value Appraisals

2025-10-10T13:27:27+08:00

Existing studies show that foreign language reading enjoyment plays a vital role in language learning. However, few studies have investigated its antecedents. With reference to control-value theory, this research addressed how mastery goals contribute to foreign language reading enjoyment, considering control and value appraisals as mediating variables among undergraduate EFL learners in China. 618 EFL undergraduate learners from three universities across China participated in this investigation. A composite questionnaire was administered, including demographics and the completed scales of mastery goals, control appraisal, value appraisal, and foreign language reading enjoyment. Pearson correlation analysis illustrated the positive influence of mastery goals on the two appraisals and foreign language reading enjoyment. Then, a parallel mediation analysis was conducted, assessing the extent to which control and value appraisals mediated the link between mastery goals and foreign language reading enjoyment. With gender and academic achievement being controlled, the analysis yielded a total direct effect (β = 0.447), together with the indirect effect (β = 0.434), suggesting that control and value appraisal work in parallel to fully mediate the relationship. Moreover, value appraisal played a more dominant role, accounting for 77% of the total indirect effects. The findings lent support to control-value theory and broadened its scope to encompass specific subdomains within EFL learning contexts. It is expected to benefit EFL instructors, learners, and policymakers.

Parental Perspectives on Distance Learning Challenges for Arabic Language Instruction in Kuwait's Fifth Grade

2025-10-09T10:26:19+08:00

The COVID-19 pandemic prompted an abrupt shift to distance education in Kuwait, raising urgent concerns about the continuity and quality of Arabic language instruction—especially for younger learners. This study aims to: (1) identify the key challenges parents encountered while supporting Arabic learning for fifth-grade students, (2) assess the extent of parental involvement in online learning, and (3) evaluate parental satisfaction with this experience. These objectives are particularly relevant in the context of Arabic, a language that depends heavily on interactive and immersive instruction, where remote learning presents distinct pedagogical challenges. A descriptive relational quantitative design was employed. Data were collected through a rigorously developed structured questionnaire, completed by 554 parents across six educational districts in Kuwait. The tool underwent expert review and pilot testing, and demonstrated high internal reliability (α = 0.871 for challenges, 0.807 for involvement, 0.723 for satisfaction; overall α = 0.889). Findings revealed that parents encountered major challenges, particularly the lack of interactive digital tools and real-time communication with teachers—barriers that directly hindered effective Arabic instruction. Many parents actively compensated for these limitations by increasing their instructional support at home, indicating high involvement. However, levels of satisfaction were mixed. ANOVA results showed statistically significant differences by gender and educational level, with female and more educated parents reporting greater challenges, while no significant differences were found based on parental age. This study contributes to limited literature on Arabic distance learning by offering validated, demographically sensitive metrics of parental experience. It presents evidence-based recommendations to enhance digital pedagogy and build resilient, culturally responsive distance-learning frameworks in Arabic-speaking contexts.

A Mixed-Methods Study on Advancing Critical Listening in English Language Teaching: Project-Based Interview Tasks in the Uzbek Undergraduate Context

2025-09-01T11:07:43+08:00

This study examines the effectiveness of interview-based project learning in developing critical listening skills among undergraduate EFL students at universities in Uzbekistan. Although such skills are crucial for academic achievement and communication, they are often neglected due to traditional approaches emphasizing repetition and bottom-up comprehension while overlooking higher-order analytical and reflective listening processes. To address this gap, the study implemented a three-stage instructional model built around structured interview tasks: (1) analysis of authentic interviews, (2) student designed and conducted interviews, and (3) peer evaluations using rubrics focused on critical listening indicators. The research was conducted with 120 philology students across four universities and employed a mixed-methods design. Quantitative data were collected through pre- and post-tests measuring inference, analysis, and evaluative sub-skills, while qualitative insights were obtained from semi-structured interviews and classroom observations. Three research questions guided the study: the impact of interview-based projects on critical listening sub-skills, the contribution of structured tasks to reflective and analytical listening, and student and teacher perceptions of the approach. Findings indicated significant gains in learners' ability to critically analyze spoken input and make evidence-based judgments. Both students and teachers expressed positive views of the model, emphasizing its effectiveness and relevance to contemporary EFL contexts. The results highlight the pedagogical value of integrating project-based and communicative approaches in language teaching. Structured interview tasks not only foster critical listening but also enhance digital competencies, offering a strong alternative to conventional listening practices in Uzbekistan’s higher education system.

A Comparative Study of Traditional vs. ChatGPT-Assisted Pronunciation Teaching in Vocational Universities

2025-10-10T13:14:45+08:00

Pronunciation teaching (PT) is crucial for improving oral communication, particularly in vocational universities where students require practical language proficiency for professional purposes. With advancements in artificial intelligence (AI), integrating tools like ChatGPT into language instruction offers new opportunities to enhance pronunciation development. This study examines the effectiveness of ChatGPT-assisted pronunciation instruction compared to traditional classroom-based methods in vocational university settings. A total of 114 non-English major students were randomly divided into two groups. Group A (GA) received traditional teacher-led pronunciation instruction, while Group B (GB) practiced with ChatGPT through conversational dialogues, AI-generated feedback, and pronunciation tasks. Over six weeks, both groups completed pre- and post-tests using a structured rubric assessing clarity, intonation, and segmental precision. Data were analyzed using paired and independent samples t-tests and ANOVA via IBM SPSS 29. Results showed that the ChatGPT-assisted group achieved significantly greater improvements in clarity and accuracy (p < 0.001) than the traditional group. These findings indicate that AI-assisted instruction provides effective personalized feedback, enhances engagement, and accelerates pronunciation learning. The study concludes that integrating ChatGPT-based approaches can serve as a valuable supplement to traditional pronunciation teaching, promoting more efficient and interactive language learning in vocational education.

Classroom Interaction in High Schools: Interpersonal Meaning within a Sociocultural Framework

2025-10-13T15:29:45+08:00

This research explores the role of interpersonal meaning in shaping learning dynamics at Ronggowale High School, Semarang, focusing on how sociocultural contexts influence classroom interactions. Utilizing a mixed-methods approach, the study combined qualitative and quantitative data, including observations, interviews, and video recordings, to analyze the interaction patterns between teachers and students. The findings highlight that whole-classroom dialogue, guided by teachers using inclusive language and culturally sensitive communication, is central to fostering student engagement and building strong interpersonal relationships. Non-verbal communication, such as eye contact and gestures, reinforces verbal messages and supports student involvement. However, the study reveals that non-whole classroom dialogue, particularly peer interactions and group work, needs to be developed, indicating a significant potential for improvement. While teachers have successfully adapted their teaching strategies to accommodate the cultural diversity of students, enhancing peer interactions could lead to more comprehensive and inclusive learning outcomes. The research concludes that integrating whole and non-whole classroom dialogues is essential for creating a more dynamic and inclusive educational environment that meets the diverse needs of students at Ronggowale High School. This balanced approach is critical for effective learning outcomes in culturally diverse settings.

Highlights

Integrates Systemic Functional Linguistics and Sociocultural Theory to analyze interpersonal meaning in classroom discourse.
Employs a mixed-methods design combining observation, interviews, and video analysis.
Provides fresh empirical insights into Indonesian multilingual and multicultural classrooms.
Demonstrates how teachers’ linguistic and multimodal choices shape inclusive and responsive pedagogy.
Offers theoretical implications for cross-cultural discourse and language education.

Digital Scaffolding: Online Learning Software and Knowledge Construction in English Language Learning Classrooms

2025-08-19T10:11:41+08:00

With the rapid development of science and technology, online learning software has become an important tool for English learning as it provides a large number of learning resources together with interactive functions. But how to help students effectively build a systematic English knowledge framework is still a key issue to be solved. Another major obstacle is making sure that students can translate this disjointed knowledge into effective communication skills. This study aims to explore how online learning software can help students integrate various knowledge points in English learning and improve learning efficiency through knowledge construction. Based on the theories of constructivism, cognitive load and self-regulated learning, this study explores how online learning software can achieve knowledge construction and improve learning efficiency by stimulating students' intrinsic motivation, reducing cognitive load, and promoting self-regulation. By doing this, it aims to offer both theoretical understanding and useful tactics for enhancing online English learning environments. The study's goal is to aid in the creation of learner-centered and more efficient online platforms. The key findings from the study illustrate that online learning tools improve English language proficiency by including fundamental skills, providing individualized learning plans, and giving immediate feedback. Also, these platforms enhance efficiency, develop communicative competence, and build systematic knowledge based on the constructivist, cognitive load, and self-regulated learning theories and ultimately contribute to quality education as per United Nations Sustainable Development Goal 4.

A Bibliometric Analysis of Deep Learning-Based Reading Instruction Models for EFL Students (2015–2025)

2025-09-19T16:36:53+08:00

This study presents a bibliometric analysis of research on deep learning (DL)-based reading instruction models for English as a Foreign Language (EFL) learners published between 2015 and 2025. The rapid advancement of DL technologies has reshaped instructional strategies in language education, comprehensive insights into their application in EFL reading remain limited. The study aims to map global research trends, identify influential authors and sources, examine collaborative networks, and explore thematic development in the field. Data were retrieved from the Dimensions AI database using targeted keyword searches and analyzed with VOS viewer. Results indicate a sharp increase in publications after 2019, with emphasis on classroom applications, such as personalized learning, feedback, and student motivation. Highly cited works appeared in interdisciplinary journals, including Sustainability and Computers & Education: Artificial Intelligence. Co-authorship analysis revealed strong regional clusters in China, the United Kingdom, and Southeast Asia, while Indonesia emerged as a growing contributor with limited international collaboration. Keyword co-occurrence analysis highlighted dominant themes including assessment, self-efficacy, and integration. Despite rising research interest, significant gaps remain in localized applications and accessibility of DL tools in developing contexts. The findings underscore the need for Indonesia to strengthen its research presence by developing scalable, culturally relevant DL models and fostering international partnerships. This study contributes to the field by offering a comprehensive overview of scholarly development and by identifying future directions for AI-supported reading instruction in EFL education.

Philosophical Thinking and the Project of Methodological Transformations: From the Perspective of the Hermeneutic Questioning Horizon

2025-09-22T17:09:46+08:00

By employing an archaeological and genealogical approach, this study seeks to unearth the structure of hermeneutic discourse, exploring the unsaid within the systems that form concepts as unique entities. From this perspective, the role of hermeneutics, is greater than merely exploring the depths of texts to decipher their hidden meanings; it is a search within the zones of silence and absence where the correspondence between apparent and hidden meanings, and even between contradictory and oppositional ones, is negated, and where difference, multiplicity, and possibility prevail. Thus, the hermeneutic act becomes an ambitious project within philosophical spheres, or rather, the ambition of philosophy itself, to transcend its own standards and claims to possess certainty/the ready-made, aiming to reinterpret itself through the strategy of an ever-renewing question about the truth of man in this existence. This is a question that goes beyond the capacity of the transcendental or contemplative reason, which seeks to grasp essences and natures. This is perhaps what makes hermeneutics, as it is the case with speculative philosophy, a philosophy that aims to grant human beings the possibility of understanding their self in terms of their being. As hermeneutics is the foundation of the hermeneutic mind project, it is a return to the beginning: a return to the original project of rationality in philosophical thinking, namely, the question and interpretation of existence.

From Marginalization to Mythologization: Navigating Androgyny in Navarasa

2025-10-31T10:11:08+08:00

This research examines how Indian cinema has depicted androgyny with a particular focus on Navarasa (2005) directed by Santosh Sivan. It places the movie within the broader framework of gender and sexuality, questioning the role of cinematic texts in working as cultural apparatuses in the stabilisation and destabilisation of normative identity constructions. It is in this context that Navarasa is important in terms of foreshadowing androgyny as a spectacle or as an aberration, but as a lived-in reality. This research explores the ways in which the movie disrupts categories of gender in their normativity and the politics of recognisability through critical discourse and thematic analysis. It attracts attention to the interdependence of mythological practices and modern experiences, highlighting the fact that cultural discourse may legitimize and marginalize non-normative identities at the same time. The reading also takes into account how silence, erasure, and acts of recognition within the movie reflect wider social processes involved in the acceptance or denial of gender variance within Indian society. The results show that Navarasa presents a unique form of cinematic ethics in refusing to domesticate androgyny into binary categories and tokenistic acts of inclusion instead of providing more inclusive and empathetic portraits. The research confirms that Navarasa represents androgyny as lived experience, not spectacle, and not exception, but subversion of binary thinking that dominates Indian cinema. The study proposes the relevance of the cinema in the display of shared imaginings of gender and sexualities and the necessity to take on more encompassing methods of representation that are not tokenistic but transformative.

Deconstructing Colonial Discourse: A Linguistic Analysis of Power and Memory in Bernardine Evaristo's Blonde Roots

2025-10-17T15:35:44+08:00

This paper explores how Bernardine Evaristo’s Blonde Roots uses language to expose and challenge the ideologies that sustained colonialism and the transatlantic slave trade. By reversing the historical facts and roles of enslaver and enslaved, Evaristo reimagines slavery from an Afrocentric perspective, compelling readers to confront the constructed nature of racial hierarchies. The study draws on ideas from Paul Gilroy, Michel Foucault, and Gayatri Spivak to examine how narrative voice, metaphor, and dialogue in the novel represent trauma, power, and resistance. Using qualitative discourse analysis, the paper focuses on key episodes, such as the Middle Passage, the slave market, and the commodification of women, to show how linguistic patterns reflect the physical and psychological violence of slavery. Through close reading and linguistic annotation, the analysis highlights how Evaristo’s language transforms silence into speech and oppression into resistance. The study argues that Blonde Roots not only revisits the horrors of slavery but also invites a broader reflection on how history and memory are shaped through words. By transforming language into a tool of resistance and remembrance, the novel demonstrates that storytelling can serve as a form of historical repair and social critique, connecting past injustices with ongoing struggles against racial inequality.

Pedagogical Translanguaging as a Catalyst for Fostering Social Cohesion in Multilingual Schools

2025-09-12T11:35:22+08:00

Pedagogical translanguaging looks at language practices inside the classroom where more than two languages are present. On the other hand, social cohesion is based on a sense of belonging, where individuals share a common goal. In multilingual schools, social cohesion can only be achieved if measures are implemented to value learners’ linguistic repertoires through educators’ classroom instructional practices. Hence, this study was anchored in South Africa, where multilingualism is the norm in schools. It seeks to investigate educators’ pedagogical translanguaging strategies and how they can catalyze social cohesion in multilingual classrooms. To achieve this, a post-structuralist theory underpinned this study, which posits a need to embrace multilingual pedagogies and the acceptance of all languages. Qualitative data were collected through semi-structured interviews and classroom observations with five purposefully selected educators. Results from this study revealed that educators did engage in pedagogical translanguaging practices. They were pleased with the results since learners not only understood the concepts, but they also had a chance to learn their peers’ home languages and were able to treat each other’s with respect in that regard; educators also revealed that they were not aware that their practices were pedagogical translanguaging; instead, they thought it was code-switching. Hence, this study calls for teacher development in pedagogical translanguaging to raise awareness of its benefits in multilingual classrooms and how it promotes social cohesion.

Preferences of Omani EFL Learners for Isolated and Integrated Form-Focused Instruction: A Partial Replication of Spada and Lima (2015)

2025-10-17T15:36:37+08:00

This study investigates the preferences of Omani EFL learners for isolated (ISO) and integrated (INT) form-focused instruction (FFI) through a partial replication of Spada and Lima’s study. A total of 150 university students (125 females and 25 males) participated in the study. The participants were asked to complete a validated self-reported questionnaire that assessed their preferences for ISO and INT FFI. The results indicate that a statistically significant preference was observed for INT FFI although learners exhibited a balanced interest in both instructional approaches. Furthermore, the analysis reveals that the variables of gender and proficiency level significantly influenced these preferences. Specifically, female and beginner learners tended to favor INT FFI, whereas male and advanced learners showed a preference for ISO FFI. The findings of the study show that the participants viewed grammar as a communicative resource and expressed preferences for practicing language forms with other language skills and/ or communicative activities. The implications of the study are: (i) the reliability and generalizability of the study conducted by Spada and Lima are confirmed, and (ii) learners' preferences in the methodology and pedagogy of second and foreign language learning must be considered when designing instructional materials, (iii) the importance of timing of presenting language forms to learners in a communicative language classroom is highlighted.

Current Trends and Opportunities on the Use of Drama-Based Pedagogy in English Language Teaching

2025-08-01T09:43:50+08:00

The implementation of drama-based pedagogy has emerged as a transformative approach in the field of English Language Teaching (ELT), effectively enhancing students' engagement and proficiency in several language skills, including speaking, listening, and communication. This study employs a bibliometric analysis of 118 open access articles published between 2014 and 2024, derived from the Dimension database. The data were processed using Microsoft Excel and visualized with VOS Viewer, which revealed a significant increase in scholarly output, particularly between 2021 and 2023. Most studies (61.3%) concentrate on practical applications within the field of Curriculum and Pedagogy. In contrast, areas such as Language, Communication, and Culture, and Specialist Studies in Education remain relatively under-explored. The keyword co-occurrence analysis reveals the prevalence of structured methodologies and emerging participatory practices. Yet it also underscores ongoing deficiencies in global cooperation. The results highlight the potential of drama-led pedagogy for developing critical thinking, creativity, and collaborative capacity in students. However, implementation is hampered by a lack of training and resources. These gaps should be addressed in future research by establishing longitudinal studies as well as partnerships between disciplines and schools in professional education. Drama-based pedagogy can further change the face of ELT internationally by diversifying its research focus and seeking international collaboration.

More Than an Icon: Intersemiotic Translation of Cultural Image of Chinese Festival

2025-08-25T11:16:42+08:00

Cultural images, as quintessential carriers of profound cultural meaning within Chinese literary works, present enduring and significant challenges in translation due to their deeply embedded connotations. The translation of cultural image has long constituted a persistent challenge within the realm of literary translation practice. In response, scholarly research has explored a spectrum of strategic and technical approaches to address this complexity. However, analysis of existing research reveals a critical gap: scant attention has been paid to the nonverbal semiotic translation of cultural image. This study therefore adopts an intersemiotic translation perspective, integrating Charles Sanders Peirce's semiotic theory to analyze the translation and meaning of nonverbal signs of cultural image. The research subject derives from an episode of the cultural program Chinese Festival Shows produced by Henan TV in China. This program serves as an exemplary case study due to its deliberate and elaborate reconstruction of traditional Chinese cultural images (e.g., mythological figures, seasonal rituals, symbolic objects) primarily through audiovisual media—a fundamentally nonverbal mode. Applying Peirce's framework, particularly his concepts of sign typology (Icon, Index, Symbol) and semiotic relations (Representamen, Object, Interpretant), allows us to dissect this complex translation process. Findings demonstrate that the program's reconstruction of traditional Chinese cultural image functions as a semiotic practice—constituting intersemiotic translation at the translational level. Examination through the lens of sign typology and semiotic relations further elucidates the meaning-generation process within intersemiotic translation.

Improving English Oral Proficiency: A Comparison of Online and Conventional English Teaching for Non-Native University Learners

2025-10-13T11:07:49+08:00

This study explores student perceptions of online versus conventional English teaching effectiveness methodologies on oral proficiency development among Chinese non-native university learners, addressing the critical need for evidence based pedagogical approaches and instructional strategies in contemporary language education. A mixed-methods pilot investigation was conducted with 30 first-year Chinese university students using four validated measurement instruments assessing oral proficiency, online learning experiences, conventional learning experiences, and student engagement. Data analysis employed independent samples t-tests, effect size calculations using Cohen's d, and correlation analysis to examine differential teaching effectiveness patterns. Online learning demonstrated superior effectiveness in developing pronunciation clarity (d = 0.78, large effect) and vocabulary appropriateness (d = 0.74, medium-large effect), while conventional classroom instruction showed significant advantages in spontaneous response generation (d = −0.67, medium effect) and face-to-face communication competence (d = −0.89, large effect). Engagement-proficiency correlations varied substantially across instructional modalities, indicating different psychological and pedagogical mechanisms. The differential effectiveness patterns reveal complementary rather than competitive relationships between online teaching platforms and traditional instruction, supporting integrated pedagogical frameworks that leverage technological advantages for technical skill development alongside interpersonal benefits for authentic communicative competence. Findings inform curriculum design strategies incorporating interactive digital tools, gamified learning modules, and self-assessment functions within comprehensive pedagogical frameworks, while providing guidance for individualized learning modality selection based on targeted learning outcomes, specific skill development objectives, and student characteristics.

Indigenous isiZulu Music in Transition: A Systematic Review and Linguistic Perspective on Its Cultural and Educational Significance

2025-08-05T09:22:16+08:00

Indigenous isiZulu music represents a vibrant oral tradition through which the linguistic, cultural, and spiritual heritage of Zulu-speaking communities is preserved and transmitted. Yet, in the context of contemporary South Africa, its role is undergoing significant transformation due to rapid urbanisation, globalisation, and the continued marginalisation of indigenous knowledge within formal education systems. This study undertakes a systematic literature review (SLR) of 41 peer-reviewed sources published between 2000 and 2024, encompassing the fields of ethnomusicology, linguistics, and education. Following PRISMA guidelines, the review is grounded in Critical Indigenous Theory, Sociolinguistics, and Decolonial Pedagogy to investigate how isiZulu music contributes to identity construction, language preservation, and educational development. The review identifies four key thematic areas: (1) the continuity and adaptation of cultural practices, (2) the role of isiZulu music in the linguistic transmission of indigenous knowledge, (3) the exclusion of indigenous music from formal curricula, and (4) the emergence of hybrid musical forms among Zulu youth. The findings affirm the enduring relevance of isiZulu music in sustaining heritage and promoting linguistic vitality but also reveal systemic barriers, including a lack of policy support and limited teacher training. These limitations hinder the effective integration of indigenous content in school curricula. The study recommends the inclusion of isiZulu music within the Creative Arts curriculum, stronger partnerships between schools and indigenous knowledge holders, and the development of culturally responsive education policies. By positioning isiZulu music as a valuable linguistic and pedagogical asset, the review contributes meaningfully to debates on curriculum transformation and decolonisation in South African education.

Effectiveness of Accurate ChatGPT Commands in Enhancing A2 Level Academic Writing Feedback

2025-09-09T11:19:52+08:00

Academic writing presents significant challenges for beginner learners of English as a Foreign Language (EFL), where learners tend to make mistakes in grammar, coherence, and structure. Feedback is essential for the development of writing, yet in traditional instructional models it is not always provided with the quality or frequency required. This study explores the effectiveness of ChatGPT-generated feedback in enhancing academic writing skills among A2-level English as a Foreign Language learners. Involving a pre-post experimental design, 45 students participated over a fourteen-week intervention period within two groups: one receiving traditional instruction and the other using ChatGPT guided by a tailored prompt created by the principal researcher: "Evaluate this paragraph based on Cambridge A2-level standards (CEFR) for Content, Organization, and Language (vocabulary and grammar). Provide specific feedback". The results showed statistically significant gains in writing performance for the experimental group, especially in language accuracy and structural organization, with no regression in any skill area, confirming that AI feedback has the potential to facilitate language acquisition among participants at a beginner level, without compromising learner autonomy, when conducted through a structured approach. The research indicates that ChatGPT can be utilized as a pedagogical tool in addition to regular education, serving as a scalable resource with the aid of clear evaluative criteria. Future research is encouraged to expand this approach to other CEFR proficiency levels and explore learners' qualitative experiences with AI feedback.

Highlights

The first quasi-experimental study used structured ChatGPT prompts to improve A2-level academic writing in EFL settings.

Inter-rater reliability validates the statistically significant increases in grammar, vocabulary, and organization demonstrated.

Provide a feasible 12-week intervention framework that teachers can incorporate into their weekly lesson plans.

Emphasize the balance between AI feedback and human mediation, supporting the pedagogical foundation.

Provides implications for extending AI-assisted feedback across multiple CEFR competency levels and investigating cognitive processes involved in L2 writing

Self-Assessment to Promoting EFL Learners' Writing Autonomy: A Study at Hail University

2025-09-23T17:34:14+08:00

This study examines the influence of self-assessment practices on promoting learner autonomy and improving writing proficiency among EFL students at Hail University, Saudi Arabia. A mixed-methods approach was utilized, integrating quantitative pre- and post-test assessments with qualitative data from learner surveys. Fifty-two intermediate-level learners were split into two groups: an experimental group that used CEFR-based Can-Do Self-Assessment Checklists and reflective journals, and a control group that used traditional teaching methods. Quantitative results indicated a statistically significant enhancement in the experimental group’s writing performance, evidenced by a substantial effect size (Cohen's d = 1.50) between pre- and post-test scores. The experimental group had an average of +18 points, while the control group only had an average of +1 point. The survey data showed that students were very interested in self-assessment practices Furthermore, learners indicated enhanced autonomy, especially in assuming responsibility for learning beyond the classroom. The results are in line with Flavell's metacognitive theory, which holds that self-assessment improves metacognitive knowledge, self-regulation, and learner agency. The study finds that structured self-assessment tools help EFL writers become independent and skilled by encouraging them to think about their learning and set strategic goals. These findings endorse the incorporation of self-assessment methodologies into EFL curricula to cultivate lifelong learning competencies.

Educational Policy on Rural Schools and Its Impact on Language Teaching: The Second Republic and the Beginning of Democracy

2025-04-21T13:19:50+08:00

This article analyses the impact of educational policies in rural areas from the Second Republic to the beginning of democracy, focusing on teacher training and its influence on language teaching. During the Second Republic, teacher training prioritised language teaching and solid pedagogical training with supervised internships, which favoured literacy, especially in rural areas. However, under the first Franco regime (1939–1959), the teaching profession was restructured under National Catholicism, prioritising ideology and patriotism over pedagogical preparation. This undermined language teaching and consolidated gender inequalities in teacher training. In the second stage, from the 1960s until Spanish democracy, the 1967 Curriculum promoted a real modernisation of the teaching profession, incorporating subjects such as ‘Didactics of language and literature’ and ‘English language and its didactics’. It was hoped that this would boost language learning, especially in rural areas, where teachers had to adapt their teaching to a student body with scarce resources. However, educational regulation continued to focus on the urban environment, which was detrimental to rural schools, encouraging their abandonment and the concentration of pupils in remote centres. The rural exodus deepened this crisis, further weakening education in these communities. It was not until the compensatory policies of the 1980s that funding for rural schools was resumed, recognising previous mistakes. Although these measures were an improvement, the accumulated inequalities continued to represent a challenge for educational equity in these areas.

Orthoepic-prosodic Foundations of the Kazakh Speech Synthesis

2025-08-28T14:49:26+08:00

This article examines the issues related to prosodic and orthoepic norms in Kazakh speech synthesis. To ensure that the synthesizer delivers speech that is both realistic and intelligible, the text must be systematized according to orthoepic standards, with changes in phonemes, vowel reductions, and various sound phenomena described on the basis of linguistic data. The article also outlines the relevance of speech synthesis and the methods employed, while identifying their distinctive features. Furthermore, contemporary speech synthesis programs are discussed, along with their advantages and drawbacks. The article particularly focuses on enhancing speech synthesis by ensuring that narrators read texts in accordance with orthoepic norms and accurately convey prosodic features. The study uses the 11th-grade Kazakh Literature textbook, comprising 62 pages, as its source material. The text was internally segmented into syntagms, and the analysis addressed aspects such as vowel harmony, consonant compatibility, changes between roots and affixes, shifts across rhythmic groups, assimilation, dissimilation, reductions, variations and variants, elision, and other relevant features — all presented in accordance with orthoepic norms. The article analyzes articulatory, formant-based, parametric, and neural models used in the implementation of word synthesis. In order to improve the quality of speech synthesis in the Kazakh language, the study highlights the necessity of expanding abbreviations and numerals, adhering to orthoepic norms, and accurately modeling intonation and rhythmic patterrns. The research findings provide a scientific foundation for developing high-quality speech synthesis based on the phonetic and phonological regularities of the Kazakh language.

The Evolution of the Gothic Novel in English Literature

2025-08-29T10:45:27+08:00

This study explores the development of the Gothic novel in English literature from a stylistic and cognitive-linguistic perspective. It examines the structure of Gothic narrative discourse and its expressive strategies, highlighting the pivotal role of cognitive metaphor in shaping themes of horror, mystery, and existential anxiety. Drawing on the philosophy of language, the study reveals how Gothic language encodes and reproduces cultural and psychological constructs that reflect the self's confrontation with the irrational and the unknown. Through critical readings of seminal Gothic texts, the study traces the dynamic interplay between language and aesthetic experience, demonstrating how Gothic fiction reflects evolving artistic, social, and intellectual paradigms. It discusses how early Gothic narratives, characterized by medieval settings and dark, enclosed spaces, responded to their social and political environments, particularly the tensions of modernity and class transformation. In later developments, the Gothic style deepened its philosophical and psychological concerns, engaging with notions of creation, morality, madness, and the limits of humanity. The study concludes that the Gothic novel constantly reinvents itself, maintaining its literary vitality and cultural significance through continuous adaptation to new contexts. This capacity for transformation has allowed the Gothic style to remain a resonant form of artistic expression, transcending the boundaries between reason and chaos, reality and imagination, thus ensuring its enduring presence and importance in contemporary literary discourse.

Exploring Discourse Features of Peer Feedback and Their Role in Promoting Deep Learning in Blended Teaching

2025-10-20T16:42:29+08:00

Deep learning has become a central theme in contemporary educational reform, representing a critical indicator of learning quality. Peer feedback, as an interactive and learner-centered approach, has been shown to foster students' cognitive and meta-cognitive growth and holds significant potential for facilitating deep learning. This study constructed a peer assessment framework to promote deep learning in blended teaching and designed corresponding activities and implementation procedures. Drawing on CIMO-logic, the study examined how peer assessment triggered mechanisms such as personal engagement, seeking and providing relevant feedback, iterative exploration, and understanding one's own learning process. Data were collected through the SOLO taxonomy, rubrics, and questionnaires, complemented by discourse analysis of peer feedback comments. The linguistic analysis revealed that metalinguistic explanations and elicitation questions were associated with cognitive and ability development, while praise and politeness strategies primarily supported emotional engagement. The findings provide empirical evidence that peer assessment promotes deep learning across cognitive, ability, and emotional dimensions, and demonstrate that linguistic strategies in feedback are integral to how students process and internalize learning. This study provides theoretical insights into the occurrence of deep learning and offers practical implications for designing peer feedback activities to enhance learning quality in blended educational settings.

Employing Digital Educational Games in Teaching English Vocabulary: An Applied Study in First-Cycle Students in North Al Batinah

2025-08-21T10:44:45+08:00

This study examines how interactive digital educational games influence English vocabulary acquisition among primary school learners. With technology becoming central to modern classrooms, it is important to evaluate whether gamified tools genuinely enhance engagement, motivation, and retention, especially in English as a Foreign Language (EFL) settings. To address this, a quasi-experimental design was applied with two Grade 4 classes of similar academic ability at Al Musbah First Cycle School in North Al Batinah Governorate, Oman. The study aimed to assess whether digital games could provide a more effective approach to vocabulary learning than traditional instruction. Over one semester, the experimental group was taught vocabulary using carefully selected digital educational games that integrated animated visuals, real-time auditory feedback, and adaptive challenges. These features were aligned with curriculum standards and intended to promote active learner participation. The control group, by contrast, learned through conventional methods such as textbook exercises and teacher-led repetition. Pre- and post-tests were administered to both groups to evaluate vocabulary development. Results showed significant vocabulary gains in the experimental group, highlighting the effectiveness of digital games in EFL instruction. Beyond improved performance, students displayed greater motivation and willingness to participate, suggesting reduced anxiety and stronger engagement. This research contributes empirical evidence to ongoing discussions on educational technology by demonstrating the pedagogical value of gamified learning. It further offers practical recommendations for educators, curriculum developers, and policymakers on integrating digital games into EFL classrooms to foster inclusive, multimodal learning environments that sustain vocabulary growth.

Spatial Patterns and Toponymic Complexity in Sepaku: A GIS-Based Analysis of Linguistic Variation in Indonesia’s Future Capital

2025-09-10T13:50:54+08:00

The purpose of this study is to examine the spatial patterns and associations between language variation and place-name morphology in Sepaku Sub-district, the core area of Indonesia's future capital, Nusantara. Using two main approaches in this study, namely spatial pattern analysis and spatial association analysis. Spatial pattern analysis maps language use in Sepaku, particularly through kinship terms and toponymic morphology. Linguistic data were collected through interviews and adapted observations, while toponymic data were gathered across all villages and administrative units in the study area. Dialectometric analysis (Guitter’s classification) was applied to measure inter-point divergence and delineate isoglosses, syllabic structure analysis (CV/CVC/VC patterns) characterized toponyms, and a Geographic Information System (GIS)-based. The results reveal four dominant language zones, namely Balik (north), Javanese (east), Paser (west), and Banjar (south), that are shaped by historical migration and state-led transmigration. Toponymic complexity varies spatially, where disyllabic names dominate the north and southwest, tri- to tetrasyllabic names prevail in the east and center, and polysyllabic (>4 syllables) names concentrate in the south. A clear spatial co-location pattern was identified between linguistic zones and toponymic structures, indicating that naming patterns reflect underlying cultural and linguistic diversity. The study concludes that Sepaku's linguistic and toponymic diversity highlights the cultural interplay between indigenous and migrant communities. Policy implications of incorporating linguistic heritage into Nusantara's planning through the protection and use of local toponyms and the recognition of multilingual communities will help preserve the region's pluralistic identity amid rapid development.

Grammatical Interpretation of Maymūnah Al-Madanīyahs Narrations of Qur'anic Readings

2025-10-27T13:36:28+08:00

This research sought to catalog the Qurʾānic narrations attributed to Maymūnah AlMadanīyah, specifically those whose chains of transmission trace back to Abū Jaʿfar al-Madanī, one of the ten recognized canonical readers. In addition to documenting these narrations, the study examined their primary sources and explored their linguistic orientation at both the sentence and structural levels, aiming to shed light on Maymūnah's role as both a narrator of Qurʾānic readings and a reciter of the Qurʾān. To achieve these objectives, the study employed a combination of statistical and descriptive-analytical methodologies. Fifty-eight narrations were cataloged across all levels of linguistic analysis, with fifteen selected as a focused sample for an in-depth examination of their grammatical features. The analysis revealed that Maymūnah's narrations exhibit linguistic characteristics that can be interpreted in accordance with classical Arabic grammatical conventions, including case endings, interpretive nuances, elision, as well as rules governing pause and continuation, among other features. The findings suggest that the readings under consideration do not constitute a singular, distinctive model within Maymūnah AlMadanīyah's broader engagement with Qurʾānic readings. Nonetheless, her close relationship with her father, coupled with her continued interaction with both him and, later, her husband, appears to have influenced her engagement with these narrations. Consequently, certain narrations aligned closely with her father’s readings, while others diverged; in both cases, the narrations were transmitted through AlHudhali, who meticulously recorded and preserved them in his book Al-Kāmil fī al-Qirāʾāt al-Khamsīn.

Highlights

Maymūnah's narrations reveal the diversity of Qurʾānic reading traditions.

Her narrations offer precise grammatical guidance, integrating syntax and meaning.

They confirm women's active role in preserving and transmitting Qurʾānic readings.

Semantic Transfer and Lexical Errors in English Writing among Undergraduates' Saudi Male Students

2025-06-09T09:21:52+08:00

Arab students who learn English as a foreign language, especially Saudi students, face several challenges during the process of mastering writing skills. This research addresses the problem of persistent lexical errors in students' academic writing, which stem from semantic transfer between Arabic and English. The main purpose of this study is to identify and categorize the most common lexical errors caused by semantic transfer from Arabic to English in the academic writing of Saudi undergraduates' students and to examine the perceived causes of lexical errors caused by semantic transfer from Arabic to English. The main research question is: What are the most common lexical errors caused by semantic transfer from Arabic to English in the academic writing among Saudi male undergraduates' students? The research participants were 20 male students from the Languages and Translation Department at the University College of Haql, University of Tabuk. Using a mixed-methods approach to examine lexical errors caused by semantic transfer from Arabic to English. Quantitative data from 100 student essays were analyzed descriptively to identify common errors, while qualitative insights were gathered through a semi-structured group interview and analyzed thematically to explore students' perceptions of the causes. The findings reveal that the most common lexical errors through the semantic transfer are direct translations, word choice errors, false cognates, and incorrect collocations. The semi-structured interview revealed four main causes of these errors: negative transfer from Arabic, overgeneralization of English rules, limited exposure to authentic English, and insufficient awareness of collocations.

Legitimation and Solidarity Strategies in Saad Jaber’s COVID-19 Press Conference Briefings: A Critical Discourse Analysis

2025-09-11T10:28:46+08:00

This study examines the press conference briefings delivered by Jordan's former Minister of Health, Saad Jaber, during the COVID-19 pandemic in 2020. Unlike much existing scholarship that frames pandemic communication primarily through the lens of crisis or fear discourse, this article situates Jaber's briefings within a hybrid continuum between urgency and solidarity. The aim is to explore how his discourse fostered credibility, encouraged compliance with defense laws, and reinforced collective identity during a period of acute medical and social uncertainty. The study draws on a corpus of thirty-two briefings delivered between March and October 2020. Jaber's oral statements were transcribed and analyzed using van Leeuwen's socio-semiotic model of legitimation and Wodak's model of national identity construction. The qualitative analysis considered both linguistic strategies and semiotic resources, including voice quality, tone, and audience reception on social media. Findings reveal that Jaber legitimized government measures through appeals to expertise, rationalization, and moral evaluation, while simultaneously humanizing his role through empathy and involvement. His calm, steady prosody and measured delivery afforded reassurance, softening the authority of his institutional position. These features enabled a relational mode of governance that this article conceptualizes as sentient authority – a mitigated form of power exercised through affective alignment, calibrated social distance, and solidarity appeals. The study concludes that Jaber's discourse represents a counter-crisis communication model, balancing directive authority with inclusive solidarity, and underscores the value of CDA in unpacking how language and semiotic resources shape public trust in times of crisis.

Asynchronous Digital Approach for Advancing Learners' Foreign Language Proficiency

2025-09-23T14:02:35+08:00

In today's technology-driven era, language education has increasingly integrated online learning as an essential component, utilizing either synchronous or asynchronous modalities. This study examined the effectiveness of asynchronous digital instruction in enhancing students' language proficiency (listening and speaking proficiency), in addition to exploring their perceptions of this instructional approach. Through employing a mixed-methods design, the research combined quantitative and qualitative methods to provide a comprehensive understanding of the impact of asynchronous language learning activities compared with traditional face-to-face instruction. A quasi-experimental design was implemented with 120 A2-level English students at Birzeit University during the second semester of the 2024/2025 academic year. Participants were divided into two groups: an experimental group using interactive digital modules on Moodle, and a control group receiving conventional in-class instruction. Pre- and post-tests were implemented to measure students' language proficiency in listening and speaking, using a standardized Cambridge Press listening test and a CEFR-aligned speaking task assessed through structured rubrics. Additionally, an open-ended survey was administered to elicit qualitative insights from the experimental group about their asynchronous learning experience. Findings revealed that asynchronous instruction significantly improved students' listening skills, particularly inference-making, identifying details, understanding main ideas, and reasoning. In speaking, statistically significant gains were also observed in content relevance, vocabulary, spoken grammar and fluency. Besides, it was indicated from the qualitative results that asynchronous modules and activities offered students greater flexibility, autonomy, and accessibility. Students appreciated the reduced anxiety and personalized feedback that supported confident participation. However, students also highlighted challenges such as technological limitations, lack of real-time interaction, and the need for increased self-motivation.

Psycholinguistic and Cognitive Dimensions of Poetic Translation

2025-11-03T10:23:43+08:00

This article presents a psycholinguistic investigation of the translation of poetry, with specific focus on John Donne's metaphysical poem A Valediction: Forbidding Mourning (1611–1612) and its Ukrainian translations by Viktor Koptilov (twentieth century) and Bohdan Zavidnyak (twenty-first century). There is no doubt that definite factors must be considered when translating poetic works. Key factors influencing poetic translation, including the diachronic evolution of language, the historical and cultural contexts of the original and target texts, the typological "distance" between linguistic cultures, and divergences in metric and generic systems, are addressed. Departing from traditional descriptive, text-centered approaches in translation studies, the analysis foregrounds the translator’s cognitive and imaginative processes, particularly the role of visualization as a mechanism for de-verbalizing source imagery and re-verbalizing it in the target language. Employing a multidisciplinary methodology combining psycholinguistic, semiotic, lexico-stylistic, and historical-literary perspectives, the study examines how emotional and evaluative vocabulary, associative cues, and universal motifs (life, death, love, and parting) are reconfigured in translation, thus producing variant affective and aesthetic impacts. The findings indicate that poetic translation functions not merely as a linguistic transfer but as a complex act of intercultural mediation, in which the translator's imaginative reconstruction of original imagery is instrumental in preserving the emotional and aesthetic integrity of the source text.

Enhancing EFL Writing Proficiency Among Undergraduates through Gamified Vocabulary Instruction: A Mixed-Methods Investigation of Word Wall Integration

2025-09-22T09:15:42+08:00

This study investigates the impact of Word Wall activities on enhancing the writing skills of undergraduate English as a Foreign Language (EFL) students at Northern Border University. Acknowledging the challenges EFL learners encounter in developing academic and expressive writing, the research explores how visually engaging and interactive vocabulary strategies can facilitate written language acquisition. Utilizing a mixed-methods research design, data were systematically collected from a sample of 120 female students enrolled in Levels 7 and 8. The data collection process included numerical tests to gather measurable data that could be analyzed statistically, along with personal reflections to gain a deeper understanding of individual experiences. The results show a meaningful improvement in students' writing skills, especially in using a variety of words, correct grammar, and clear organization, with average scores of 4.79 and 4.93, and a strong statistical measure of 0.366 (p < 0.001). Participants reported increased motivation, enhanced vocabulary retention, and greater confidence in writing tasks. These findings underscore the pedagogical value of Word Wall activities as an effective approach to developing writing proficiency in EFL contexts. The study recommends integrating vocabulary-focused strategies into writing instruction to support learners in academic and professional communication. Future research may explore the digital implementation of Word Walls to enhance accessibility and engagement.

Process Types Identification Challenges and Pedagogical Implications for EFL Learners

2025-09-08T15:21:47+08:00

Understanding the meaning of the processes is essential for comprehending clause meaning from experiential perspective, however, the studies examining the identification of transitivity processes in the performance of EFL learners are scarce. This study examines the performance of 28 Arab Open University (AOU) English as a Foreign Language Learners (EFL) enrolled in the course E304A: Exploring English Grammar I in Jeddah branch. Drawing on Halliday's Transitivity Theory (1985), the study identifies the challenges faced by the students in identifying process types and proposes pedagogical implications for improvement. The students were provided with materials and activities related to processes, followed by a performance assessment test. The analysis reveals difficulties in correctly identifying process types, including 'escaped', 'coming', 'fainted', 'shares' and 'jolted'. To enhance comprehension and reduce errors, the study recommends enhancing the teaching of process types via various ways. Thus, it is recommended for EFL learners to (1) understand the relationship between lexical item and process types, (2) use tests in form of questions to differentiate between several types of processes, and (3) understand the differences between behavioural and material processes (as explained in the study). The findings contribute to the advancement of process type instruction and deepen students' understanding of clause meaning in the EFL context.

The Role of AI-Powered Chatbots in Enhancing EFL Learners’Writing Macro Skills: Perceptions and Challenges

2025-09-22T14:44:21+08:00

This study investigates the perceptions and challenges experienced by Saudi English as a Foreign Language (EFL) learners when using AI-powered chatbots to enhance their writing macro skills. A three-part questionnaire was administered to 206 EFL students at Qassim University to explore their views on the usefulness, motivational impact, and difficulties associated with these tools. The findings indicate that students perceive AI chatbots as highly beneficial for improving organizational and structural aspects of writing, such as essay structure, paragraph transitions, and idea development. However, perceptions were more moderate regarding their effectiveness in enhancing deeper analytical elements like argument coherence and critical thinking. Furthermore, the results displayed that while chatbots serve as a motivational tool for task engagement, their capacity to foster intrinsic motivation for critical analysis was limited. Significant challenges identified include generic feedback, suggestions misaligned with intended style or structure, and concerns about over-reliance and the suppression of personal voice. Qualitative analysis emphasized these issues, disclosing fears of dependency, superficial feedback, and a potential loss of authorial voice. The study concludes that while AI chatbots are valuable supplementary tools for developing writing macro skills, their integration requires careful pedagogical design to address their limitations and ethical considerations. Educators are recommended to promote critical AI literacy and design activities that encourage students to evaluate and refine AI-generated suggestions, thereby making sure that these tools support rather than hinder the development of independent writing skills.

Frequencies of Phonemes in the General British and General American Accents of English: Literature Review and New Estimates

2025-09-22T14:42:23+08:00

This article analyses the frequency of phonemes in the General British (GB) and General American (GA) accents of English in their contemporary forms in adult usage. Part One presents a critical analysis of previous data on British and American accents, much of which data are phonetically deficient. We reveal the absence of any phonetically rigorous analysis of the GA accent. Part Three presents a thorough new analysis of the frequency of phonemes in GB and GA based on the Corpus of Contemporary American English (COCA): a corpus containing over 1 billion words. The first 20,200 most frequently occurring words in COCA were transformed into iteratively justified International Phonetic Alphabet (IPA) transcriptions in both accents. Results are shown for both lexical frequencies and text frequencies and for analyses based on the first 1000, 2000, 3000 and 4000 most frequent words in COCA. The analyses of both frequency types in both accents provide a much-needed source of up-to-date information about English language usage that fills critical accent inventory lacunae. The data will enable literacy scheme designers and practitioners involved in teaching English as an additional language to optimise the structure of their programmes to ensure learners access the most productive phonemes at the earliest juncture. Those working within the field of assistive technology and other emerging speech-communication technologies will also benefit from access to this contemporary catalogue of the GA and GB accents.

Unveiling the Dynamics of Sociolinguistics, Understanding Language in Social Contexts, Artificial Intelligence Effect

2025-09-09T10:52:46+08:00

This paper examines the evolving dynamics of sociolinguistics in the 21st century, focusing on how language reflects and shapes social realities in diverse societies, with a comparative lens on India and Azerbaijan. Both nations present postcolonial, multilingual, and digitally transforming complex linguistic ecosystems where power, identity, and tradition are encoded in language practices. By integrating traditional sociolinguistic theory with contemporary developments in Artificial Intelligence (AI), this research explores how technological mediation is reconfiguring linguistic hierarchies, access, and representation. The study adopts a comparative sociolinguistic methodology, combining ethnographic insights, AI-enabled linguistic corpus analysis, and critical discourse analysis of public and social media. It interrogates how variationist phenomena (e.g., code-switching, diglossia, lexical borrowing) operate across caste, ethnicity, and region in India, and across post-Soviet national identity formations in Azerbaijan. The impact of AI—particularly Natural Language Processing (NLP), machine learning-based dialect analysis, and voice recognition algorithms—is analyzed for its dual role: as a democratizing force in linguistic research and as a potential agent of linguistic erasure and bias. Drawing from scholars such as Labov, Hymes, Woolard, and Gikandi, the paper argues that AI tools are often trained on dominant linguistic codes, reinforcing existing inequalities. Language embodies not only communication but "a repository of memory and identity," which technology risks flattening through algorithmic standardization.

Student Perspectives on How Medium of Instruction Impacts Science Education Comprehension: A Comparative Study of Two Public Universities

2025-10-22T09:57:13+08:00

Higher Education Institutional language policy regarding the medium of instruction (MI) may consider different factors, such as national goals and visions, learners' identity, the concept of globalization, finding better career opportunities, first language proficiency, and the native culture and content comprehension. The impact of the language policy on students' learning has been revisited in the literature over the years, raising important concerns about whether to select the national language of the country or a global one to access the advancement of knowledge. Therefore, this study compared the effects of MI in science education on students' subject matter comprehension in two different institutions: University A, utilizing English as a medium of Instruction (EMI), and University B, utilizing Arabic as a medium of instruction (AMI). Questionnaire surveys were conducted to explore the students' perceptions regarding the use of MI at their institution, while document analysis examined each institution's language policy. Descriptive and inferential statistics via SPSS were employed. Results indicated that students who received instruction in Arabic (University B) reported a more positive view of their subject matter comprehension. Independent samples t-tests revealed statistically significant differences in perception between University B (Arabic-medium) and University A (English-medium) students in comprehension (p = 0.004), teaching methods (p < 0.001), and academic experience (p < 0.001). Moreover, AMI served as the medium of communication, and the official documents did not specify the language of instruction. The results can assist in developing knowledge about the criticality of MI and its impact in educating well-informed and skilled graduates in Oman and potentially beyond.

Highlights

This study provides an original contribution to EMI research in the Omani context.

The findings offer insights that can guide language policy and curriculum development to better support students' transition to EMI programmes.

Given the journal's focus, this study aligns well with its scope and readership.

On Humor as a Rhetorical Strategy in English Literary Discourse

2025-09-02T15:34:18+08:00

Indirectness is a valuable communication skill commonly employed to accomplish specific objectives. Motivations for indirect use of language can be politeness, self-defense, or criticism of the other in conversation. Humor has been a subject of extensive study across various disciplines, including linguistics, literature, and philosophy. This interdisciplinary interest stems from both a desire to understand human behavior and an effort to explore how humorous techniques are employed within fictional works to achieve the author's intended effect. The article explores the rhetorical purpose of humorous devices in English literary discourse. In fiction, writers resort to humor as a means of ridiculing a certain trait of a character. The forms of humor include irony, understatement, sarcasm, self-deprecation, wit, satire, etc. The analysis has shown that writers most often use the strategies of initial, final, or double focus, placing humorous devices at the beginning, at the end, or at the centre and the end of a work of fiction simultaneously. The starting or finishing point for deductive, inductive and double-focus persuasive strategies is the author/character's perspective, which focuses on how they perceive what is happening within the story. Situational and narrative ironies enhance the impact of humorous means, thus creating a persuasive discourse. The linguistic material is analyzed through a discourse approach, pragmalinguistic and linguistic-stylistic methods of research.

Promoting Higher Levels of Learner Autonomy in Blended Learning Academic English Programmes

2025-10-14T10:44:57+08:00

The paper systematically reviews the impact of blended learning (BL) on learner autonomy (LA), with particular emphasis on learners from diverse cultural and educational backgrounds. The study focuses on academic English and courses designed for international students enrolled in pre-university and transitional programmes, which serve as prerequisites for undergraduate or postgraduate studies in the United Kingdom. International students bring substantial value in terms of soft power, global influence, and financial benefit. Their presence is also reported to enrich the educational experience by introducing diverse perspectives and encouraging a more stimulating, inclusive, and dynamic learning environment. This study compares, analyses and synthesises the findings of 17 scholarly research papers published between 2015 and 2025 to examine autonomous learning. It outlines the characteristics of autonomous learners and aims to develop a profile of these learners within BL contexts. This profile helps educators tailor instructional approaches to better support learners from diverse backgrounds. The indispensable role of instructional technology—and technology more broadly—within BL environments influences both the level and sustainability of autonomous learning. Accordingly, the article explores the development of LA through both embedding /integrating technology in BL and the availability of learning resources. Finally, the study examines the role of cognitive, metacognitive, affective, and social language learning strategies in cultivating LA among this category of international students, emphasising their long-term academic success.

Techniques for Translating English -ing Forms in Editorial Texts: A Jakarta Post Case Study

2025-10-11T09:35:02+08:00

Understanding how -ing forms are rendered is crucial for maintaining the demand for accurate, contextualized translations in journalism. This study examines the complexities involved in translating the -ing form in English (SL) into the Indonesian language (TL), highlighting the grammatical, syntactic, and contextual nuances that influence translation choices. The -ing form, which may function as a present participle, gerund, or adjective, often lacks a direct equivalent in the TL, necessitating adaptations based on syntactic role and meaning. This study explores the linguistic features and classify the various translation techniques used to transfer the messages of the English -ing forms in The Jakarta Post's editorial text into the TL. Three important findings can be drawn from a close examination of the data gathered. First, it is observed that six English terms with the suffix -ing are used to represent nouns; these are then translated into six different adjectives in Indonesian. Second, there are five instances of English -ing forms that function as gerunds, or nouns in the context of a sentence. Third, the present participle is used in continuous tenses to indicate ongoing acts in five different cases. The study, which uses Molina & Albir's translation techniques for analysis, reveals that techniques like literal translation amplification, equivalent, and reduction are especially good at retaining the meaning and sense of natural language in the TL. By providing practical guidelines for translators engaged in English– Indonesian language pair work, this study makes a significant contribution to the field of translation studies.

Enhancing ESL Learners' Speaking Proficiency through Adaptive ICALL Tools: A Mixed-Methods Study

2025-08-04T11:12:26+08:00

Adaptive Intelligent Computer-Assisted Language Learning (ICALL) technologies are reshaping the development of speaking skills among ESL learners. The goal of the study is to investigate the impact of the ICALL adaptive system on learners' speaking proficiency. This study also depicts the learners' personal ICALL experiences. An in-depth analysis of contemporary literature is conducted to uncover the recent development and trends in ICALL for enhancing speaking skills. Concerning ICALL, the study also investigates the role of artificial intelligence (AI), natural language processing (NLP) and intelligent tutoring systems (ITS) in improving speaking skills. A mixed-methods sequential explanatory research design is employed. The quasi-experimental method is used for the first part. The 110 participants are divided into two groups as control and experimental group. The three ICALL applications MyET, Duolingo and ELSA are used to improve learners' speaking skills during the intervention. The intervention is only provided to the experimental group. The second part consists of semi-structured interviews. The seven participants who participated in the intervention were selected for interviews. Quantitative data are analyzed using SPSS and qualitative data are analyzed through thematic analysis following Grbich's approach. Findings reveal that ICALL tools contributed to notable gains in speaking accuracy and fluency after consistent use. ESL learners also reported increased confidence and expressed favorable perceptions regarding the ICALL tools' ease of use, instant feedback features and autonomous learning. Based on the posttest, which shows an 86.56% average improvement in speaking proficiency scores, it is strongly recommended that the ICALL tools be adopted as core approach to support speaking skills development.

ChatGPT in English-Arabic Translation: Learner Perceptions and the Treatment of Humour and Empathy

2025-09-09T10:13:00+08:00

Although English is truly the global lingua franca today, machine translation (MT) of paralinguistic elements like humour and empathy is not totally seamless in the EnglishArabic language pair. This study examined the effectiveness of ChatGPT, a generative artificial intelligence (AI) model, in translating these elements, and how Saudi translation students who use AI tools for translation perceive its performance. The study applied a mixedmethods approach by gathering quantitative data through a Likertscale questionnaire from 46 undergraduate translation students at Qassim University, Saudi Arabia, and qualitative data was gathered through an analysis of texts translated by ChatGPT. The questionnaire was validated and tested, demonstrating high reliability with a Cronbach’s alpha of 0.670. The findings showed that, overall, translation output in ChatGPT was strong, and users have high confidence in the tool for formal and academic translation, with a high average score of 4.00. However, its performance in conveying humour (mean = 3.33) and empathy (mean = 3.37) is moderate, which can lead to neutral or culturally mismatched results. The study concludes that while ChatGPT is a useful educational tool for improving accessibility and motivating translation practice, it needs significant improvements in cultural and emotional intelligence. Additionally, the language dataset can be enhanced with rich Arabic content. Despite the mixed results, it can be recommended that educators critically incorporate ChatGPT into curricula, while simultaneously focusing on postediting and crosscultural comparison exercises for best practices.

Metaphorical Framing of Natural Disasters in Media Discourse

2025-09-28T10:45:24+08:00

Amidst escalating climate threats and the increasing frequency of natural disasters, media discourse has become a central arena for shaping public risk perception, mobilization strategies, and collective responses. Metaphor serves as a key cognitive and discursive instrument for meaning construction, framing interpretation, and embedding culturally resonant models of perception. The analysis of metaphorical framing provides insight into the mechanisms of crisis communication, environmental rhetoric, and collective sense-making. This study examines and systematizes metaphorical frames in English-language media discourse on natural disasters. The corpus comprises BBC and Voice of America texts (2023–2024) covering wildfires and floods, thus enabling a symmetrical comparison of British and American media ecosystems. The theoretical foundation integrates conceptual metaphor theory, frame semantics, critical discourse analysis, and Critical Metaphor Analysis (CMA). The methodology combines corpus-based procedures (frequency, collocational, and contextual analysis in AntConc) with the MIPVU protocol for metaphor identification, ensuring reliability through corpus symmetry and inter-annotator verification. The study introduces the concept of a “frame index” – a quantitative metric for assessing metaphorical intensity thereby expanding the methodological repertoire of cognitive-discursive analysis. The research aims to identify the dominant types of metaphorical framing of natural disasters, describe their cognitive-discursive functions, and trace their variation across media platforms and disaster types. The findings contribute to the advancement of cognitive linguistics and media discourse analysis and hold practical value for enhancing environmental communication, media education, and editorial standards in reporting climate risks.

Teacher Training in Rural Settings: Enhancing Spanish Language Competence through Text-based Pedagogy

2025-05-13T09:46:17+08:00

This paper reports on a study that is part of the HABLARLES project, within the broader ÁGORA research initiative, conducted in collaboration with school teachers in Alcañiz (Spain). The aim was to systematize and enhance an established training program that supports teachers in developing their students' communicative language competence through a text-based pedagogy. The methodology began with a comprehensive needs analysis, administering a pre-questionnaire to identify the region's teachers' challenges and training requirements. Based on the results, the structured training program was tailored to address the identified needs, engaging 70 teachers through seminars and working groups. The training focused on the selection and use of high-quality texts, equipping educators with practical intervention strategies to effectively support students' language development. A post-questionnaire administered to teachers who implemented the proposed pedagogy revealed significant improvements in teaching practices, such as the ability to select and use texts effectively for language instruction, alongside the establishment of a collaborative network for sharing and aligning teaching strategies. Regarding student outcomes, teachers observed notable progress in communicative language competence, particularly in oral and written skills, lexical acquisition, and increased motivation for reading and writing. Future research should adopt longitudinal designs to assess the sustained impact of text-based pedagogy on rural education, expand studies to diverse settings, and enhance teacher collaboration and professional development.

Emotional Intelligence and Beliefs about English Language Learning: A Case Study with Pre-service Teachers

2025-08-28T15:16:57+08:00

This case study examines the connection between emotional intelligence (EI) and pre-service teachers' beliefs about English language learning within an Ecuadorian context. 317 participants enrolled in an undergraduate English teacher training program completed two validated instruments: The Trait Emotional Intelligence Questionnaire—Short Form (TEIQue-SF) and the Beliefs About Language Learning Inventory (BALLI). Descriptive statistics, Pearson correlation, and linear regression analyses were performed to explore potential relationships. Results showed no statistically significant correlation between emotional intelligence and beliefs about English learning (r = 0.020, p = 0.730), and regression analysis confirmed that EI did not predict BALLI scores. Subscale-level analysis revealed no significant associations, although minor trends were observed between emotionality and motivational beliefs. These findings contrast with previous studies indicating positive links between EI and learner beliefs, suggesting that contextual, curricular, and institutional factors may have a greater influence on shaping pre-service teachers' cognition. The study contributes to the current debate about teacher training emphasizing the limited impact of EI on belief systems and advocating for more comprehensive training integrating cognitive, emotional, and reflective components. Limitations include the sample s demographic homogeneity and the lack of qualitative data. Future research should include diverse contexts and mixed methods to further investigate these relationships.

The Comparative Analysis of Derivational Morphology in Turkish and Esperanto Languages

2025-10-15T10:37:16+08:00

This paper presents a comparative analysis of derivational morphology in Turkish, a natural agglutinative language, and Esperanto, a constructed one, through the theoretical lens of René de Saussure's principles of necessity and sufficiency. The study employs a qualitative, review-based research design grounded in comparative-typological methodology. Data were sourced from a purposive sample of scholarly literature, including theoretical linguistics works, studies on constructed languages, and pedagogical research. Data collection was conducted through a systematic literature review, using selection criteria focused on relevance to derivational morphology, Turkish, and Esperanto, with a priority for recent peer-reviewed publications (2013–2023). The analysis systematically contrasts morphemic structure, affixal productivity, and compositional logic. The findings reveal that while both systems rely heavily on productive affixation, they diverge fundamentally. Esperanto adheres strictly to its designed principles, maintaining perfect semantic regularity where each morpheme carries a fixed, unambiguous meaning. Turkish, though highly productive and regular, exhibits inherent natural language features such as polysemy and context-dependence, leading to occasional deviations from ideal compositionality. The study concludes that de Saussure's framework, originally designed for Esperanto, offers a powerful tool for analyzing agglutinative systems broadly. These findings contribute to morphological theory and typology by illuminating the value of constructed languages as clarifying mirrors for understanding the complexities of natural language.

Linguistic Registers and Social Identity in Contemporary Xhosa Music: A Comparative Study of Zahara's Inameva and Big Xhosa's Ninyile

2025-06-11T10:11:47+08:00

Language in music serves as a tool for identity construction and cultural expression, especially in societies where many languages are spoken. It helps people express their identity and connect with their heritage through words and melodies. This study investigates linguistic registers and social identity in contemporary Xhosa music through a comparative analysis of Zahara's Inameva and Big Xhosa's Ninyile. This study employed register theory and social identity theory as theoretical frameworks to examine how these artists employ distinct linguistic styles to align with different cultural and generational audiences. This study employed a qualitative approach, utilising linguistic and discourse analysis to examine lexical choices, syntax, and stylistic elements used in both songs. The findings reveal that Inameva uses formal isiXhosa register, poetic patterns, and traditional proverbs, reinforcing cultural preservation and appealing to older audiences or listeners. Ninyile uses urban slang, informal registers, and hip-hop styles, which resonate with younger audiences and urban identity groups. This study also examines how linguistic registers' variation in Xhosa music influences its role in language preservation or transformation. It suggests that while changes in language within Xhosa music mirror broader social developments, it also highlights the balance between keeping traditions alive and embracing new ideas. This research contributes to discussions on language sustainability, maintaining cultural identity, and how music shapes linguistic practices.

English as a Lingua Franca and Its Impact on Social Integration in Conditions of Global Migration

2025-08-27T11:16:43+08:00

Multicultural and migrant-receiving societies rely on the English language to integrate their populations. As the world's dominant language, English is essential for gaining access to employment, public services, and supporting community life—all crucial for successful integration. This review analyzed 32 published studies and policy reports from 2003 to 2025 to assess how English proficiency affects social inclusion for immigrants, refugees, and minority groups. Using systematic literature review methods, the authors employed thematic content analysis to identify recurring themes in employment, education, peer involvement, and identity development. The findings indicate that strong English skills help individuals engage more actively in their communities, improve employment prospects, participate in politics, and foster social cohesion. However, numerous challenges hinder language acquisition, including the high cost of schooling, cultural and mindset barriers, and social hostility. The study emphasizes the importance of a whole-school approach to language learning, incorporating culturally sensitive teaching, diverse learning experiences, and necessary policy reforms. Ultimately, the authors provide recommendations for educators, policymakers, and community organizations to enhance the role of English in promoting equal and inclusive societies. Despite widespread recognition of English's global role, its urgent relevance lies in the increasing migration flows and the need for effective integration strategies. The novelty of this study is its focus on the social impact of English proficiency for migrants, particularly in terms of inclusion and empowerment. The core problem addressed is the lack of equitable access to language education and its consequences for immigrant, refugee, and minority populations.

Cross-Cultural Persuasive Strategies in Saudi and British Anti-Smoking Advertisements: A Multimodal Discourse Analysis

2025-09-15T11:35:01+08:00

Smoking is a major cause of preventable death globally despite decades of tobacco control efforts, including antismoking campaigns. While interest in the cross-cultural dynamics of public health discourse has grown, only few studies have systematically compared multimodal strategies across different cultural contexts. This study contributes to this under researched area by investigating how Saudi and British anti-smoking advertisements differ in their persuasive strategies and what these differences reveal about their cultural contexts. This study employs a qualitative, multimodal discourse analysis approach to examine anti-smoking advertisements by applying Kress and van Leeuwen's framework to the visual mode and the textual level of Fairclough’s framework to the verbal mode. The aim is to interpret culturally embedded persuasive strategies through a comparative lens. The corpus was purposively sampled, consisting of six anti-smoking advertisements: three produced by the Saudi Ministry of Health and three by the British National Health Service, all published between 2018 and 2023. The advertisements were paired based on similarity in three shared themes: (i) respiratory system, (ii) smoker's experience, and (iii) pregnancy. The analysis revealed a consistent pattern: Saudi advertisements relied heavily on fear-based, loss-framed appeals conveyed through an authoritative verbal tone. British advertisements, by contrast, favoured hope-based, gain-framed messaging, using inclusive language to construct viewer engagement. These findings suggest that the effectiveness of public health communication lies not only in content but also in its resonance with cultural values. This study highlights the importance of culture in shaping the multimodal construction of persuasion. It extends the application of multimodal discourse analysis to understudied cultural domains and invites future research on culturally sensitive health communication.

Highlights:

The study offers a systematic comparative multimodal analysis of Saudi and British anti-smoking advertisements using Kress and van Leeuwen’s (2021) framework.

It identifies culturally different persuasive strategies: Saudi advertisements rely on fear-based, loss-framed appeals; British ones favour hope-based, gain-framed messaging.

The paper contributes to the underexplored area of Arabic visual discourse within public health communication.

The findings illustrate how visual and verbal resources are mobilised differently across collectivist and individualist cultures to convey health messages.

Gamification and ESL Learning: Enhancing Language Skills through Literary-Themed Escape Room Activities

2025-09-16T10:38:20+08:00

This study investigates how the LitEscape Challenge, a gamified literary escape-room activity, enhances ESL students' understanding of key narrative elements, such as plot, character, setting, theme, conflict, and moral values, while simultaneously promoting a deeper engagement with the linguistic structures found in literary texts. The activity was conceptualized to provide a problem-based learning environment where students work collaboratively to progress through stages by decoding the literary clues. Grounded in behaviourist, constructivist, and engagement theories, the intervention was carried out over four weeks with 30 Form 5 students in Malaysia. Utilising a quasi-experimental, mixed-methods design, learning outcomes were assessed through pre- and post-tests, supplemented by a thematic analysis of reflective writing. The results reveal significant improvements in literary comprehension (p < 0.001, d = 2.25), indicating a large effect size. Qualitative evidence further revealed an increase in learners' motivation, collaboration, critical thinking and heightened the metalinguistic awareness through active problem-solving, peer interaction and reflective engagement with the literary text. These findings suggest that when gamification is thoughtfully designed around linguistic objectives and narrative structures, it can improve both aesthetic appreciation and language competence in ESL literature instruction. This study presents practical implications for ESL teachers by offering a replicable, low-technology, game-based model that incorporates language-focused pedagogy to support meaningful, engaging and skill-oriented literature instruction.

Examining the Link between Thai L2 University Students' Vocabulary Size and Academic Vocabulary Depth

2025-09-05T14:13:34+08:00

This study examines the vocabulary size and academic vocabulary depth knowledge among Thai pre-service English teachers, aiming to elucidate the relationship between these dimensions, which are essential for effective teaching. A total of 288 participants, aged 18 to 22, from three universities in northeastern Thailand, were assessed using two primary instruments: the Vocabulary Size Test (VST) and the Academic Vocabulary Knowledge Scale (AVKS). The VST measures participants' receptive vocabulary size through multiple-choice questions, while the AVKS evaluates participants' depth of knowledge regarding 16 specific academic words. To assess the validity and reliability of the measurement tools, Rasch analysis was employed, emphasizing four core principles: unidimensionality, local independence, reliability, and model-data fit. The findings reveal that participants demonstrate a moderate average understanding of academic vocabulary, with significant variability in the depth of knowledge across different words. Correlation analysis reveals a weak positive relationship between vocabulary size and academic vocabulary depth, indicating that as vocabulary size increases, academic vocabulary knowledge tends to improve, albeit modestly. Despite these findings, the results highlight the need for improved vocabulary teaching strategies to fully develop both dimensions in pre-service teachers, which is crucial for success in the academic and professional aspects of English language learning. The study offers valuable insights and underscores the importance of integrating both vocabulary size and depth into language education curricula.

Exploring Teachers' Perceptions in Using AI for EFL Learners' Vocabulary Teaching

2025-11-06T13:18:57+08:00

Integration of artificial intelligence (AI) into the teaching process has become dominant. It is important to understand how teachers perceive the technology for teaching. This study aims to fill a significant gap in previous studies by examining the factors that influence the willingness of English teachers in Saudi Arabia to use AI tools for vocabulary teaching. It is unexplored enough in education. This study uses the technology acceptance model (TAM), which focuses on the relationship between perceived usefulness, ease of use, and teachers' willingness to use AI. Data were collected from 60 teachers via questionnaire. Then SPSS was used for data analysis. The results showed that perceived usefulness (β = 0.52, p < 0.001) and ease of use (β = 0.31, p < 0.01) were two significant predictors of teachers' intention to use AI in vocabulary teaching. This denoted approximately 47% of the variance between the two factors. However, certain challenges have emerged. They include insufficient training, insufficient support for Arabic, and insufficient funding from educational institutions. In conclusion, although teachers are enthusiastic about AI. Teachers' success depends on receiving regular fruitful training, developing the different AI tools in such a way as to meet Saudi culture and language, and getting more support from educational institutions. This study makes a significant contribution to the field of education by validating the applicability of the technology acceptance model (TAM) in teaching English vocabulary in Saudi Arabia and providing practical recommendations for educationist and policymakers.

Enhancing Vocabulary Retention Through Personalized Learning: Evaluating the Impact of the "Baicizhan" App on students' Long-Term Memory

2025-06-13T11:53:28+08:00

In the digital era, personalized learning has gained significant attention in the realm of English vocabulary acquisition. While numerous mobile applications claim to enhance vocabulary memory, empirical evidence regarding their actual effectiveness and user experiences remains limited. This study aims to systematically evaluate the Baicizhan app in improving English vocabulary retention, meeting the diverse needs of learners, and supporting long-term memory storage. This study utilizes Cognitive Load Theory, Motivation Theory, and Constructivist Learning Theory to explore how the Baicizhan app enhances vocabulary acquisition and long-term memory by optimizing cognitive processing, fostering learner engagement, and promoting active knowledge construction through personalized learning pathways and multimodal resources. Data were collected through interviews with fifteen diverse users, revealing that Baicizhan significantly enhances learner engagement, motivation, and vocabulary retention through its personalized and interactive features. The results suggest that the app is effective in promoting long-term memory consolidation, aligning with cognitive and metacognitive learning principles. However, to further improve its effectiveness across varied learning environments, the app should be optimized based on user feedback and specific learning profiles. This study provides both theoretical and practical insights for enhancing mobile-assisted language learning tools to improve education quality.

A Cross-Cultural Examination of EFL Learners' Perceptions of Teachers' Motivational Strategies: Evidence from Iran and Oman

2025-06-11T14:44:58+08:00

Understanding how motivational strategies are perceived and prioritized by learners is essential for effective foreign language instruction, particularly within culturally diverse contexts. This study investigates the perceived importance and frequency of motivational strategies employed by English language teachers, as reported by EFL learners in Iran and Oman. A modified Likert-scale questionnaire was administered to 173 Iranian and 147 Omani students to assess their evaluations of various motivational techniques used in their classroom environments. Descriptive and correlational analyses revealed a moderate alignment between learners' perceptions of priority and observed frequency of use. Importantly, findings indicate that learners in both contexts view their instructors as central to fostering engagement, with motivation-enhancing strategies acting as a bridge between instructional quality and learner participation. Findings suggest that cultural and regional factors may not significantly alter the students' overall attitudes toward motivational strategies in the classroom. The study highlights the value of eliciting student feedback through surveys or classroom discussions to adapt teaching practices to local expectations and cultural norms to improve education quality. In conclusion, this study provides valuable insights into the motivational preferences of Iranian and Omani EFL learners, offering practical recommendations for teachers to enhance student motivation. By understanding and aligning with learners' motivational needs, teachers can create more effective and engaging learning environments.

The Semantics of Modern Greek Preposition Apo

2025-08-25T10:01:33+08:00

This research examines the quantificational distributional behavior of the Greek preposition apo " from". We aim to examine the function of apo in specific sentence constructions in which it occurs as the object, combined with a numeral and a noun in the accusative case. These structures contain a noun phrase as their subject or the quantifier followed by a noun. Our hypothesis is that apo resembles Serbian po, as it also places itself in the same structures as already described, while the subject position features the quantifier svaki (“every”). To support our hypothesis, we conduct a review of both prepositions. The analysis indicates that Greek apo conveys a broader range of meanings beyond the simple notion of distributive share described by Knezevic and Demirdache (2018) regarding Serbian po. Specifically, the former exhibits distributive qualities similar to the universal quantifier kathe(nas) (“every”) in specific syntactic constructions, as evidenced by our questionnaire results. This research proves the universality of this concept of distributivity and helps us to apprehend how it is processed mentally. It also highlights how distributive constructions are cognitively processed, reinforcing their universality across languages like Greek and Serbian, which are not closely related. We consider this work to be unique, as there has been no experimental examining the distributive properties of apo in Greek. Given the shared universal principles across languages, our findings could be extended to other natural languages that exhibit similar quantificational structures to those of the prepositions we have examined.

ACOPLE: Enhancing EFL Teacher Competencies through Innovative, Social, and Task-Based Learning in Rural Spain

2025-10-23T10:45:41+08:00

This study presents the ACOPLE (Competency Update for Foreign Language Teachers) micro-project, part of the broader AGORA initiative (Technological and methodological innovation for language teaching and generation of synergies in rural areas). Its main goal is to enhance the second-language communicative competence of rural foreign language teachers in Spain. The project responds to evidence of fossilization or attrition of teachers’ target-language skills caused by scarce opportunities for practice and limited lifelong learning. Designed to provide accessible, engaging professional development in low-resource settings, ACOPLE followed a mixed-methods approach combining synchronous videoconferencing and asynchronous microtasks delivered through mobile and social learning platforms such as WhatsApp and Microsoft Teams. A pilot edition tested the project’s feasibility, yielding high participant motivation and engagement once tasks were understood, alongside a preference for familiar tools like YouTube. However, challenges included weak self-management skills, low confidence in asynchronous interaction, and difficulties with advanced digital tools like ChatGPT. Grounded in the Mobile Open Social Learning for Languages (MOSL4L) framework, ACOPLE demonstrated that microlearning through familiar, flexible, and contextualized tools can enhance professional growth in isolated contexts. Yet, success depends on improved digital literacy support, extended time for task completion, and stronger synchronous guidance. These preliminary results offer actionable insights for refining and scaling teacher training in rural areas through micro-credentials, blended support, and inclusive digital methodologies tailored to underserved educational contexts.

Leadership in English Language Teaching and Learning: A Systematic Review of the Past Decade

2025-09-29T15:54:04+08:00

Leadership in English language teaching and learning is often discussed but seldom synthesized as a distinct focus; the evidence remains fragmented and indirect. This systematic review integrates empirical studies published from 2014 to 2024, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Searches in Web of Science and Scopus, screening, and independent expert checks yielded 26 studies for thematic analysis addressing three questions: (1) the types of leadership investigated and conceptualized; (2) the characteristics, processes, and impacts of teacher- and student-initiated leadership; and (3) the methodological, theoretical, and contextual forces shaping the field. Findings show that leadership is treated as a practice rather than a position, spanning principal and department leadership; distributed leadership that centers on English for speakers of other languages; teacher leadership (pedagogical and relational); supervisory leadership; interactional leadership enacted in classroom discourse; shared or collective leadership in project-based and professional-learning settings; and student or peer leadership. Teacher leadership blends a relational stance with deliberate task and method design, often shifting toward facilitation in technology-mediated courses and linking to participation, perceived learning, achievement, and equity. Student leadership is emergent, role-fluid, and task-bound, predicting participation and dividing functions across offline idea generation and online evidence synthesis and revision. Qualitative case studies, interviews, and conversation analysis predominate, complemented by survey-based modeling and emerging longitudinal and ethnographic designs; transformational, instructional, distributed, communities of-practice, concept-based, and shared-leadership perspectives frame the inquiry. Implications include strengthening department-level coordination and whole-school provision for multilingual learners, preparing teachers for both relational work and design/facilitation (especially online), and structuring student leadership via interdependent tasks, rotating roles, and explicit discourse norms.

Highlights

Leadership in English language teaching is understood as practice rather than position, spanning teacher, student, supervisory, and shared forms.

Teacher leadership blends relational support with pedagogical design, while student leadership is role-fluid, task-bound, and strongly predicts participation.

Research has expanded methodologically and theoretically, with increasing attention to distributed, interactional, and context-sensitive leadership in English language teaching.

A Bibliometric Analysis of AI-Powered Technologies in Language Learning: Trends from 2022 to 2025

2025-10-31T09:37:43+08:00

This bibliometric study explores the scientific landscape of AI-powered technologies in language learning from 2022 to 2025. Using data retrieved from the Scopus database and analyzed through VOS viewer and Bibliophagy, the study examined 737 publications. We provide publication trends, key authors, geographical distribution, thematic patterns, and content analysis. The analysis showed a significant increase in publication output, especially in 2024. China, India, Indonesia, and Saudi Arabia present as leading contributors, reflecting a geographical shift toward Asian leadership in this field. The focus of the research was on higher education students, writing skills, and motivation. ChatGPT and other AI tools, such as Grammarly and QuillBot, are common subjects in discussions about AI-powered technologies. The most used research method in the studies is the quantitative method, underscoring the need for more qualitative and mixed method approaches to capture learners' and teachers' perspectives. We explore several challenges, including overreliance on AI, data privacy, and academic integrity. The findings also highlighted positive outcomes, such as improved self-efficacy, greater engagement, and providing real-time feedback in language learning. Notably, gaps remain in addressing early education levels, speaking skills, and the roles of teachers, presenting opportunities for future research and practical implementation in language education.