Forum for Linguistic Studies

Gender Representation and Its Impact on the Quality of Education: A Comparative Analysis of EFT Textbooks for Grade Six (2022 vs. 2024 Editions)

2025-02-03T09:48:23+08:00

Gender representation always plays a pivotal role in English language teaching-learning materials due to the presence and portrayal of male and female characters as well as the mode of activities and dialogues attributed to each gender. This study explores gender representation in the Grade Six English for Today (EfT) textbook in Bangladesh focusing on a comparative analysis of the 2022 and 2024 editions. To conduct the study, we collected qualitative data through content analysis, focus group discussion, and in-depth interviews with 40 participants directly involved in the teaching-learning process applying EfTs. The results reveal an imbalance in gender representation in the prior edition of the selected book but demonstrate a positive change in the current edition. The study offers recommendations for future textbook revisions, emphasizing the importance of gender-sensitive material in promoting inclusivity in English language education in Bangladesh so as to improve education quality. We urge policymakers, educators, and researchers involved in curriculum or education development and gender studies to conduct further studies on this area.

The Role of Motivation in Learning English as a Foreign Language at Northern Border University

2025-03-17T11:24:14+08:00

The purpose of this paper is to investigate the role of motivation in English language learning in a Saudi context. Motivation is one of the basic elements in the learning and teaching process, and one of the basic conditions upon which the achievement of the goal of the learning depends. This study adopted a quantitative approach by using a three-point Likert scale questionnaire to gather data from 200 Saudi first-year students at Northern Border University. The questionnaire consisted of 10 questions distributed equally between instrumental and integrative motivation. Statistical Package for the Social Sciences (SPSS) was used to analyze the data. The data analysis procedure started with assessing the questionnaire’s validity and reliability, using the Pearson correlation coefficient and Cronbach’s alpha (α). The findings revealed a high level of both instrumental and integrative motivation in learning English as a foreign language (EFL): the overall means was 2.69 and 2.68 respectively. Saudi students demonstrated a strong desire to learn EFL, emphasizing the importance of learning English for both integrative and instrumental purposes. It is recommended that EFL courses, teaching methods, teacher roles, and assessment methods are changed to encourage Saudi students to see English as a necessary tool for achieving their objectives.

Linguistic Analysis of Gender Representations in Magazine Advertisements: Breaking the Semiotic Codes

2025-03-13T10:12:34+08:00

This research examines gender representation in Jordanian magazine speech using the terms Jameela (beautiful), Rozana (rose), and Mustakilah (independent). This qualitative study explores these terms’ language patterns, contextual meanings, and gender representation implications. The study corpus includes 2021–2022 Jordanian magazines of diverse genres and demographics. Document analysis examines linguistic and gender themes in the text. The study’s collocational patterns for each term illuminate magazine discourse’s connections and meanings. Jameela is associated with aesthetic and feminine qualities including beauty, fashion, elegance, and grace. Rozana’s collocates include love, scent, delicacy, and flower, emphasizing femininity and romance. Mustakilah emphasizes women’s agency and autonomy through promoting independence, empowerment, ambition, and self-reliance. These results match gender representation studies on print advertisements and leisure publications. Language reinforces gender stereotypes and social norms. This research illuminates Jordanian magazine discourse’s gender portrayal and linguistic peculiarities. This study challenges prejudices, promotes gender equality, and creates more inclusive narratives by critically evaluating media gender depiction’s language components. The research emphasizes media literacy and awareness to counteract prejudices and empower women by recognizing cultural and socioeconomic factors in gender depictions. The results advance gender representation studies in Jordanian media.

AI-Driven Personalized Learning in Medical Education: Enhancing Cognitive Skills and Addressing Language Proficiency Challenges

2025-03-27T13:43:51+08:00

This study examines the effectiveness of artificial intelligence-driven (AI-driven) personalized learning strategies in enhancing cognitive skills and language proficiency in medical education. By integrating AI tools into practical scenarios, such as clinical simulations and patient interactions, the research highlights AI’s potential to foster critical thinking, decision-making, and personalized learning experiences. A mixed-methods approach, combining pre- and post-intervention assessments, questionnaires, and interviews, reveals that while AI significantly improves cognitive skills, its impact on language proficiency is modest. A major contribution of this study is the proposed PCLC-AI Framework (Personalized Cognitive and Linguistic Competency Development with Artificial Intelligence), which aligns AI-driven learning with curriculum objectives to enhance both cognitive and linguistic competencies. The framework incorporates adaptive learning paths, interactive simulations, and integrated feedback mechanisms, offering a cohesive approach to skill development. Despite its potential, the study identifies challenges, including cultural adaptability, reliance on a single AI model, and the limited duration of the intervention. Findings thus underscore the need for longer-term studies and localized AI training datasets. By addressing critical gaps in the literature, this research provides actionable insights into optimizing AI integration for medical education.

Metaphors in the Language of Zhyrau: Structural Features and Functional Role

2025-03-06T14:39:11+08:00

This article explores the structural and functional characteristics of metaphors in the poetic language of zhyrau, who played a pivotal role in shaping Kazakh national consciousness and identity. The study investigates metaphors not only as stylistic devices but also as essential cognitive and discursive structures rooted in historical, social, and cultural contexts. Drawing on cognitive, structural-semantic, mythopoetic, and comparative-historical methods, the authors classify metaphors found in tolgau poetry into individual (authorial), conceptual, archetypal (symbolic), and discourse-based types. The article demonstrates how metaphors in zhyrau poetry express philosophical reflections, national ideology, and social critique, functioning as tools for political communication and historical narration. The poetic texts of prominent zhyrau such as Bukhar, Makhambet, Kaztugan, and Dospambet are analyzed to reveal the depth and diversity of metaphorical expressions, including equestrian, martial, and natural imagery. Through detailed textual analysis, the authors show how metaphor serves as a bridge between artistic expression and conceptual thought, enabling zhyrau to convey complex ideas on leadership, aging, conflict, and unity. The research emphasizes the syncretic role of the zhyrau—as poet, advisor, strategist, and ideologue—within the governance structure of the Kazakh Khanate. Ultimately, the study concludes that metaphor in zhyrau poetics is a multidimensional phenomenon that preserves and transmits national values, worldview, and historical memory, making it an integral part of Kazakhstan’s literary and cultural heritage.

Students’ Perceptions of English Courses for Workplace Readiness at Applied College at KFU

2025-03-04T10:25:20+08:00

This study explores the perceptions of diploma students regarding professional English courses at the Applied College at King Faisal University in Saudi Arabia, focusing on their relevance, teaching methods, challenges, and impact on workplace readiness. As Saudi Arabia diversifies its economy under Vision 2030, English proficiency has become vital for employability in fields such as business, accounting, and computer science. Using a quantitative approach, data were collected from 300 students via a structured questionnaire. Results indicated that 85% of students found the courses relevant to their field, 82% agreed with the content aligned with professional language needs, and 83% reported improved professional writing skills. However, 25% faced difficulties with technical terms, and 45% desired more interactive activities and real-world case studies. Despite these challenges, 84% felt more prepared for workplace English, and 81% recommended the courses. The findings highlighted the effectiveness of English for Specific Purposes courses in enhancing workplace readiness but suggested improvements, such as incorporating more interactive learning, technical vocabulary instruction, and authentic materials. This study provides actionable recommendations for curriculum development to better align English for Specific Purposes courses with students’ professional needs and Saudi Arabia’s economic goals.

Breaking Silence: A Pragmatic Analysis of Grice’s Maxim of Quantity in the Disability Discourse of Sara Nović’s True Biz

2025-04-15T11:03:10+08:00

The current study explores the application of Grice’s Maxim of Quantity in Sara Nović’s True Biz to investigate linguistic and identity conflict in and around the Deaf community. The study highlights how language acts as both a limit, and capacity for independence in Deaf-hearing interactions, using qualitative textual analysis through Gricean pragmatics and disability discourse. Moreover, the study demonstrates how omissions of direct speech and vagueness in dialogue indicate deeper systemic issues of exclusion, stigma, and negotiation of identity for Deaf individuals. For example, through interactions between February Waters, an adult hearing character, and Charlie, a Deaf child character, communication goes awry not simply as a matter of spoken or written words but is ultimately grounded in more complex structural inequalities. The findings also connect to the United Nations Sustainable Development Goals focused on equitable education and reduced inequalities for Deaf individuals. Ultimately, the novel True Biz engages and reflects upon the social and psychological consequences of communicatively deprived entanglements in the Deaf community and emphasises the need to rethink Deaf identity and share accessibility practices. This research adds to interdisciplinary scholarship and extends discourse analysis to disability studies by analysing the complexity of identity, communication, and differences in positions of power in marginalised and under-resourced communities.

AI-Driven Vocabulary Acquisition in EFL Higher Education: Interdisciplinary Insights into Technological Innovation, Ethical Challenges, and Equitable Access

2025-03-10T10:01:42+08:00

This study investigates the efficacy, cultural relevance, and ethical implications of AI-driven vocabulary learning tools through a mixed-methods approach combining a PRISMA-guided systematic review of 58 studies and controlled experiments across six global contexts. Results demonstrate that AI tools significantly outperform traditional methods, with a pooled Cohen’s d of 0.61 (95% CI: 0.52–0.70) for retention gains. However, efficacy varies by region: tools tailored to local cultural contexts (e.g., dialect-aware chatbots in Nigeria) achieved effect sizes up to d = 0.85, while culturally generic systems lagged (d = 0.38). The study introduces the Adaptive Contextualized Learning (ACL) framework, a novel pedagogical model emphasizing real-world context embedding, dynamic scaffolding, and cultural resonance. ACL-driven interventions improved proficiency benchmarks by 35% compared to static AI systems, addressing gaps in temporally adaptive and culturally sustaining AI education. Ethical risks, including algorithmic bias (e.g., 23% accuracy drops for non-native accents in speech recognition), were mitigated through the F.A.I.R. Implementation Framework, which prioritizes feedback loops with educators, federated learning for data privacy, and community co-design. Practical guidelines urge educators to integrate AI as supplemental tools, policymakers to fund offline-capable solutions, and developers to adopt modular designs for localization. Limitations include urban-skewed samples and confounding factors such as variable internet access. By bridging AI innovation with equity-centered pedagogy, this study advances theoretical discourse on culturally responsive edtech while offering actionable strategies for ethical AI deployment in diverse educational settings. Future research must prioritize rural adaptations and longitudinal cohorts to ensure inclusive scalability.

The Influence of Emotional Intelligence and Psychological Capital on Reducing Burnout among Chinese Elementary EFL Teachers

2025-02-25T09:24:49+08:00

This study investigates the impact of emotional intelligence and psychological capital on reducing burnout among Chinese elementary EFL teachers, with implications for fostering quality education. It explores their interrelationships and predictive roles in teacher burnout. Surveys were administered to 80 participants, assessing burnout, emotional intelligence, and psychological capital. Descriptive statistics showed mean scores of 45.84 (SD = 12.65) for burnout, 114.83 (SD = 12.67) for emotional intelligence, and 103.49 (SD = 8.52) for psychological capital. Correlation analyses indicated weak negative relationships between burnout and emotional intelligence (r = −0.176) and psychological capital (r = −0.081), though these were non-significant. Multiple regression analysis revealed that these variables explained only 3% of burnout variance, suggesting minimal predictive power. The findings highlight the importance of supporting teachers’ psychological and emotional well-being to enhance their effectiveness and sustain quality education. The lack of strong correlations points to burnout’s complexity, likely shaped by geographic and contextual factors. Future research should expand variable sets to build robust models for predicting and mitigating burnout, ensuring teachers thrive in delivering quality education and sustainable instruction.

Psycholinguistic Perspectives on Jordanian University Students’ Attitudes toward Uncommon Arabic Personal Names

2025-03-11T13:55:21+08:00

Personal names are fundamental linguistic and social markers that influence identity, self-perception, and societal interactions. This study examines the attitudes of Jordanian university students toward uncommon Arabic personal names, focusing on their perceptions of the social and psychological implications of these names. A dataset of unusual Arabic names was extracted from the University of Jordan Yearbook (2019/2020), identifying names that appeared only once. A structured 13-item questionnaire was administered to 150 University of Jordan students, with validation conducted by a panel of psycholinguistics experts. Results indicate that 74% of students hold positive attitudes toward uncommon names, with 76% willing to name their children accordingly. Perceived benefits include individuality and distinction, whereas concerns focus on potential social ridicule. Students attribute the rise of unique names to societal shifts, cultural identity, and influences from modernisation. Gender differences emerged, with students favouring uncommon names for females more than males due to associations with uniqueness and aesthetic appeal. The findings highlight the intricate relationship between language, culture, and individual identity, providing a deeper understanding of the psychological and societal factors that shape name perception. This study offers insights into the evolving linguistic landscape of Arabic personal naming conventions, bridging the fields of sociolinguistics and psycholinguistics.

Reading English Novels as Gateway for Incidental Vocabulary Acquisition

2025-02-07T14:54:22+08:00

Novels serve as an accessible and enjoyable medium to enhance linguistic skills, including vocabulary expansion, comprehension, and an understanding of different linguistic expressions. The immersive nature of storytelling captivates readers, allowing them to connect with characters and narratives on an emotional level, which encourages sustained interest in the activity. This paper explores the application of reading English novels as a form of incidental learning. College students (n = 18) were purposively sampled through online preliminary screening. The selected participants were interviewed individually about their experiences as English novel readers and how this facilitated vocabulary learning. The findings indicated that reading English novels facilitated incidental vocabulary acquisition among students by exposing them to diverse and contextually rich English language applications. Novels introduced students to a wide range of vocabulary, including idiomatic expressions, descriptive terms, and advanced words often absent from traditional textbooks, enhancing their speaking and writing skills. The contextual richness of narratives allowed students to infer meanings, retain vocabulary longer, and understand words in practical usage. Guessing meanings from context was a prevalent strategy, enabling students to intuitively learn unfamiliar words and reinforce understanding through occasional reference checks. Furthermore, the types of vocabulary acquired included vivid and expressive adjectives, low-frequency conversational terms, and content-specific or academic vocabulary, all of which enriched students’ language proficiency, creativity, and academic writing. Future research could examine how different reading methods and task-based activities, such as using digital platforms, online tools and reflective exercises, influence vocabulary retention and application, offering insights into optimizing reading strategies for language proficiency development.

Double Modals in Najdi Arabic

2025-03-11T16:32:30+08:00

In contrast to constructions with single modals, the double-modal pattern is known to be a rare syntactic process. This investigation examines the use of double modals (DMs) in the Buraydawi variety of Najdi Arabic (BNA). Previous studies state that Standard Arabic (SA) modals are in two categories: modals and semi-modals. Yet, only some of the modals suggested are actively used in BNA. Whereas modals are prohibited from co-occurring in SA, BNA demonstrates a great degree of flexibility in this regard. Unlike DMs in some languages, as were thoroughly discussed in the literature, DMs in BNA can exhibit flexible reordering. This switch of modals has prompted some linguists to consider revisiting earlier analyses of DMs. I propose that in BNA, two modal phrases (MPs) project higher than the tense phrase (TP). While MP¹in the tree diagram is occupied by the first modal, MP²is the maximal projection for the second modal. After the DMs switch places, each modal occupies the landing site of the other in the syntactic tree. Furthermore, if ɡdar ‘could’ is categorized as a modal, as some linguists have proposed, BNA would be able to build a three-way construction of modality.

The Passive with The Modal Verbs in the Subordinate Clause

2025-03-21T11:13:30+08:00

The main purpose of this paper is to describe and recognize the special characteristics of the passive in the German language (Besonderheiten des Passivs: Passivsatz ohne Subjekt; Passive mit Modalverben im Nebensatz). This research investigated two languages, two systems, and two structures, and by describing them, the researcher discussed the differences and similarities between these two languages. This research was conducted using the contrastive analysis method. In this paper, we’ll analyze the passive with modal verbs in the German language (wollen, sollen, können, müssen, dürfen, mögen), in the Albanian language (mund, duhet, do, lipset), and the paper is in English, so in this language, the modal verbs are: can, could, must, may, might, shall, should, will, and would. Modal auxiliaries generally express a speaker’s attitudes or moods. For example, modals can express that a speaker feels something is necessary, advisable, permissible, possible, or probable, and in addition, they can convey the strength of these attitudes. The subordinate clause in German and in Albanian has the contrast between the two languages, as discussed in this paper from 2.1 to 3.

Neology Boom in The Language of Collective Consciousness and Electronic Media in Kazakhstan

2025-03-27T11:39:05+08:00

This article examines the rapid emergence of new words in the Kazakh language, often described as a “neology boom.” The 21st century has brought significant linguistic shifts, fueled by Kazakhstan’s evolving political, cultural, and social landscape. This phenomenon, sometimes referred to as a “neological explosion,” reflects the country’s broader transformation and the increasing dynamism of its language. As society progresses and undergoes a renewal of social consciousness, language adapts at an unprecedented rate, introducing neologisms that reshape communication. Despite this rapid linguistic evolution, research and theoretical studies struggle to keep pace, particularly in the standardization and codification of new terms—especially those adapted to the Latin script. The challenge lies not only in academic research but also in ensuring accessibility to standardized reference materials across different formats to maintain consistency in usage. Experts recognize that sociolinguistic influences play a crucial role in shaping language development, both at individual and societal levels. The constant influx of new words, particularly in digital media, contributes to shifts in meaning and usage. However, this rapid transformation often creates challenges for public comprehension, making it difficult for society to fully grasp and integrate these linguistic changes into everyday communication. Understanding and guiding this evolving linguistic landscape is essential for maintaining clarity and coherence in the Kazakh language.

From Theory to Practice: Exploring Metacognition and Its Role in Grammar Learning

2025-02-27T09:43:50+08:00

The teaching and learning of grammar have been posing challenges in language instruction for many years. Diverse theoretical perspectives have led to several approaches, methods and techniques/strategies for teaching and learning grammar. This paper explores the potential significance of metacognitive strategies among the language learners to enhance their grammar skills and accuracy in writing and speaking English. It explores the theoretical foundations of metacognition and the role of metacognitive strategies in learning, emphasising their ability for deeper cognitive engagement. Furthermore, the paper defines grammar, reviews various instructional practices in grammar teaching, and highlights the potential role of metacognitive strategies in enhancing the effectiveness of the grammar learning process and contributing to more efficient grammar-acquiring skills, which promotes autonomy among learners. The paper concludes by outlining future research directions and emphasising the need for empirical studies using metacognitive strategies and grammar learning.

Language Preservation through Public Signage: Analyzing the Linguistic Landscape of the Indonesia-Timor Leste Border

2025-03-21T15:05:41+08:00

The border between Indonesia and Timor Leste presents a rich and complex sociolinguistic landscape, shaped by centuries of historical, cultural, and economic interactions between communities on both sides. This study investigates the vitality of local languages in the border regions using a linguistic landscape approach, with a particular focus on the presence and function of public signage in urban centers and along cross-border routes. The research aims to explore three core aspects: (1) the presence and status of local languages in public spaces, (2) the influence of cross-border mobility and interaction on language use, and (3) the broader implications for language policy and efforts at cultural preservation. Fieldwork was conducted in the Indonesian towns of Kefamenanu and Atambua, as well as at the cross-border posts, where both government and privately installed signs were analyzed. The findings reveal that Indonesian overwhelmingly dominates public signage, while local languages such as Tetum, Dawan, and Kupang Malay are notably underrepresented despite their continued use in daily conversation and cultural expression. Factors such as urbanization, internal migration, national language policy, and educational priorities have contributed to the reduced public visibility of these regional languages. The study argues that public signage is a powerful tool that reflects broader linguistic hierarchies and power relations. To revitalize and sustain local languages, it recommends the integration of bilingual or multilingual signage, the incorporation of local languages in educational curricula and tourism programs, and collaborative cross-border initiatives aimed at promoting shared linguistic and cultural heritage.

Analysis of Consonant Minimal Pairs of Nouns and Verbs in Xitsonga

2025-03-24T14:18:54+08:00

Minimal pairs play a crucial role in phonetics and phonology by identifying phonemic contrasts and delineating the boundaries between distinct phonemes. Their importance lies in illustrating how two sounds function as separate phonemes within a given language. This study explores the structural and functional significance of consonant minimal pairs of nouns and verbs in Xitsonga, with a particular focus on their phonological, semantic and grammatical roles. Adopting a descriptive design and qualitative approach, it employs a desktop method to analyse secondary data sources, including published literature, linguistic corpora, dictionaries and language texts. The data were purposefully sampled and examined using thematic analysis. The study is framed within Saussurean structural linguistics, highlighting binary oppositions and systematic relationships that shape the language’s structure. The study found that consonant minimal pairs in Xitsonga nouns and verbs play a vital role in shaping lexical meaning and categorisation through phonemic contrasts. These contrasts predominantly occur in initial and medial positions, as the language’s phonotactic constraints prohibit final consonant minimal pairs. The findings underscore the systematic nature of Xitsonga phonology, where structured consonantal variations function as key mechanisms for lexical differentiation. They contribute to linguistic theory and language education by offering insights into the significance of minimal pairs in documenting and preserving Xitsonga’s phonological intricacies.

Role of Social Media in Shaping Contemporary Language Trends: A Comparative Analysis with Western Slang Trend among Jordanian University Students

2025-03-13T15:06:35+08:00

The rise of social media has dramatically reshaped language practices worldwide, introducing new linguistic phenomena, including internet slang, which have become a significant part of digital communication. While internet slang has been widely studied in Western contexts, there is limited research on its use within Arab-speaking countries, particularly in Jordan. Given the growing prominence of social media among Jordanian university students, this study investigates the role of social media in shaping contemporary language trends, focusing on the use of internet western slang comparing with Arabic slang. The research utilizes a mixed-methods approach, combining a survey with 300 participants and a linguistic analysis of 500 social media posts. The survey examines the frequency, context, and attitudes toward Western and Arabic internet slang, while the linguistic analysis explores the most commonly used slang terms and their contextual meanings. The findings revealed that Western internet slang is widely used among Jordanian university students, particularly on platforms such as Instagram, Facebook, Snapchat and WhatsApp, where slang serves functions such as humor, self-expression, and social commentary. Moreover, the study has also identified demographic differences in slang usage, with male students using slang more frequently than female students. Overall, the current research has provided valuable insights into how social media influences language trends in Jordan, contributing to a broader understanding of the role of digital communication in language evolution.

Get on with and Continue with: Similarity Analysis

2025-03-17T16:08:22+08:00

This article provides an in-depth similarity analysis of the phrases get on with and continue with using data from the Corpus of Contemporary American English (COCA), the British National Corpus (BNC), and ChatGPT. A key finding is that in COCA, the two phrases share a 33.33% similarity in ranking analysis, whereas in BNC, their similarity is 0%. In COCA, get on with is most similar to continue with in the newspaper genre and least similar in TV/movies. Conversely, in BNC, their closest similarity occurs in magazines and their greatest divergence in fiction. Standard deviation analysis further highlights differences in frequency. In COCA, get on with has a standard deviation of 294.02, indicating a frequency range of 199.48 to 787.52, while continue with has a standard deviation of 194.4, with a range of 163.98 to 552.78. Although their frequency correlation is not statistically significant, COCA shows a weak positive correlation, while BNC reveals a weak negative correlation. Notably, in neither corpus does the frequency of get on with significantly affect continue with. Additionally, eight of their top 20 collocations overlap, reflecting a 40% similarity in usage. Overall, the findings suggest minimal similarity between these phrases, with clear distinctions between American and British English. These insights contribute to a deeper understanding of how phrase usage varies across different linguistic and cultural contexts.

Loan Words Stress System in Bedouin Jordanian Arabic: An Optimality Theoretic Account

2024-12-31T16:13:33+08:00

This study examines the stress patterns of loanwords in Bedouin Jordanian Arabic (BJA) through an Optimality Theory framework. It analyzes a dataset of thirty-four words, including monosyllabic, disyllabic, and polysyllabic forms. The analysis is conducted in two phases: first, evaluating the data based on metrical parameters to verify earlier findings; and second, applying the Optimality Theory model to provide further insights. The findings confirm that stress in BJA follows a trochaic foot structure, progressing from left to right, with quantity sensitivity and final mora extrametricality, while avoiding degenerate feet. The study also highlights that BJA stress patterns align with universal phonological constraints, establishing a clear hierarchy that governs stress placement. The research supports the idea that loanword adaptation in BJA conforms to established theoretical frameworks, reinforcing prior conclusions and providing a comprehensive understanding of stress assignment mechanisms. Ultimately, this study contributes to the broader discussion on stress patterns in Arabic dialects within a theoretical phonological context.

Examining Interface of Al-Azhari’s Grammatical Reasoning: Quranic Readings as a Model

2025-03-10T16:29:50+08:00

This paper examines a well-known Arabic phonological phenomenon called grammatical reasoning. The study addresses four forms of reasoning in the Arabic Case system: alleviating, heaviness, meaning-carrying, and adjacency. The study categorizes the data linguistically and phonologically adopting a descriptive qualitative methodology by presenting a sample of Quranic verses carrying the target reasoning forms. The study findings reveal that Arabic via syntacticphonological interface utilizes different strategies of phonological reductions that result in alternative phonological readings of some Quranic lexicon. The study contributes to understanding Arabic phonological reductive processes by reflecting on the multiplicity of phonological readings of the Quranic language. The study has shown that this phonological reduction includes phonological elision, vowel alterations, consonantal shortening, as well as assimilation processes. By assessing the distinction of the application of these process in Al-Azhari’s grammatical categorization, the study distinguishes between four phenomena explicated in Arabic classical grammar, but underexplored in modern linguistics and phonology (alleviating, adjacency, heaviness, and semantic concord). Therefore, the study contributes on the one hand to casting novel modern linguistic analysis on classical interpretations of different phonological readings, while on the other hand the study sheds light on the interplay between phonological processes and Quranic readings, emphasizing the micro coordination between syntax and phonology while showing relevance to the macro interpretational levels of Quranic studies.

Characterizing Workshops Promoting Motivated Engagement and Retention beyond the Sessions: Experiential Narratives from Education, Language and Social Science Instructors

2025-02-05T11:54:48+08:00

This was a qualitative research study that explores the type of workshops that facilitate inspired participation and sustainable knowledge construction among Education, Language, and Social Sciences teachers by looking at the longer-term effects beyond the sessions. Semi-structured interviews were conducted with twenty-five teaching professionals who have experienced more than six years for rich narratives regarding their experiences during the workshops. Purposive sampling was utilized to select the participants with specific expertise and insight directly relevant to the objectives of the study. Interactive, tailored, and engaging workshops form an active learning environment by explaining things through storytelling and being easy to implement practically, thus explaining why teaching is motivated in the long term with such forms of workshops. Sustained support and impact in the long term can be ensured due to the effect of follow-up sessions, reflective activities, and resource sharing on a continuous basis. The results of the research have practical implications for educators and workshop designers in that there is now a need to strive toward creating transformative learning experiences that empower teachers to be more engaged, motivated, and impactful in their teaching practices. The effectiveness of different follow-up strategies also needs to be researched, along with the implications that would arise from participating in such workshops on the learning outcomes of students.

Cyberculture as a Catalyst for Verbification in Modern English Formal Discourse

2025-03-17T14:49:40+08:00

This study examined the formal communication habits of 120 university students at a rural institution in 2024, on the Moodle Discussion forum. This qualitative research used a comprehensive methodology combing case study approaches with thematic and critical discourse analysis to examine verbification in contemporary English language among university students. The theory of diffusion of innovation facilitated a comprehensive examination of the subject matter, contributing to a substantial collection of descriptive insights on the underlying discourses present in the data. This approach enabled a thorough analysis of the phenomena under study. The findings of the study show the effects of cyberculture on the English language, revealing a landscape rich with newly crafted words and expressions formed from technological interaction. Subsequently, this study reports these changes’ profound influence on literature, underscoring the substantial contributions that emerge from this realm of linguistic innovation. Striking this balance can cultivate a more inclusive and dynamic learning atmosphere to acknowledge language evolution and the foundational principles of effective communication. This study uncovered intriguing dynamics that reflect a significant shift in language use. Moreover, it revealed that cyberculture plays a crucial role in fostering verbification in formal discourse. This trend indicates that the transformation of nouns into verbs is now regarded as a modern characteristic of formal communication. To effectively address these challenges, it is essential to establish a clear framework for tolerance regarding using verbing in formal communication.

Power Dynamics in Lyrics: Analyzing “Bayar, Bayar, Bayar” by Sukatani Band through Critical Discourse Analysis

2025-03-04T13:51:07+08:00

This study focuses on the song “Bayar, Bayar, Bayar” in order to understand how its lyrics negotiate and articulate issues of power within a given sociocultural setting. Using critical discourse analysis (CDA) as the framework, this study attempts to demonstrate how language can be both a reflection and a determinant of social systems and structures. The main aim, in this case, is to analyze the lyrics from a sociolinguistic perspective to determine the hidden messages that talk about power relations, focusing on how those choices maintained or resisted the prevailing power relations. Using CDA, this research examines the language of the song’s lyrics and the broader language of the song, focusing on the use of language, the themes presented, and the surrounding socio-political context of the song. Compared to the available literature regarding the relationship between music and power, there is a relative absence of research concerning “Bayar, Bayar, Bayar,” which is an issue this research intends to address by paying closer attention to the socio-political and linguistic context of the song. The results demonstrate that the lyrics employ critical discourse techniques to justify and condemn corrupt actions at the same time, with the word “bayar” (pay) used as an easy way out of critique and as a tool to increase social scrutiny while suffering systemic inequality. This research highlights the need to analyze the power relations embedded within the lyrics of music as they relate to cultural narratives and their impact on society’s worldview. This study demonstrates the need to understand music as a tool of social commentary and as a medium of dissent against oppressive power systems. Further studies in this field will help create a more nuanced and democratic understanding of music.

University-Level Students’ Perceptions of Using the Portfolio Assessment Method for Japanese Learning

2025-02-28T09:12:27+08:00

Portfolio assessment method (PAM) is essential to language learning as an assessment method, but very easy to overlook where paper-based tests are the main assessment tool, and the PAM can be more complex to assess learning than paper-based test. The present study explored the application and effect of the portfolio assessment method (PAM) on Japanese-learning students (JLS) by means of an extensive literature review and survey among JLS. Past studies have shown that portfolio assessments (PAs) can dynamically evaluate the learning progress of students and promote self-regulated learning and self-reflection. The qualitative research methodology as survey was used. Data was collected from 132 JLS from university A in China. Meanwhile, SPSS 24.0 was used to analysis the data. The results revealed that most of the students supported the combination of the PAM with traditional written tests as a form of assessment, thus indicating their high acceptance of this new mode of assessment. In addition, gender differences had no significant effect on the applicability of the PAM, indicating that it was widely applicable among students of different genders. In short, the PAM plays a significant role in promoting students’ knowledge development, identifying learning strengths and weaknesses, improving learning methods, and recording personal learning feelings, and has an important educational practice value.

Exploring the Fluency in Reading among Rural Primary School Students and Parents’ Role

2025-03-26T09:16:01+08:00

Reading is one of the foremost components in English education that determines the general level of English mastery as well as the literacy level in the respective language. However, there is a gap between the fluency of reading in the rural readers who reside in the countryside and their urban counterparts. The main focus of this research is to explore the fluency of reading English text among the students of rural primary schools, as well as the role played and influence of the parents in this matter. This research employs a qualitative approach that provides a ranged discussion on the topic of concern. The researcher uses thematic analysis, which is intended to compare and find intertwining patterns of background as well as fluency in reading, which consists of word recognition and reading intonation among the targeted participants in rural areas in Pahang. The results of the data convey that the fluency of reading among rural primary school students is below a satisfactory level in terms of speed of reading, word recognition and rhythm. This is, to an extent, influenced by the roles of the parents. They could not encourage their children to be fluent readers due to their own lack of English proficiency, inability to be present for reading activities and the constraints of financial aspects. The findings suggest the awareness and importance of the roles of parents in enhancing fluency in reading at a young age, hence further promoting literacy, especially in rural Malaysia.

Chinese Undergraduate Students’ Acquisition of Verb Classes and Their Features: Using the Rasch Model

2025-03-07T15:37:13+08:00

The development of the second language (L2) learners’ competence in verb classes and their features is one of the most challenging aspects of language acquisition. It is strongly influenced by instruction, L1 lexical aspects, and L2 learners’ semantic cognition. This study examined the second language acquisition difficulty of the semantic aspect of six verb classes and four pairs of features within the role and reference grammar (RRG) framework based on L2 English learners’ perceptions. A total of 265 Chinese undergraduate students majoring in English participated in this study and responded to a 30-item test that required them to determine the acceptability of sentences concerning verb classes and their features. Utilizing the Rasch model, this study established an L2 English difficulty hierarchy based on lexical aspect acquisition, that is, ranging from very easy to very difficult along a continuum. The findings revealed that participants were proficient at verb classes with the features of [+dynamic] and [−punctual] and had difficulty with those with the properties of [−dynamic] and [+punctual]. This study enriches our understanding of cross-linguistic influences and the complex structures of semantic cognition in the L2 acquisition difficulty of verb classes and their semantic features. The implications for English semantic instruction are discussed; in particular, the semantic meanings of six verb classes and their features should be taught through consciousness-raising (CR) tasks as part of grammar instruction.

Business Responses to Positive Reviews in Arabic: A Move Analysis on Booking.com

2025-03-13T15:02:57+08:00

This study aims to identify the moves used by hotel managers in responding to positive reviews shared by satisfied customers on Booking.com in Saudi Arabia. Most of the previous studies explored the hotel responses to the negative reviews of the dissatisfied customers because the higher impact they have on the image, reputation, and booking rates. Hotel responses to positive reviews have received less attention, especially Arabic. It has been investigated in terms the speech act of compliment and compliment responses in different online platforms, such as Facebook and Instagram in non-business context. Therefore, this study was conducted to fill the gap. The data consist of 200 hotel responses to positive reviews that were collected from 96 hotels that are 5-star-hotels located in 18 cities in Saudi Arabia. The data were collected from Booking.com and analyzed qualitatively and quantitatively, using the framework of move analysis. The results found that twelve moves were employed by the hotel managers at the beginning, middle, and end, which were classified as major and minor moves. In addition, the use of ‘opening pleasantries’, ‘thanking/expressing appreciation’, ‘solicit future visit’, and ‘closing pleasantries’ were the most frequent moves. The move of ‘thanking/expressing appreciation’ was used for different reasons and showed interesting linguistic realization and intensification strategies, such as expressive punctuation, modifiers, using one or more than one adjective, and using thank move twice or more in the same response. However, using the adverb ‘very much’ was the most frequent one. Addressing the customer by using the first person plural pronoun ‘we’ was frequently used in ‘thanking/expressing appreciation’, ‘soliciting future visit’, ‘closing pleasantries’, ‘apology’, and ‘invite direct contact’ that emphasize the corporate identity over the personal identity. Finally, the frequent use for ‘opening pleasantries’ and ‘closing pleasantries’ reflect formality in writing style in response to guests’ positive reviews on Booking.com and the competence of hotel management in online business discourse.

Zhuangzi and Plato: Language and the World, the World of Language

2025-03-25T16:49:04+08:00

This article inquires into the philosophies of language of Plato and Zhuangzi while placing special emphasis on the delicate and complex interplay between the ways they understand language and their worldviews and writing methods. It is argued that Plato is a linguistic realist who assumes language reflects an objective reality. Zhuangzi, in contrast, is a linguistic conventionalist and skeptic, holding that language constructs rather than reflects the world. Through a comparative philosophical lens, the paper analyzes how linguistic structures and cultural context shaped those thinkers’ perspectives and uses Jacques Derrida’s logocentrism critique and Chad Hansen’s mass nouns theory to better explain their linguistic-philosophical views. The study employs philosophical content and linguistic-textual analysis to highlight how their different traditions influenced their understanding of language. Despite the paper’s claim that Plato and Zhuangzi differ significantly in their perception of language, it also points to a shared important theme: Both philosophers use literary and rhetorical devices. This means that for the two of them, knowledge is not only captured in propositional statements but is also sculpted through style and expression. By exposing the profound interest of those major ancient philosophers in language and its relation to the world, the study shows that language and philosophy of language were already significant themes in the early days of world philosophy. By delving into a cross-cultural dialogue, the study suggests a refreshed vantage point on how language functions in various philosophical frameworks and on the discourse of the relationship between language, meaning, and reality.

Mythopoetics as a Subject and Method of Literary Research

2024-12-13T18:23:14+08:00

This study explores mythopoetics as both a subject and a method of literary research, offering a comprehensive analysis of its conceptual foundations, contemporary interpretations, and interdisciplinary applications. By examining the term’s evolution and the semiotic approaches used to define it, the article underscores the significance of mythopoetics in understanding the interplay between myth and literature. The absence of a unified definition for mythopoetics highlights not only terminological ambiguities but also the necessity for a cohesive framework that can accommodate its use across diverse fields, including literature, linguistics, cultural studies, folklore, historiography, philosophy, and psychology. As a subject of study, mythopoetics investigates the reception, transformation, and reinterpretation of myths in artistic works, revealing how authors draw on mythological models, images, and motifs to explore cultural, psychological, and symbolic dimensions. As a method of analysis, mythopoetics provides a powerful tool for interpreting literary texts, enabling researchers to uncover the deeper structures and meanings embedded in mythological elements. This approach facilitates the identification of intertextual and extratextual connections, shedding light on how myths evolve across historical and cultural contexts. The article argues that mythopoetics is not only a valid but also a highly effective framework for literary research, capable of revealing the intricate ways in which myths shape artistic expression. By integrating theoretical insights with practical applications, this study contributes to a clearer understanding of mythopoetics’ role in both literary scholarship and interdisciplinary research, offering new perspectives on the enduring relevance of myth in contemporary culture.

Psychometric Properties of the Self-Defeating Behavior Scale for University Students: Insights for Foreign Language Learners

2025-03-13T14:35:00+08:00

In the field of learning English as a Foreign Language (EFL), behaviors that undermine progress are known as self-defeating behaviors. These actions and attitudes create obstacles in acquiring the language and reflect a complicated mix of emotions and thoughts. Often, these issues arise after facing ongoing difficulties or tough situations, causing feelings of despair and powerlessness. This research aims to confirm the effectiveness of a psychometric tool for measuring self-defeating behavior in university students studying English as a Foreign Language (EFL). A descriptive research method was employed, and the tool was given to a group of 412 learners at the university level to test its reliability and accuracy in assessing self-defeating behaviors in this educational setting. Various statistical methods were used for data analysis, such as Confirmatory Factor Analysis, Exploratory Factor Analysis, Composite Reliability (CR), Cronbach’s alpha coefficient, and Pearson’s correlation coefficient. The results from these analyses demonstrated that the scale is highly valid in assessing self-defeating behaviors among the students who participated in the research. The analysis identified four unique aspects of self-defeating behavior: feelings of spiritual emptiness, self-hatred, perceptions of inadequacy, and psychological vulnerability. Consequently, the Self-Defeating Behavior Scale used in EFL classrooms shows a good level ofconstruct validity, internal consistency, and reliability over time. Thus, it is confirmed to be appropriate and dependable for application in this area. These results imply that the validated Self-Defeating Behavior Scale can be effectively used to recognize and tackle self-defeating behaviors in university students learning EFL, thereby aiding in enhancing both academic results and emotional health.

Precedent Poetic Colorism in the 20th Century: S. Heaney and A. Kushner

2025-03-24T14:06:53+08:00

The vocabulary of color holds a significant place in artistic expression, particularly in poetic texts, where it serves as both an image and a symbol. Despite its prevalence, the multidimensional analysis of how poets utilize color remains underexplored. This article investigates coloristic motifs in the works of two distinguished poets: Seamus Heaney, the Irish Nobel Prize winner, and Alexander Kushner, a prominent Russian poet. Both poets, representing the same historical epoch, experienced the hardships of war and oppressive political systems, yet their works reflect a profound love for life. The study focuses on identifying words with color semantics and defining coloristic motifs within their poetry. Methodologically, it employs qualitative analysis to interpret the meanings of colors, a descriptive approach to highlight the distinctive features of S. Heaney’s and A. Kushner’s poetic styles, and analytical methods, including semiotic analysis, to compare and synthesize findings. By closely examining their works, the research aims to uncover patterns in their use of color and to draw conclusions about the symbolic and aesthetic roles of coloristic elements. This analysis not only enriches the understanding of S. Heaney’s and A. Kushner’s poetry but also contributes to the broader discourse on the interplay between color, symbolism, and poetic expression.

Challenges of Teaching English in Rural Contexts of Mongolia

2025-03-28T14:33:09+08:00

English language education has been prioritized by the Mongolian government since 1990 when Mongolia transitioned from socialism to democracy. Recently, the Ministry of Education has announced that it is planning to commence teaching English in grade 3 at the primary level in public schools from the academic year of 2025–2026, a change from the current practice of starting in grade 5. To implement this change, there is a need to explore the realities of English education in various contexts of Mongolia. However, the research investigating the current issues in English education in rural schools is limited. Addressing this gap, the study aims to explore the challenges that rural English teachers encounter. The findings indicate the following challenges which include heavy workload, low salaries, limited teaching resources, shortage of teachers and low levels of English proficiency. However, the geographical and socio-economic dynamics of rural Mongolia amplify these difficulties and present unique circumstances that affect their motivation and wellbeing. Furthermore, the study recommends that there is an immediate need for the government and the relevant institutions to implement policies addressing the systemic factors that demotivate them aimed at enhancing the wellbeing of rural teachers to prevent their burnout, reducing teacher shortage and attrition, and improving the quality of English education in Mongolia’s remote areas.

Functional and Pragmatic Potential of Phraseological Units and Authorial Intention

2025-03-05T09:23:28+08:00

Modern linguistic research emphasizes the national and cultural aspects of language, recognizing it as an integral part of culture that reflects historical insights into a nation’s mentality and the dynamics of linguistic community development. In this context, phraseological units serve as a significant source of cultural information, embodying traditions, rituals, and stable models of world perception. Their interpretation is a cognitive process of decoding that reveals deeper cultural meanings. This study aims to examine the pragmatic potential of phraseological units and their role in conveying authorial intentions in 20th-century Kazakh literature. The research focuses on uncovering the relationship between the systemic meaning of phraseological expressions and their situational interpretations within texts. It also analyzes their cognitive and cultural content. The methodological framework of the study includes the phraseological description method, discourse analysis, the cognitive-discursive approach, and pragmatic-stylistic analysis. The materials analyzed comprise literary works by Kazakh writers Magauin, Zhumadilov, and Bokey, who are renowned for their vivid and figurative language. The findings reveal that phraseological expressions in the texts perform both communicative and cultural functions. They reflect national identity, worldview, and the authors’ individual styles. It was found that the transformation of phraseological units through context and modifications enhances their aesthetic impact. This transformation provides deeper insights into the authors’ personalities and artistic intentions. The conclusions underscore the importance of phraseological units as tools of literary creativity. They not only enrich texts stylistically but also convey emotional and evaluative meanings, facilitating the understanding of the embedded cultural codes.

Squid Game Season 2: Seven Text Analyses

2025-03-18T10:12:50+08:00

This article analyzes the linguistic topics and themes present in 33 Google articles about Squid Game Season 2, utilizing big data techniques in Python. Seven different methods were employed to uncover linguistic patterns, identifying season as the most frequently used keyword, followed by game, squid, Netflix, and games. The prominence of season emerged as both a central topic and a dominant theme in the articles. Other significant terms included competition, character, hit, critics, contest, event, and director, all of which were frequently mentioned. The analysis also revealed strong connections between key terms, such as people and game, season and game, as well as Lee and game, Hwang and game, and Netflix and game, further reinforcing the linguistic themes. Sentiment analysis showed a predominantly positive tone toward Squid Game Season 2, with a sentiment score of +146 for positive terms compared to −17 for negative terms. In conclusion, the study highlighted game, squid, Netflix, and games as key linguistic topics and themes. The use of topic modeling, keyword analysis, and network analysis provided valuable insights into the linguistic structure of the articles, contributing to the broader field of linguistics. The linguistic significance of this research lies in the use of big data analysis techniques to conduct seven distinct text analyses, providing deeper insights into the major linguistic themes and topics within the text.

Sociolinguistic Analysis of Speech: How Speechwriters Create Persuasive Texts: Kazakh Speechwriter Abish Kekilbayev and American Speechwriter Jonathan Edward Favreau

2025-02-24T09:48:02+08:00

This research paper presents a sociolinguistic analysis of speeches, with a focus on the persuasive writing techniques used by speechwriters. It compares the approaches of Kazakh speechwriter Abish Kekilbayev and American speechwriter Jonathan Edward Favreau, examining their contributions to political communication and the shaping of public opinion. The aim of this study is to explore the linguistic strategies and stylistic devices employed by Kekilbayev and Favreau in crafting impactful speeches. Special emphasis is placed on how cultural and linguistic contexts shape the political leaders’ identities through their speech texts. The research methodology includes sociolinguistic speech analysis, comparison of linguistic features, and textual data analysis to identify both shared elements and unique aspects of the two speechwriters’ approaches. This study offers a fresh perspective on the importance of speechwriters’ expertise in shaping political discourse, highlighting their critical role in contemporary political communication. Furthermore, the paper investigates key elements of rhetorical effectiveness, emotional appeal, lexical richness, syntactic structures, ideological framing, and discourse strategies that enhance persuasive power and audience engagement. Through the analysis of linguistic tools such as metaphor, parallelism, and repetition, the paper shows how speechwriters construct narratives that resonate with their audiences. Additionally, the study takes into account the historical and socio-political contexts that influence their rhetoric, providing insight into how speechwriting evolves within different cultural and political settings.

Blended Learning Approach in English as a Foreign Language (EFL) Context: A Qualitative Analysis of Student Learning Experiences and Challenges

2025-03-20T11:34:31+08:00

This study examines the integration of technology into English language training exploring various experiences and benefits. This research delineates the challenges that must be overcome to integrate technology into language learning. Data is collected using the interview approach from 6 participants using purposive sampling technique. This qualitative study aims to gather data about the advantages, disadvantages, and experiences associated with the use of technology in English as a foreign language. Data was analyzed using thematic analysis, which resulted in 4 main themes. Four main themes were (1) Perceptions of Effectiveness; (2) Involvement and Adaptability; (3) Challenges with Technology (Blended mode); (4) Recommendations for Addressing Challenges. The primary/Main themes were categorized according to 12 sub-themes. The results indicate that integrating technology into English language instruction has several benefits. Students may elevate their scores on English proficiency assessments, acquire a second foreign language, work autonomously, refine their writing, speaking, and reading skills in English, access online learning resources, utilize various applications, remain informed with current information, employ multimedia presentations, and demonstrate innovative pedagogical techniques. Potential obstacles to technology integration include the variety of problems that have arisen as a result of technical constraints and the inability to keep up with technological developments. Potential solutions are discussed in the study later.

Collaborative Dynamics in Translating Financial Terminology: Bridging Gaps and Promoting Linguistic Equity in South Africa Focusing on Tshivenḓa

2025-04-03T22:13:17+08:00

This study investigates the collaborative dynamics between language practitioners and financial term specialists in translating financial terminology from English into Tshivenḓa. Grounded in South Africa’s constitutional mandate to promote linguistic equity, the research addresses systemic gaps in cross-disciplinary collaboration that hinder the development of accurate, culturally relevant financial terminology. Employing a qualitative approach, the study analyses data from in-depth interviews with 10 Tshivenḓa language practitioners, supported by theoretical frameworks from Sociolinguistics, Knowledge Management (Nonaka and Takeuchi’s SECI model), and Skopos Translation Theory. Findings reveal a critical lack of structured collaboration between translators and financial experts, leading to reliance on networks within the same profession and ad hoc translation strategies. Key challenges include technological resource gaps, cultural mismatches in term adoption, and institutional frameworks that prioritise linguistic development over interdisciplinary integration. The study highlights how limited knowledge exchange disrupts the SECI model’s socialisation phase, while sociolinguistic factors and translation purpose (skopos) shape term acceptability in Tshivenḓa’s ‘linguistic marketplace’. Practical implications call for institutional reforms, including mandated collaboration mechanisms, localised technological tools, and dual-validation protocols involving financial specialists and community stakeholders to ensure technical accuracy and cultural relevance. The research underscores the need to reconceptualise financial translation as a socio-technical endeavour, bridging disciplinary divides to enhance financial literacy and linguistic equity. Future studies should explore term adoption over time, cross-language comparisons, and insights from financial experts to overcome collaboration barriers. This work contributes to global discourse on language development, offering insights for policymakers, translators, and financial institutions in multilingual contexts.

The Conceptualization of the Comitative Preposition maʿa ‘with’ in Jordanian Arabic from a Cognitive Semantics Perspective

2025-03-07T10:21:19+08:00

The present study investigates the semantics of the comitative preposition maʿa ‘with’ in Jordanian Arabic (JA). It aims to examine how the preposition has the potentiality to denote a primary comitative sense in addition to other secondary comitative ones as a means of coding particular semantic thematic roles of the accompanee and the companion with reference to the main verb. Adopting a Cognitive Semantics approach, the study strives to pinpoint the polysemous nature of the preposition from a holistic constructional perspective. The researcher applies a qualitative research method for the analysis of the data taken from spoken JA. Forty examples were collected and categorized based on Arab linguists’ categorization of comitative constructions. The study limits itself to analyzing how the conception of linguistic expressions and the world around us leads to the multifunctional nature of the comitative relator maʿa. It is found that maʿa is semantically used as a preposition to encode a (non) physical comitative relation between its two arguments. The results show that such a relation, in some secondary comitative constructions, does not necessitate that the two arguments share the same activity, and unity of time is not emphasized. The findings emphasize that it is our cognition of the context that determines the degree of the principality of the two arguments. Arabic Non-native speakers are becoming more interested in learning its vernacular dialects; consequently, focusing on comitative constructions will help them speak more fluently and gain a deeper understanding of the society culture they live in.

IsiZulu Biblically Derived Idioms: Their Sentence Adaptation, Tense Variations & Socio-Cultural Assimilation

2024-12-19T18:15:54+08:00

This article explores the influence of biblical teachings on selected IsiZulu idiomatic expressions. It addresses a gap in the existing literature on the transformative effects of Christianity and the Bible on the IsiZulu language. Through the theoretical lenses of hermeneutics and the adoption of document analysis as a qualitative research technique, this research investigates the sentence adaptation, tense variations, and cultural assimilation of selected IsiZulu idioms that are derived from the Bible. The findings of the study demonstrate that the selected biblically derived idioms adapt to different sentence and tense variations. Essentially, they are syntactically versatile in that they can use different subjects and subject concords. Moreover, these idioms appear in five different IsiZulu tenses namely, the present tense, near past tense, remote past tense, near future tense, and remote future tense. In terms of cultural assimilation, the findings reveal that idiomatic expressions derived from the Bible have transcended religious contexts and are now embedded in everyday discourse. To support and demonstrate this, examples were extracted from online sources such as the isiZulu newspapers. Overall, the findings reflect the widespread acceptance (directly or indirectly) of Christian values within the Zulu community. These expressions encapsulate Christian virtues such as faith, forgiveness, and humility, often aligning with traditional Zulu principles such as ‘ubuntu’ (humility).

Religious Intertextuality in Ibn Al-Sayrafi’s Al-Afdhaliyyat: Manifestations and Implications

2025-03-13T10:51:19+08:00

This study meticulously explores the manifestations of religious intertextuality within Al-Afdhaliyyat, a collection of correspondences authored by Abu Al-Qasim Ali Ibn Munjab Ibn Sulaiman, widely esteemed as Ibn Al-Sayrafi. As a distinguished literary figure of the Fatimid era in Egypt, Ibn Al-Sayrafi’s oeuvre provides a fertile ground for investigating the intricate dynamics of intertextual interactions. Employing a descriptive-analytical methodology, this study systematically identifies and categorizes instances of intertextuality in these letters, with a particular emphasis on religious allusions and references. The primary objective is to conduct a comparative analysis between the literary components of Al-Afdhaliyyat and pertinent religious scriptures, thereby unveiling the complex interconnections underpinning these textual relationships. Findings reveal that Ibn Al-Sayrafi employs various forms of religious intertextuality, including direct quotations, indirect allusions, nuanced hints, and thematic absorptions, which enhance both the aesthetic and persuasive dimensions of his correspondence. These intertextual references serve to elevate the formal qualities of the prose, symbolically influence recipients by appealing to moral virtues, and reinforce doctrinal concepts integral to Fatimid theology. The study concludes that religious intertextuality in Al-Afdhaliyyat functions as a multifaceted tool that embellishes the text, persuades the recipient, and conveys complex doctrinal messages. This study contributes to academic discourse by applying contemporary literary theory to a relatively underexplored corpus, thereby enriching the understanding of Fatimid literary traditions and highlighting the pivotal role of intertextuality in literary analysis.

The Effect of Theme-Based Lexical Approach on English Writing Fluency and Accuracy Among Students in Chinese Vocational and Technical College

2025-01-20T11:12:34+08:00

Lexical chunks have garnered increasing attention in second language acquisition, and their essential role in enhancing high school students’ writing competency has been well-documented. However, the relationship between a theme-based lexical approach and English writing fluency and accuracy among vocational and technical college students remains underexplored. Addressing this gap, the present study investigated the effects of integrating a theme-based lexical approach on the English writing fluency and accuracy of first-year English-major students at a Chinese vocational and technical college. Specifically, the study aimed to evaluate the impact of the theme-based lexical approach on students’ writing fluency and accuracy, as well as their confidence and motivation in writing, resulting from the intervention. Two parallel classes, each comprising 55 students, were selected as experimental and control groups using a random sampling method. Over a two-month experimental period, the experimental group received instruction through the theme-based lexical approach, while the control group followed the standard curriculum without additional treatment. Both groups participated in a writing test and completed a questionnaire before and after the experiment. The results revealed that the experimental group significantly outperformed the control group in writing, showing notable improvements in both accuracy and fluency. Furthermore, students in the experimental group reported a dramatic increase in writing confidence and motivation, highlighting the effectiveness of the theme-based lexical approach in fostering enhanced writing outcomes.

Analyzing the Morphophonological Structure of Broken Plurals in Najdi Arabic: A Descriptive and Analytical Approach

2025-03-19T15:01:23+08:00

This study explores the patterns of broken plurals in Najdi Arabic (NA) and analyzes their morphophonological characteristics. Data were collected from native NA speakers, and the accuracy of broken plural forms was judged by three additional native speakers. The analysis is framed through the theory of prosodic morphology, which posits that morphological templates are shaped by prosodic structures such as the syllable and foot. The study identifies three primary broken plural patterns in NA: trisyllabic, disyllabic, and monosyllabic. The trisyllabic pattern is formed through melodic overwriting, a process in which vowels in the first two syllables are replaced, and the third syllable adds the high front vowel /i:/. The disyllabic patterns are formed via techniques such as vowel substitution, infixing, consonant deletion, and melodic overwriting; four main forms of this pattern have been identified (CVV.CVVC, CV.CVC, CVC.CVVC, and CV.CCV). In monosyllabic patterns, consonants remain unchanged. This study provides insights into the structural patterns and morphophonological processes of the broken plural formation in NA. Although the study is limited by its exclusive focus on broken plurals and its small sample of native NA speakers, it nonetheless offers practical implications in fields such as computational linguistics, in which natural language processing tools can benefit from this enhanced understanding of broken plural formation. Future research is recommended to extend the study of broken and sound plural patterns across Arabic dialects and consider how to integrate this knowledge into computational representations of Arabic dialectal morphology and our understanding of developmental language acquisition.

Enhancing Preschoolers’ Reading Interest and Habits through Home-School Collaboration: Design and Implementation of Reading Curriculum in Chinese Kindergartens

2025-02-25T14:05:26+08:00

This study investigates the phenomenon of family-school partnership practices and their contributions to language development through reading participation of Chinese preschool children, using Vygotsky’s sociocultural theory and application-based models of language development, especially concerning the domain of social interaction and language skills development. This study utilises an integrated reading programme that merges the home and school contexts aimed at creating a positive macro linguistic environment for language and reading interest development. The curriculum focuses on phonological, semantic, and pragmatic features of speech in the reading materials designed to illustrate various features of Mandarin Chinese such as the complexity of characters, tone patterns, and syntactic structures appropriate for preschoolers. Through a Design and Development Research approach, data were gathered from kindergartens by means of questionnaires (n = 300), semi-structured interviews (n = 30), and observations of lessons (n = 20). Analysing the data collected through multiple methods allowed me to understand how children’s language development, specifically vocabulary learning, syntactic variety, and discourse development were impacted by different reading environments. The analysis indicated notable changes in the children’s language development, with 45% of participants evidencing heightened metalinguistic awareness, communicative competence, and vocabulary use. The integrated home-school environment which supported the children’s language development led to improvement of the quality of linguistic input (Collaboration Quality Index increased from 0.65 to 0.88, p < 0.01), which in turn enhanced language understanding and expression. Theoretically and practically, these findings carry significant meaning pertaining to official language policies within early childhood care and education in China especially.

Exploring Perceptions of the Case-Based Learning Model for Enhancing Extensive Reading Skills in a Hybrid Learning Environment

2025-03-21T16:53:20+08:00

Extensive reading is a pedagogical approach that emphasizes reading for pleasure, allowing learners to choose texts that align with their interests and target language proficiency. However, two significant challenges hinder its effectiveness: the complexity of texts, which often limits comprehension, and vocabulary constraints, which impede students’ engagement with reading materials. This study explores students’ perceptions of integrating case-based learning within a hybrid learning framework to enhance extensive reading instruction in an English as a Foreign Language (EFL) context. Data were gathered through a structured questionnaire encompassing 10 dimensions and 50 statements. The research was conducted in the English Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Indonesia, involving 88 English Education students enrolled in an extensive reading course. The findings reveal that students generally held favourable perceptions of case-based hybrid learning, particularly regarding 10 critical dimensions: conceptual understanding of case-based learning, extensive reading skill development, interaction and collaboration, learner engagement, hybrid learning effectiveness, problem-solving through case studies, real-life applicability, challenges in hybrid learning, satisfaction with the instructional model, and recommendations for improvement. Overall, case-based hybrid learning was found to foster engagement, enhance comprehension, and develop students’ problem-solving abilities in EFL extensive reading instruction.

The Grammatical and Semantic Relationship between Introduction and Textual Structures Forming Surat As-Saffat: A Study in Light of the Textual Science

2025-02-21T15:10:29+08:00

The current study investigates the grammatical, rhetorical, and semantic relationship between the introduction of Surat As-Saffat and the textual structures forming the Surah. It assumes that the introduction verses are richly loaded with lexical and grammatical meanings. The title of the study, “Grammatical and Semantic Relationship between the Introduction of Surat As-Saffat and Its Textual Structures: A study in Light of the textual science,” seeks to answer the main question: (1) What are the grammatical and semantic relationship between the introduction verses of this Surah and its subsequent textual structures? This inquiry is further divided into key questions, such as: How are grammatical relationships manifested? (2) How are semantic cohesive relationships established? To answer these questions, the researcher adopted the textual methodology, which offers a theoretical framework for understanding the text as a cohesive grammatical and semantic unit, with an approach encompassing both theoretical and applied dimensions. The study reached several results, the most important of which were horizontal and vertical relationships, including repetition of grammatical style, news styles, and construction styles, in addition to frequent repetition of emphasis, forming a horizontal grammatical relationship noted by the researcher. As for semantic world and sentence structure, the text forms an interconnected semantic world through generative sentences rich in grammatical transformation; key transformational elements include the imperative, the interrogative, and emphasis, linking deep generative sentences with superficial transformational sentences.

The Impact of Digital Storytelling on EFL Learners’ Speaking and Writing Skills

2025-04-07T15:38:41+08:00

This research investigates the impact of digital storytelling as a pedagogical modality to enhance the speaking and writing skills of English as a Foreign Language (EFL) learners. A review of secondary sources indicates that educators have increasingly integrated digital storytelling with Artificial Intelligence (AI) technologies, thereby improving the feasibility of these methods to bolster EFL learners’ speaking and writing competencies. Despite the potential benefits, many learners encounter challenges in effectively utilizing educational technologies, which hampers their academic development. Concurrently, educators face infrastructural constraints that inhibit the implementation of digital storytelling in traditional educational settings. This study employs a mixed-methods approach, incorporating both qualitative analysis of secondary literature and quantitative analysis from primary research. Thematic analysis has been conducted on relevant journals and articles to align with the research objectives. Additionally, a survey was administered to 20 EFL participants, whose responses provided insight into the research questions. The findings indicate a significant improvement in oral fluency, accuracy, and learner confidence in speaking, alongside enhancements in grammatical accuracy and creativity in writing. Both students and teachers report positive responses towards digital storytelling, highlighting its engaging nature. However, challenges, particularly regarding technical limitations, remain evident. Consequently, while digital storytelling emerges as a highly effective language teaching strategy, further development is required to refine its format and integration with mainstream educational materials.

Negative to-Infinitives: Patterns of Grammatical Preference

2025-03-13T09:20:49+08:00

This study examines how native English speakers and Korean learners of English use the negative to-infinitive forms not to and to not in formal writing and informal speech. The analysis focused on three aspects: overall frequency of each form, variation across modalities, and differences between the two speaker groups. Results show that native speakers adjust their grammatical choices according to context, using not to predominantly in writing while increasing their use of to not in speech, particularly in informal situations. In contrast, Korean learners exhibited a strong preference for not to across both writing and speech, with little variation between modalities. Even in informal spoken contexts, the use of to not was extremely limited. This consistent reliance on not to indicates a tendency to prioritize formally taught grammatical rules over context-sensitive variation. The results point to a gap in learners’ ability to adjust their language use to suit different communicative situations, likely stemming from the dominance of prescriptive grammar instruction and limited exposure to informal spoken English. The findings reveal a marked contrast between native speakers’ context-driven grammatical choices and the relatively fixed usage patterns of Korean learners. These differences highlight the importance of fostering grammatical adaptability through instruction that emphasizes not only accuracy but also contextual appropriateness and variation. A balanced approach to grammar teaching—one that includes explicit awareness of register and the range of acceptable forms—may help learners develop more flexible and natural patterns of English use.

The Contemporary Trends in Phonological Awareness Studies: A Review of Selected Articles

2025-04-08T14:37:51+08:00

The primary objective of this study was to analyze the contemporary trends in phonological awareness (PA) research by examining ten selected articles and gaining a comprehensive understanding of this field. The data for this study were gathered from articles available in Google Scholar and ResearchGate-indexed journals, resulting in the selection of ten relevant articles published between 2020 and 2023. These ten articles were cross-analyzed according to research (Title & Authors), participants, research design, data collection, data analysis, research setting, and findings. Analyzing the results of the selected articles according to the similarities in phonological awareness could yield valuable insights into contemporary research trends in phonological awareness (PA). The study employed a descriptive bibliometric approach in which a report card was developed, and content analysis was utilized to reveal contemporary trends in phonological awareness articles during the specified period. The findings indicated that the predominant focus of these articles was on the impact of phonological awareness on reading development, particularly among primary school students. Additionally, the majority of articles utilized tests as a data collection instrument, and they demonstrated the effectiveness of phonological awareness in improving child literacy, reading skills, speaking skills, and technology-based assessment of reading skills. The researchers recommended that future studies expand the sample size by including more articles on phonological awareness, focusing on kindergarten and primary school students, to address gaps in our understanding of collaborative efforts in phonological awareness.

“Do EFL Learners Need AI?”: Exploring Learners’ Perspectives on the Use of ChatGPT for Morphology and Syntax Learning Tasks

2025-03-17T09:40:08+08:00

This study investigates English as a Foreign Language (EFL) learners’ perspectives on using ChatGPT for English morphology and syntax learning tasks. Data were collected from 24 EFL learners enrolled in an English Morphology and Syntax course at a university in Jakarta, Indonesia, through weekly progress reports and a focus group discussion. The findings reveal that learners utilize ChatGPT for various purposes, including simplifying, confirming, elaborating, previewing, and supplementing course materials. While learners generally hold positive perceptions of ChatGPT, concerns regarding its accuracy and its limitations in morphological and morphemic analysis were noted. The study indicates that while ChatGPT can assist with basic explanations and concepts, it struggles with complex linguistic analysis, making it a supplementary tool rather than a substitute for textbooks or instructors. Learners expressed the need for improved citation references and multimodal support in ChatGPT, as well as more reliable information. These findings provide empirical evidence of ChatGPT’s role in EFL linguistic learning, showing its potential to enhance learning experiences while emphasizing its limitations. The study suggests that ChatGPT, when used appropriately, can support EFL learners in understanding linguistic concepts but cannot replace the traditional classroom learning environment. The study also offers insights for future pedagogical strategies to effectively integrate Artificial Intelligence (AI) tools into linguistics education.

Conquest and Culture: Exploring Colonial Ideologies in Shakespeare and Marlowe

2025-03-24T15:10:33+08:00

This paper explores the representation of colonialism in the works of William Shakespeare and Christopher Marlowe, focusing on The Tempest, Othello, Tamburlaine the Great, and Doctor Faustus. Using postcolonial theoretical frameworks, the study investigates how these plays both reflect and critique early modern England’s imperial ambitions. Marlowe’s Tamburlaine and Doctor Faustus depict the era’s expansionist drive, examining themes of power, conquest, and cultural dominance. Meanwhile, Shakespeare’s The Tempest and Othello engage with the complexities of colonial encounters, exposing the tensions between colonisers and the colonised, as well as the psychological and social consequences of imperial rule. The analysis highlights how these texts reveal anxieties surrounding race, identity, and authority within imperial discourse. By situating these works within broader postcolonial debates, this paper underscores their continued relevance to discussions on empire, cultural hegemony, and resistance. Additionally, the study addresses critical gaps in existing scholarship by offering fresh perspectives on colonial subtexts in Marlowe’s works and re-evaluating dominant interpretations of Shakespeare’s engagement with imperialism. The discussion also considers how these plays anticipate later colonial and postcolonial critiques, illustrating their enduring significance in shaping literary and historical narratives of empire. The paper concludes by suggesting avenues for further research, including comparative studies with other European literature of the period and contemporary reinterpretations of colonial themes in modern drama and performance.

Influence of Language On the Interpretation of Satisfaction Surveys in Professional Training: A Systematic Review and Linguistic Perspective

2025-03-12T11:40:16+08:00

This systematic review examines how linguistic structures influence the interpretation of satisfaction surveys within professional training contexts. Guided by Critical Discourse Analysis (CDA) and the Theory of Discourse Evaluation (TDE), this study analyzes 39 empirical articles published between 2018 and 2024 in Scopus-indexed journals. Following PRISMA 2020 guidelines, studies were systematically identified, screened, and synthesized, while the GRADE methodology was applied to assess evidence quality. The findings reveal that linguistic elements, such as ambiguous wording, implicit evaluative terms, and culturally biased phrasing, significantly impact the validity of survey responses. The reviewed literature shows a dominance of quantitative methodologies, with limited integration of mixed-methods and discourse analysis. Three major gaps were identified: the absence of comparative studies on survey models, the lack of research addressing emotional and motivational factors in satisfaction assessment, and the narrow contextual focus on academic and corporate settings. The study emphasizes the necessity of incorporating CDA and TDE frameworks in survey design to mitigate discursive biases and enhance instrument validity. It also calls for linguistic validation practices and the inclusion of socio-emotional dimensions in satisfaction measurement. The review contributes to applied linguistics and training evaluation by providing practical recommendations for survey designers to ensure culturally sensitive, reliable, and methodologically robust instruments. Ultimately, this research underscores that language is a key determinant of data quality in training evaluations and not merely a technical aspect of survey construction.

Epistemological Transformation of the Paradigm of Literary Studies in the Context of the Integration of Digital Humanities Methods

2025-03-11T10:32:51+08:00

The epistemological transformation of literary studies in the context of digital humanities and the post-humanities shift challenges traditional hermeneutic paradigms, requiring a fundamental reconsideration of literariness, authorship, and textuality. This article explores the impact of distant reading and computational methodologies on contemporary literary analysis, particularly within postcolonial and feminist criticism. By integrating large-scale textual analysis with AI-driven methods, distant reading unveils new historical, structural, and thematic patterns while simultaneously raising critical concerns regarding representation, data selection, and algorithmic biases. The study examines how digital humanities methodologies, such as sentiment analysis, topic modeling, and network analysis, reshape the interpretation of gender and race in literary history. Case studies demonstrate how AI-assisted literary analysis reveals structural imbalances in representation, while feminist and decolonial critiques highlight the ethical imperatives of corpus formation, algorithmic transparency, and epistemic inclusivity. The findings underscore the methodological and ideological tensions between computational literary studies and traditional close reading approaches, advocating for a hybrid model that integrates quantitative insights with hermeneutic depth.Ultimately, this article argues that digital methodologies not only expand the analytical scope of literary research but also redefine the epistemological foundations of the discipline. The intersection of distant reading with feminist and decolonial critique destabilizes canonical hierarchies, urging scholars to critically engage with the political dimensions of digital research. By foregrounding the ethical challenges of AI-driven analysis, this study contributes to ongoing debates on the future of literary studies in the digital age, advocating for a more inclusive, interdisciplinary, and critically reflexive approach to literary scholarship.

A Critical Review of Hermeneutic Approaches to Language and Translation: Theoretical Foundations, Interpretative Challenges, and Implications for Cross-Cultural Communication

2025-03-18T09:29:12+08:00

This study provides a critical examination of hermeneutic methodologies in language and translation, with a focused analysis on their application to classical literature. While existing research has explored translation theory extensively, few studies have systematically investigated the intersection between hermeneutics and translation, particularly concerning classical texts. This gap motivates the present research, which employs a rigorous critical literature review methodology to analyze and synthesize key hermeneutical approaches to language and translation. By evaluating these methodologies, the study develops a comprehensive theoretical framework that clarifies the hermeneutic concept of translation, offering a robust foundation for reassessing classical text translations. The research identifies three primary factors that complicate the translation process: textual (linguistic structures, syntax, and semantics), contextual (historical, cultural, and situational influences), and paracontextual (ideological, power-related, and subjective biases). While traditional translation approaches often prioritize textual fidelity, this study argues that contextual and paracontextual elements play an equally critical role in shaping meaning. For instance, translating classical Arabic poetry or sacred texts requires not only lexical accuracy but also an understanding of historical ethos, cultural connotations, and the translator’s own interpretative lens.By integrating these three dimensions, the study advocates for a hermeneutically informed approach to translation—one that moves beyond mechanical word-for-word substitution toward a dynamic negotiation of meaning. This approach enhances translation accuracy, adaptability, and cultural resonance, particularly for classical works where linguistic and historical gaps are pronounced. Ultimately, the research underscores the necessity of hermeneutic analysis in translation studies, proposing that a deeper engagement with context and interpretation can bridge the divide between source and target languages, ensuring both precision and philosophical depth in translated literature.

Exploring a Decade of Research: A Systematic Review of Computer-Based English Speaking Tests

2025-03-06T14:55:28+08:00

The rapid integration of technology into educational assessment has revolutionized the evaluation of English speaking proficiency. Computer-based English speaking tests (CBESTs) have emerged as scalable and efficient solutions, which offer enhanced consistency and accessibility in high-stakes and large-scale testing contexts. However, existing studies on CBESTs have primarily focused on specific aspects of their design, implementation, and impact, leaving a fragmented understanding of their broader implications. As such, this systematic review synthesizes empirical research on CBESTs published between 2014 and 2024 to identify overarching trends, challenges, and opportunities. Employing the PRISMA methodology, the review analyzed 36 studies identified from three databases: Web of Science, Scopus, and Google Scholar. The findings highlight diverse research foci, including advancements in automated scoring, test validity, and the influence of cognitive and affective factors on performance. Studies also explored test-taker perceptions and experiences, which revealed mixed attitudes toward fairness and authenticity. Research methodologies ranged from quantitative correlational studies and qualitative case studies to mixed-methods designs, reflecting a diverse yet fragmented body of work. The review highlights the need for continued innovation in CBEST design and emphasizes the importance of hybrid models that integrate automation with human judgment. For test developers and policymakers, the findings underscore the importance of equitable implementation, technical refinement, and alignment with pedagogical goals. Future research should explore underrepresented areas such as long-term learning impacts and broader inclusivity to enhance the utility and fairness of CBESTs.

Lingua Pop: Exploring the Role of Popular Culture in Modern English Communication

2025-04-03T13:25:32+08:00

In the contemporary world, Popular Culture played a significant role in shaping modern English communication. Many cultural artifacts like music, movies, social media, memes and cultural trends have influenced the modern vocabulary, expressions and social interactions. The present review examines the impact of contemporary culture, commonly referred to as “popular culture”, on our daily lives, particularly through music, art, and rap across various countries and languages. The younger generation, often identified as “Generation Z”, is significantly influenced by this cultural wave. It is widely acknowledged that art and culture serve as essential pillars of society. The present review employs a comprehensive qualitative method to investigate the complex relationship between popular culture and language in contemporary communication. Through a synthesis of scholarly articles, primary sources such as TV shows, films, music, and social media platforms, as well as linguistic analyses, the paper identifies key trends and language shaping patterns in how pop culture shapes language. The review also highlights the ways in which popular culture contributes to the conception and spread of slang and idiomatic expressions, with a focus on how terms introduced by media and entertainment become mainstream, reflecting societal trends. However, an additional pillar has emerged in the form of digitalization. This development has not only enhanced accessibility but also amplified the appreciation for various art forms, including music and television. Furthermore, this paper highlights the role of digitalization and globalization in fostering a fusion of languages and artistic expressions.

A Systematic Literature Review about Project-Based Learning in English Classroom in China

2025-02-28T09:28:59+08:00

This study aims to systematically review the existing literature on Project-Based Learning (PBL) in English language classrooms in China. It explores the adoption, effectiveness, challenges, and strategies for implementing PBL in Chinese educational settings, focusing on both linguistic and non-linguistic outcomes. The study also examines the specific factors influencing the successful integration of PBL into China’s education system. A comprehensive literature review was conducted, analyzing 31 selected empirical and theoretical studies published between 2010 and 2024. These studies were sourced from various academic databases, including CNKI, Web of Science, Scopus, and ERIC. The data extraction involved coding the studies based on study details, methodologies, outcomes, challenges, and recommendations. The studies were then synthesized to identify key trends, findings, and gaps in the literature related to the use of PBL in Chinese English classrooms. The findings indicate that PBL has been shown to improve students’ linguistic abilities, including speaking, listening, and writing, and foster critical thinking, creativity, and collaboration. However, challenges such as teacher training, rigid curricula, and institutional pressures hinder its widespread implementation. Successful PBL implementation requires support for teachers and tailored curriculum adjustments. This study provides a comprehensive synthesis of PBL in Chinese English classrooms, addressing both theoretical and practical gaps in the literature. Its insights contribute to the development of strategies for more effective PBL adoption and offer actionable recommendations for teachers and policymakers.

The The National Adaptation of Classicism: A Comparative Analysis of Albanian Tragedy and European Models

2025-03-11T14:15:18+08:00

This study examines the influence of classicism on Albanian dramaturgy, focusing on Etëhem Haxhiademi and Gjergj Fishta, two key playwrights who integrated classical principles within a national literary and theatrical context. While classicism emerged in 17th- and 18th-century Europe, its adaptation in Albanian tragedy followed a unique trajectory shaped by national concerns and socio-political transformations. The paper explores the structural, thematic, stylistic, and linguistic elements that define classical influence in Albanian drama, emphasizing Aristotle’s three unities—unity of time, place, and action—and their role in constructing a compact, morally instructive narrative. A key focus is placed on how tragic themes such as heroism, betrayal, and fate vs. free will are reinterpreted to reflect Albanian historical realities. Furthermore, the study examines dramatic discourse and rhetorical techniques, analyzing how linguistic choices, rhetorical figures, and metrical structures enhance emotional engagement. By integrating oral tradition, folkloric influences, and epic motifs, Albanian tragedy emerges as a hybrid form that bridges European aesthetics with local literary sensibilities. While drawing occasional parallels with European classical drama, the study primarily explores how classicism was adapted to Albanian dramaturgy, embedding national identity and collective memory within a classical framework. Characters often manifest archetypes deeply rooted in the communal psyche, reflecting not only personal fates but the collective struggles of a people. Language, too, plays a central role—blending high poetic diction with regional idioms to create a distinctive tragic register. In doing so, Albanian tragedy creates a unique space within European literature, one that is simultaneously rooted in tradition and responsive to historical rupture.